Experiential Learning in a Class with Diverse Audience

Experiential Learning in a Class with Diverse Audience

Grant:
Gilbert Whitaker Fund for the Improvement of Teaching
Academic Year:
2013 - 2014 (June 1, 2013 through May 31, 2014)
Funding Requested:
$6,000.00
Project Dates:
-
Applicant(s):
vcli
kvelikov
dsoltan
Overview of the Project:
This proposal aims at using an action-based learning approach to develop new teaching/learning modules that address the challenges experienced by student groups with widely different backgrounds in a cross-listed Engineering/Architecture course. The ambition is to develop innovative techniques by which to advance high quality interdisciplinary course opportunities for students in both programs. The pedagogical approach developed could be transferred to any interdisciplinary class with disparity in background and preparation among student groups and will contribute to the advancement of interdisciplinary teaching practices at U of M and other institutions.
Final Report Fields
Project Objectives:

This proposal aims at using an action-based learning approach to develop new teaching/learning modules that address the challenges experienced by student groups with widely different backgrounds in a cross-listed Engineering/Architecture course. The ambition is to develop innovative techniques by which to advance high quality interdisciplinary course opportunities for students in both programs.

Project Achievements:

It is recognized that most architecture students learn best visually, while engineering students tend to be comfortable with quantitative analysis. These two groups of students have different learning styles. New modules revolving around the theme of mathematics and shape, i.e. connecting equations with geometry, were introduced in CEE 574/ARCH 595 during the fall semester of 2014. Nine architecture students and twelve engineering students took the course. About half the students from architecture felt that these modules were helpful, while the others felt indifferent. Engineering students generally did not find the modules as relevant, although they learn to appreciate the different perspective of their cohorts with different technical background training.

Continuation:
There is no plan to continue this project.
Dissemination:
The project activities were informally disseminated in a faculty retreat.
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