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Improving Student Readiness for Inquiry-Based Learning

[+] Author Affiliations
Ivana Milanovic, Tom Eppes

University of Hartford, West Hartford, CT

Paper No. AJKFluids2015-1648, pp. V001T01A002; 6 pages
doi:10.1115/AJKFluids2015-1648
From:
  • ASME/JSME/KSME 2015 Joint Fluids Engineering Conference
  • Volume 1: Symposia
  • Seoul, South Korea, July 26–31, 2015
  • Conference Sponsors: Fluids Engineering Division
  • ISBN: 978-0-7918-5721-2
  • Copyright © 2015 by ASME

abstract

We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.

Copyright © 2015 by ASME
Topics: Students

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