Experiences with electric circuit analysis in a blended learning model.
Morrow, Michael G. (2014, June). Experiences with electric circuit analysis in a blended learning model. Paper presented at the 2014 American Society for Engineering Education Annual Conference, Indianapolis, Indiana. Retrieved July 31, 2015 from https://peer.asee.org/experiences-with-electric-circuit-analysis-in-a-blended-learning-model
This article also appeared in the American Society for Engineering Education
(Michael Morrow is a WisCEL Instructor in the Wendt WisCEL Center)
This paper discusses the experience of implementing a blended learning model in an introductory electric circuit analysis course. According to Dr. Morrow, this course has historically been viewed as a “weed out” course; many faculty members considered a student’s ability to succeed in this course a strong and necessary indicator of future performance. Dr. Morrow believes it is reasonable to assume some students actually struggled with the teaching/learning model implemented in the course, rather than the actual course content. This paper provides an overview of the course’s conversion to a blended learning model in the Spring 2012 semester.
Flipping courses: Transitioning from traditional courses to a blended-learning approach.
Fadell, Elizabeth (2013). Flipping courses: Transitioning from traditional courses to a blended-learning approach. Office of Quality Improvement, University of Wisconsin Madison. Retrieved July 31, 2015 from https://edinnovation.wisc.edu/wp-content/uploads/sites/750/2013/09/Flipped_Courses_Guidelines.pdf
(Based on the work of Professor Gregory A. Moses, Harvey D. Spangler Professor of Engineering Physics at University of Wisconsin-Madison, and WisCEL instructors)
This article gives an example of one approach to developing a flipped course. Some topics covered include design and delivery of a flipped course, how to create online components, evaluation, and resources for getting started.
Flipping signal-processing instruction
Van Veen, Barry (2013). Flipping signal-processing instruction. Signal Processing Magazine, IEEE, vol.30, no.6, pp.145-150. https://edinnovation.wisc.edu/wpcontent/uploads/2013/11/VanVeen_FlippingSPEd_SPMag13.pdf
(Barry Van Veen is a WisCEL Instructor in the Wendt WisCEL Center)
In this article, Barry Van Veen describes his experience flipping his classroom with the Wisconsin Collaboratory for Enhanced Learning at University of Wisconsin-Madison. In fall 2012 and spring 2013 he flipped his course design for ECE 431 and ECE 630 respectively. His experience convinced him that flipped instruction is an effective model for teaching signal processing.
Leadership Development in Tight Times: Scaling up courses without watering them down.
Carlson-Dakes, Chris and Gregory W Harrington (2013, June). Leadership Development in Tight Times: Scaling up courses without watering them down. Paper presented at the ASEE Annual Conference, Atlanta, Georgia. Retrieved August 3, 2015 from https://peer.asee.org/19861
(Chris Carlson-Dakes is a WisCEL Instructor in the Wendt WisCEL Center for InterEGR 103)
This paper addresses a challenge many universities face: How can we meet increasing demands for undergraduate leadership development during a time of dwindling resources? Our alumni and industry partners tell us we need to graduate students with more leadership experience – yet we encounter a confluence of conflicting factors that make it difficult to respond accordingly. Leadership development is a long-term process in which students benefit from early and ongoing engagement throughout college. Recommendations by the National Academy of Engineering reinforce educational research that shows learning is enhanced by smaller classes, more direct contact with instructors, and active engagement in real world projects. Yet we struggle to find feasible paths to take action. Pressures to increase enrollment and cut budgets challenge us to find ways to do more with less without diluting the learning experience. Administrators embrace the need to update curriculum to remain current and relevant, yet there is no room to add in a tightly packed four-year program. These tensions require innovative approaches to engineering education and leadership development to meet the challenges of the future.
Diverse Students Go Digital
Peters, Shawn (2013, June 9). Diverse Students Go Digital [Diversity in Academe 2013]. The Chronicle of Higher Education. Retrieved August 3, 2015 form http://chronicle.com/article/Diverse-Students-Go-Digital/139645/
(Shawn F. Peters formerly taught ILS 275 in the Wendt WisCEL Center)
Shawn F Peters, lecturer in the Liberal Studies and the Arts Department, held his ILS 275 course in WisCEL for three semesters. His article highlights how the opportunity to teach using the WisCEL suite of spaces and assets has afforded him new options for changing the way he teaches with enhanced technology in a collaboration-friendly learning space that encourages active learning and fosters a sense of belonging, especially for students from diverse backgrounds. He credits the success of his ILS 275 course to doing away with “the shortcomings of lectures courses,” by giving students a greater role in discussion and interaction and ready access to technology, social media, and cyber materials, which serve to build on student’s diverse backgrounds and interests, and promote inclusion and academic engagement.