This paper describes the creation of an active learning framework and process of module development in efforts to build requisite knowledge and skills for at-risk learners enrolled in university introductory engineering design and technical graphics courses. Specifically, the module sequence, strategy for building direct relevance for at-risk populations, and culminating performance-based learning tasks are identified and detailed. Student-oriented reference points of learning are leveraged through relevant imagery, examples, and objects in further building personalized meaning and deeper comprehension of processes. Ten learning modules were initially developed within the Problem-Based Learning Modules (PBLM) framework and are currently being pilot tested under the Active Learning Modules to Support Problem-Based Learning: Effects on Engineering Retention and Academic Outcomes of At-Risk Students project funded through the National Science Foundation IUSE Program (Award # 1725874) to refine through evidence-based process outcomes.
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 23 2018|
|Event||125th ASEE Annual Conference and Exposition - Salt Lake City, United States|
Duration: Jun 23 2018 → Dec 27 2018