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Introduction of Comprehensive Learning-Type Class: An Example—Fluid Mechanics Class

[+] Author Affiliations
Yasuhiro Sugimoto, Keiichi Sato

Kanazawa Institute of Technology, Oogigaoka, Nonoichimachi, Ishikawa, Japan

Paper No. AJK2011-34005, pp. 281-285; 5 pages
doi:10.1115/AJK2011-34005
From:
  • ASME-JSME-KSME 2011 Joint Fluids Engineering Conference
  • ASME-JSME-KSME 2011 Joint Fluids Engineering Conference: Volume 2, Fora
  • Hamamatsu, Japan, July 24–29, 2011
  • Conference Sponsors: Fluids Engineering Division
  • ISBN: 978-0-7918-4441-0
  • Copyright © 2011 by JSME

abstract

Kanazawa Institute of Technology (KIT) started an education reform for new century from 1995. After that, around 2007, based on “Comprehensive Learning Initiative Process” (CLIP), “Comprehensive Active Learning-type Education” (CAL-E) has been introduced. The CAL-E aims at training engineering students’ comprehensive abilities to nurture them becoming competent engineers for society. There are several class formats within CAL-E program, they are “presentation,” “discussion on a topic” and “practice and seminar.” Depending on the objective and role of subjects, the best type of CAL-E class format is conducted accordingly. In this paper, we use Fluid Mechanics classes as an example to demonstrate the effectiveness of CAL-E-oriented classes and examine its effect on students through a questionnaire.

Copyright © 2011 by JSME
Topics: Fluid mechanics

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