An Integrated, Cooperative Learning Oriented Freshman Civil Engineering Course: Computer Analysis in Civil Engineering.

Autor/inn/en	Hart, Frederick L.; Groccia, James E.
Titel	An Integrated, Cooperative Learning Oriented Freshman Civil Engineering Course: Computer Analysis in Civil Engineering.
Quelle	(1994), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Civil Engineering; College Freshmen; Computers; Cooperative Learning; Course Content; Critical Thinking; Curriculum Development; Group Dynamics; Group Experience; Higher Education; Interpersonal Competence; Problem Solving; Required Courses; Skill Development; Technical Institutes + Suchen Sie Ihr Suchwort? Studienanfänger; Digitalrechner; Kooperatives Lernen; Kursprogramm; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Problemlösen; Pflichtkurs; Kompetenzentwicklung; Qualifikationsentwicklung; Technische Fakultät
Abstract	Worcester Polytechnic Institute (Massachusetts) has developed a new freshman course titled "Computer Analysis in Civil Engineering" as part of a curriculum revision project which emphasizes critical thinking, cooperative group learning and problem solving, the integration of knowledge through projects, and student responsibility for learning. The three objectives of the course are fundamentals of civil engineering, computer skills, and working in a group environment. The course incorporates computer application skills, the development of oral and professional presentation skills, team teaching, small group cooperative learning, Graduate Teaching Assistants, and the use of undergraduate students as Peer Learning Assistants. The course utilizes a hands-on approach that involves the learner in the building of bridges between facts and concepts and between disciplines and subdisciplines. Student groups range from informal gatherings (e.g., three to four students organized into teams during lecture periods) to formal groups (e.g., laboratory teams in which each student is given a role assignment and the team is asked to conduct an experiment or solve a problem and then submit a formal report). A rationale for the curriculum revision process is offered, and course evaluation plans are outlined. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC