A Protocol-Based Blended Model for Fluid Mechanics Instruction
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Educational Research and Methods
- Tagged Topic
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Diversity
- Page Count
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19
- DOI
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10.18260/1-2--29717
- Permanent URL
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https://peer.asee.org/29717
- Download Count
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505
Paper Authors
John T. Solomon Tuskegee University
John T Solomon is Associate Professor at Tuskegee University, Alabama. He received PhD in Mechanical Engineering from Florida State University, USA in 2010. Prior joining Tuskegee University he was a research associate in Florida Center for Advanced Aero- Propulsion. Dr. Solomon's research interests include high speed flow control, actuator development, experimental fluid mechanics and engineering education.
Eric Hamilton Pepperdine University
Eric Hamilton is Professor and Associate Dean of Education at Pepperdine University in Los Angeles. He holds a joint appointment in mathematics. Dr. Hamilton currently carries out research activities under support from the US National Science Foundation and Department of Education, studying means to enhance the creativity and media fluencies of mathematics teachers, intergenerational communication in mathematics between, and the use of artificial agents and language parsers in collaborative educational workspaces. Hamilton works extensively with educational and research partners overseas, particularly in east Africa. He has also led the NSF-funded Distributed Learning and Collaboration symposium series in Shanghai, Singapore and Germany. Dr. Hamilton came to Pepperdine from the US Air Force Academy, where he was a research professor and director of the Center for Research on Teaching and Learning. Prior to that, he held was a member of the US government’s senior executive service corps as the director for the education and learning technology research division at NSF. Originally tenured in computer science, he came to NSF from Loyola University Chicago, where he organized and led a large consortium on STEM learning, invented and secured patents on pen-based computing collaboration, and directed the Chicago Systemic Initiative in mathematics and science education. Hamilton earned undergraduate and graduate degrees from the University of Chicago and a PhD from Northwestern University.
Vimal Kumar Viswanathan
San Jose State University
orcid.org/0000-0002-2984-0025
Dr. Vimal Viswanathan is an assistant professor in the Mechanical Engineering Department at San Jose State University. He earned his Ph.D. from Texas A&M University. His research interests include design innovation, creativity, design theory and engineering education.
Chitra R. Nayak Tuskegee University
Dr. Nayak joined Tuskegee University as an assistant professor in Physics in 2014. After completing her Ph.D (2009) in the area of nonlinear dynamics from Cochin University, India, she worked as a postdoctoral fellow in the interdisciplinary field of bacterial biophysics and immunology at Dalhousie University and University of Toronto, Canada. Her current area of research work includes nonlinear analysis of bio-signals and fluid dynamics. Dr. Nayak is also involved in education research at Tuskegee University.
Firas Akasheh Tuskegee University
Dr. Akasheh has been with the Mechanical Engineering Department at Tuskegee University since 2008. His primary interest is in the area of solid mechanics and manufacturing as well as the integration of best practices in engineering education.
Abstract
A personalized and media-rich learning framework called “Knowledge and Curriculum Integration Ecosystem” (KACIE) has been developed and implemented in a junior level fluid mechanics course in Fall 2016 and Spring 2017. This model shares characteristics of blended instruction as well as a flipped classroom, with an overall structure that includes the application of established principles emerging from the learning sciences and from cognitive neuroscience. These principles have taken form in the KACIE model as classroom protocols or written instructions to scaffold and guide teaching and learning by faculty and students respectively. In KACIE, the course has been presented as a sequence of 55 concepts that each connect to its pre-requisites. Scripted and animated short video lectures of 2-6 minutes duration and mandatory in-class activity sheets were developed and used for teaching each of the 55 concepts. This paper presents the details of the KACIE model and its impact on fluid mechanics instruction by comparing relevant data from the Fall 2015 control semester when the same course was offered in a traditional teaching environment. The results show that the media-rich KACIE intervention in an HBCU has significantly improved students’ academic engagement and success, substantially reduced failure rate, and enhanced their critical thinking ability.
Solomon, J. T., & Hamilton, E., & Viswanathan, V. K., & Nayak, C. R., & Akasheh, F. (2018, June), A Protocol-Based Blended Model for Fluid Mechanics Instruction Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29717
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