CONCEPTS ONLY PLEASE! INNOVATING A FIRST YEAR ENGINEERING COURSE
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
MSCI 100, a first year course dedicated to Management Engineering, introduces the main concepts of this discipline to students in their first term. The course’s main goals are introducing core principles that students will apply throughout their undergraduate studies and also preparing them for their first co-operative education term. In Fall 2015, this course was pedagogically redesigned based on authentic self-directed learning, accommodating different learners, and providing students with opportunities to develop professional skills (especially teamwork, project planning, time management and critical thinking).The course was designed holistically with emphasis on integrating concepts and communicating the course plan to students. Although engineering design was an inherent part of the course, there were no memory-driven tests and no math. The course’s learning outcomes were instead formulated around students’ understanding of improving effectiveness and efficiency in various facets of business through the development of their professional skills.There were numerous teaching innovations from the perspective of a first year engineering course. The essence of many course deliverables was for students to experience constructive failure-recovery cycles. This allowed them to learn from their mistakes as they completed case study challenges, hands-on activities, unique assessments and a final team project requiring integration of knowledge and skills. These activities were supported by various groups on campus.A panel of educators was formed near the end of the term so students could reflect on their learning process and be provided with the educators' feedback.. Moreover, the results from the course evaluations indicated that the restructuring of MSCI 100 was largely successful. Most students were able to fully grasp fundamental concepts and apply critical thinking skills. In this paper, we share reasons for redesigning the course, our experience in delivery and assessment, the impact of different teaching and learning methods and finally feedback on switching to in-depth, student-centered learning.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle