Educational Simulation and Pedagogies of Engagement 參與教育模擬教學(xué)法

EducationalSimulationandPedagogiesofEngagement:

EncouragingtheAcademicTransitionofFirst-YearEngineeringStudentsAtsushiAkera(Rensselaer)PamelaTheroux(SUNYAlbany/Rensselaer)IHSS1975

SocialDimensionsofEngineeringOriginsof“SocialDimensionsofEngineering〞COREEngineeringRenaissanceIntegrativeStudies

PilotProgramRensselaer’s

FirstYearStudiesProgramReservedforFirst-YearStudentsFeatures25studentsectionsCloseinteractionwithinstructorsTopicsCourses“MindsandMachines〞“LivinginCyberspace〞“SocialDimensionsofEngineering〞〞Rensselaer’s

FirstYearStudiesProgramDefinedPedagogicStrategiesFacultyDevelopmentWorkshops2-dayannualPAIDworkshopsFacultyAdvisorycommitteeCommunityofTeachersCriticalthinkingWriting&communicationsTeamwork&groupworkPersonalinstructionalattention

Focusonlearningenvironment&communityDiversity&diverselearningstylesAppropriateuseofinstructionaltechnology“IntegrativeStudies〞

PilotProgramProposedfocusonastudent’s

“academictransition〞Team-taughtstrategyHumanitiesFacultyStudentLifeFacilitatorSelf-reflectionsonlearningprocess(6-10sessions)GoalsettingReadingWritingClassDiscussionTeamworkTimemanagementFall2005Courses/CollaborationsVarietiesofReligiousExperience(Gordon/Gutmann&Virkus)GrowingUpinAmerica(Gowdy/Gutmann&Trahan)Minds&Machines

(VanHeuveln-Masulo)SocialDimensionsofEngineering(Akera-Theroux)Fall2006Courses/CollaborationsRhetoric,Democracy&Media(Haskins&Redding)Minds&Machines

(VanHeuveln–Masulo)SocialDimensionsofEngineering(Akera–Trahan)ActualTransitionTopicsWhatareourgoalsforthiscourse?(goals)What’sthevalueofanacademictext?(reading)Whyisitimportanttolistenaswellasspeak?(discussion)Whatmakesforagoodpresentation?(oralcomm.)WhatisDr.Akeralookingforintheweeklythoughtpieces?(writing)Whatmakesgroupworkwork?(teamwork)Howdoyoudealwiththemid-semestercrunch?(timemanagement)“IntegrativeStudies〞

PilotProgramEC2000COREEngineeringRenaissanceCoreEngineering

RenaissanceSchoolofEngineeringCoreEngineeringOfficeKevinCraig,DirectorRensselaerColloquiumonTeachingandLearningMay10-11,2004Objectivesofthe

COREEngineeringRenaissanceRetention“Engineering〞infirstyearFoundationsFundamentalbodyofknowledgeFoundationalskills(modeling,analysis,measurement)DeveloptechnicalcuriosityEngineeringpracticeProfessionalbreadth&developmentCollaborative

PairingEducationalSimulation&PedagogiesofEngagementFaustian

BargainEducational/

EntrepreneurialSimulationCourseDesign50%TeamProjects50%IndividualreadingsCourseePortfolio“Technoscience〞and

HeterogeneousEngineeringPeerBasedLearningSubstantialscaleOpenendedexercisesCompetitivemodelingDiversesolutionsPeercritiquePastworkarchiveSelf-SelectedUnits&ReadingsPaoloFreireSelfSelectedUnits&ReadingsSchedule23PedagogiesofEngagementAppealingtostudentinterestsEntrepreneurshipTechnicalcontent/reverseengineeringEmpoweringstudentsOpenendedexercisesTrustinabilitytogenerateknowledgeSelf-selectedunits&readingsWorkingfromstudentskills&abilitiesDon’tassumethey’reilliterate/can’twritePeermodelingworkswellherePedagogiesofEngagementPeerbasedlearningMajormotivationalstrategy(peerimpressions)DemonstrationofhumanisticknowledgeasvaluedEducationalsimulationBrings“realworld〞knowledgetobearuponlearningprocessSynergisticwithteamwork/groupworkstrategiesSelfreflectivesessionsonlearningprocessLearninghowtolearnIncreasedskills&toleranceforreading&humanitiesNecessaryfor“criticalthinking〞&“criticalwisdom〞VehiclefortheDeliveryof

“STSConcepts〞SocialconstructionTechnoscienceValenceOrganizationaldynamicsinengineeringSocialrelationsoftechnologyEthicsofcomplexsystemsScience&technologyrelationHistoricizingengineeringeducationAssociatedObjectivesWeeklywritingassignmentsOralcommunications&presentationTeamworkEconomicglobalizationInterestinengineeringpracticeChoiceofengineeringfield&vocationPracticalintegrationofSTSconceptsOutcomesAssessmentFall2005Assessment

CriteriaforAssessmentPrimaryObjectivesP1 CriticalThinkingP2 TeamworkP3 Synthesis&RetentionContentBasedObjectivesC1 SocialDimensionofEnggC2 Social&Professional ResponsibilityC3 Senseof

EngineeringWorkplaceC4 EngineeringIdentityFYSObjectivesF1 WritingF2 Mentoring&Faculty-StudentRelation--- EffectiveTeamwork(seeP2above)--- ProfessionalEthics(seeC2above)F3 CommunityBuildingF4 Diversity/PerspectivesF5 EngagedLearningF6 InstructionalTechnologyAcademicTransitionObjectivesT1 ReadingAcademicTextsT2 PresentationsT3 ListeningT4 TimeManagementT5 LearningProcess/ReflexivityFall2005Assessment

AssessmentInstrumentsPre-postcomparativeessaysSynthesisessaysWeeklythoughtpiecesTeamprojectsClassparticipationFocusgroupsStudentsurveyInstructors’surveyFall2005Assessment

Pre-PostAssessmentFall2005Assessment

AssessmentRubricScaleof+5/-5assessment(foreachobjective)5:Outstandingprogress4:Significantprogress3:Notableprogress2:Someprogress1:Negligibleprogress0:Nochange-5:Completedisengagement-4:Significantregression-3:Notableregression-2:Someregression-1:MinorregressionStudentwork(examples)Tothequestion:“Whatisanengineer?〞

(Postessays,Pre/PostComparison)“Engineersaredrivenbothbyaninherentdesiretocreateandbytheeconomicnecessitiesofsociety.Thus,whentherequirementsofsocietyaresometimesinconflictwiththeidealoftheengineer,theengineerisoftenrequiredtodeterminehowfarfromtheengineeringidealthefinalartifactwilldiverge.Theengineeristhereforenotonlyacreatoroftechnicalchange,butalsoanintegralplayerinthedevelopmentandevolutionofsociety.Theseaspectsofengineeringarecertainlyvisibleinmanyofthissemester’sreadings.〞-EB“Imayactuallyhavealessclearpictureofwhatexactlyanengineerisaftertakingthiscourse,thanIdidbefore.ThoughIknewtherewereseveraldifferenttypesofengineering,Ididnothavethepictureinmyheadofthebroadrangeofcareersthatcanbeconsideredengineering.Engineersspanfromthe“computernerds〞thatsitbusilytypingawayinthebasementsofcompanies,consumedbytheirworkasinKidder’sSoulofaNewMachine,toThomasEdison’scharismaticnatureinHughes’NetworksofPower,whichcauseshimtofollowaproductfromitsinventionthroughitsdevelopment,throughthepolitics,toitswidespreaduse.Engineeringcanflyoffinathirddirectionagain,where,asinLatour’sScienceinAction,itbeginstobeconfusedwithscience.〞-HNStudentwork(examples)Demonstrates:AreasonablydevelopedsenseofengineeringidentitySomefacilitywithSTSconcepts(sociotechnical,mutuallyshaping,“integral〞)RetentionofknowledgeButalso…“Anengineerisapersoninvolvedinthedesignandconstructionoftechnicalinnovation.Anengineerissomeoneinventiveaswellasaverytechnicallybasedwayofthinking.Theyareinvolvedinthemostimportantphaseofconstruction.Theyaretheoneswhoplaneverythingoutanddesigntheinitialbasisforallaspectsofconstruction.〞-IN“Anengineermakessocietyabetterplacetolivein.Anengineerdevelopsproductsthateitherthemarketdemandsorsomenewtechnologythatanengineerbelievesthatsocietycannotlivewithout.Anengineersometimestriestobeatnatureforhumanneeds.〞-SSFall2005Assessment(Outcomes)

PrimaryObjectivesLevel4-5Level3+Regress

(-1orless)CriticalThinking(P1)20%45%--

(0%)Teamwork(P2)10%55%-