Curricular Innovations and Continuous Improvement of Academic Programs (and Satisfying ABET along the Way): The Elizabeth Judson Memorial Symposium: Course Innovations
Sponsored by: TMS: Accreditation Committee, TMS: Education Committee
Program Organizers: Alison Polasik, Campbell University; Susan Gentry, University of California, Davis; Jeffrey Fergus, Auburn University; Assel Aitkaliyeva, University of Florida; Kester Clarke, Los Alamos National Laboratory; Subhadra Gupta; Gregg Janowski, University of Alabama at Birmingham; M. Norton, Washington State University
Monday 2:00 PM
October 18, 2021
Room: B144/145
Location: Greater Columbus Convention Center
Session Chair: Alison Polasik, Campbell University
2:00 PM Introductory Comments
2:05 PM
Online Instruction of a Large Introductory Materials Course: A Partially Asynchronous Approach: Jonathan Brown1; Jenifer Locke1; 1The Ohio State University
The introductory materials science and engineering course at The Ohio State University was significantly adjusted to be effectively taught online in autumn 2020 (to ~300 students, primarily from other engineering majors). To break content into digestible pieces, we used a primarily asynchronous format in which multiple mini-lectures and example videos were pre-recorded for each week. One live session per week was focused on student questions to increase engagement. The assignments for the online format were also broken up into several smaller low-stakes pieces: a reading/lecture quiz, surveys to aid in preparation for the live lectures and recitation, and a smaller homework assignment. To aid long-term retention, students wrote an abstract-length reflection on how they could use what they learned in their careers. We found that with this format, students remained engaged, commented that they appreciated the course, and provided end of semester reviews that were higher than for prior semesters.
2:25 PM
Reframing Lab Courses to Improve Both Student Engagement and ABET Alignment: Timothy Chambers1; 1University of Michigan
This presentation addresses the importance of framing and contextualizing laboratory course activities to motivate student engagement and deeper learning. Intentional consideration of ABET criteria in this process can lead to simultaneously improving student outcomes and alignment with accreditation goals. Student feedback suggests that adding analysis of societal and environmental impacts of the systems studied in lab, and development of real-life workplace skills, are particularly valuable course modifications. An example of reframing a junior-level materials science lab experiment is discussed to illustrate the process and stimulate discussion of best practices for reframing instructional lab activities.
2:45 PM
Integrating Problem Based Learning into a Metals Processing Class: Peter Collins1; 1Iowa State University
Problem Based Learning modules (PBLs) are a way to promote independent learning by students and student teams. PBLs form a core part of a Metals Processing Class at Iowa State University. This class covers content ranging from extractive metallurgy through solidification and deformation processing to advanced metals-based manufacturing. Given its breadth, additional creative learning opportunities are essential. The PBLs, which range from Dr. Who’s Tardis taking a team of unsuspecting college students who bought an old blue police box to times and places throughout history where only the students’ wit can save them, to teams conducting a rigorous dissection of what popular culture gets right (and wrong) about metals processing, the students have consistently demonstrated increased knowledge acquisition and engagement through such PBLs. These PBLs will be described, and examples of the work product will be presented.
3:05 PM Break
3:20 PM Panel Discussion: Discussion About the Future of Online Materials Education