I am finally on my way to create an online class on Engineering Dynamics. I am very excited about it, and I think it is coming along well. My experience with Livescribe pens has been phenomenal. I will post a sample of my lecture here soon. Quite honestly, online classes have been my interest, and also a concern. I thought at least for a month before I could make up my mind about moving this class online. Our students work hard, they work full time or part time, and their schedules do not allow them to spend all days at school. Sometimes the standard M-W-F or TR schedule does not work for them at all. So after a lot of debate, I have offered this class online. I am thrilled but also taking my time to design the lesson plan so it will be a meaningful experience, and not another online class.
As luck would have it, I came across this article in Chronicle recently, "Debating the ‘Flipped Classroom’ at Stanford" by Marc Parry (http://chronicle.com/blogs/wiredcampus/debating-the-flipped-classroom-at-stanford/34811
). While I did enjoy the article very much, (and I would encourage anyone developing an online course to read it to get a student's perspective on online classes), I did not feel the word "Flipped Classroom" conveys the kind of teaching and learning that takes place. Actually I am a bit partial to the word "Hybrid class" - that conveys the meaning well in my opinion. In the article, Parry informs the readers of a blog about online classes at Stanford by Ben Rudolf, a Stanford student. The original blog post by the student is at http://pennyhacks.com/2011/12/28/stanford-free-classes-a-review-from-a-stanford-student. In his blog, he says that “Online lectures suck. Sure, they’re great for rainy days or people learning at a distance or people that don’t go to Stanford. However, these new classes are getting rid of in-person lectures completely. I met barely anyone in my CS229a class. Everything was done alone in my room, which is kind of crappy especially when there is such a nice campus right outside." Rudolf also says at the end, "If all of Stanford’s classes are to be open to the public, then all those classes will quickly lose their value. By establishing a separation between the students and the public, Stanford will maintain the value of the classes for its students and the public will still be able to learn about a variety of topics."
While I sympathize with Mr. Rudolf about his unhappiness about the loneliness that he experienced during his online class, I feel he is missing the point about being open or accessible to public. The first problem: loneliness students experience in an online classroom is a real issue. To address this problem, the instructor must be accessible, motivated and responsible to create engaging lectures, and assignments, In addition the student in an online class also must assume a larger, more responsible role for his/her own learning. When I am developing my online Dynamics class this year, I am trying to focus on creating an engaging online environment for students to learn.
But for the "separation" that Rudolf insists on bringing between public and students, I would like to gently point out that Stanford is not educating Stanford students in isolation. Yes, Stanford is responsible for most of the learning that happens at Stanford, but their students (like most students at most universities these days) receive education and information from a variety of online sources including news, blogs, DIY project websites, YouTube videos, Facebook or Twitter, before they get into those classrooms. While Stanford must have right to its intellectual property, I believe Stanford is doing a great service by offering increased access to its courses and expertise and by being inclusive, rather than creating a divide between public and Stanford students that is unnecessary and unnatural.
Friday, January 13, 2012
Tuesday, November 8, 2011
Program Goals
I am part of a graduation competencies committee at my college. I recently wrote a blog post on the graduation competencies work that we are doing at the college. As a first stage of this work, we are looking at our program and course outcomes. I wanted to see where this work fits within the college framework and in the framework of the State's Vision Project that Dr. Richard Freeland, Commissioner of Higher Education for the State of Massachusetts is leading and I created a mind-map to see all of this in context.
Here is a mind map I created to define the context and framework for this work. The map has been made using Freemind, a mind mapping software that I recently downloaded on my computer. Click on the mindmap to view it in its original size to view it in its original size. Hopefully, it will be something to think about. I would appreciate your suggestions or comments to improve this.
If you want to use this mindmap, you can use it freely with due credits to my work. (Suggested Credits: Mindmap created by Chitra N. Javdekar using Freemind, first created November 2011, blog link: ) I would also be happy to send you my *.mm file if you wanted to build on it.
Here is a mind map I created to define the context and framework for this work. The map has been made using Freemind, a mind mapping software that I recently downloaded on my computer. Click on the mindmap to view it in its original size to view it in its original size. Hopefully, it will be something to think about. I would appreciate your suggestions or comments to improve this.
If you want to use this mindmap, you can use it freely with due credits to my work. (Suggested Credits: Mindmap created by Chitra N. Javdekar using Freemind, first created November 2011, blog link: ) I would also be happy to send you my *.mm file if you wanted to build on it.
Tuesday, August 9, 2011
Been there, done that!
Summer has turned out be busy.
Beginning of June, I attended a 3-day faculty retreat for discussing graduation competencies at the college. Turned out an excellent retreat arranged by MassBay's Yves Salomon Fernandez. The conversations we had there were very enlightening. Graduation competencies are the skills or competencies each student graduating from the college is required to have acquired before he/she graduates from the college.
As an example, at our college, all students, whether they are STEM students or not, are required to meet computational literacy requirements before they can graduate. Our college has been offering a CS 100 class that currently satisfies this graduation requirement.
The question then is: Is this class still relevant to our students who routinely use digital and social media for connecting with the world unlike our previous generations who needed this class to gain those basic computing skills? What computing knowledge then should a Humanities student today possess other than what he/she already has as a result of living in an increasingly digital world? Why should a CS or an Engineering student take the same class as the Humanities student does?
If you can answer these questions, then another important question comes: If a change is brought about in the manner in which we teach this course, or in the course content itself, who will be affected by this change? How do we involve the adjunct faculty in this type of decision making? How do we satisfy students who must be trained for their respective professions in a timely manner?
Certainly, we were not able to answer all these questions, but it proved a discussion worth having. I learned several different ways in which people think, in my own institution. I expect to participate in a number of such discussions over the next year with my colleagues before we can actually develop a policy and implement processes that will help achieve the goal.
Toward the end of June, I attended the 2011 ASEE Annual Convention at Vancouver, BC.
Vancouver Convention Center
I presented a poster at ASEE convention based on my work for my MN 125 Engineering Computation with Application Software course. I developed this course over the last year in collaboration with Prof. Steve McKnight of Northeastern University, Boston MA. Steve's work in the High Tech Tools and Toys Lab is an exemplary work and we were able to integrate a few of his hands-on educational modules - into my class. (This calls for a separate entry in this blog so I will save writing on it for some other time).
I also went to DC twice this summer, for a NSF STEP grantees meeting and another as a reviewer for a grant. At the NSF STEP Grantees meeting, I had a chance to meet with several NSF Community College representatives. The workshops held by NSF were extremely good, generated a lot of interaction and gave me a good insight into what works. I also met some really smart women in the field of STEM education.
In addition to this, I also was the chair of a search committee and I was happy to learn today that our search was a successful one. I have a new faculty colleague and I am excited about the opportunities for my program this year.
But it has not been just work. I was also able to get some much needed vacation in upstate NY with my family and friends at a week-long camp. A week free from any digital media was actually an excellent idea! I hope to do it again next year.
Overall it has been a busy and satisfying summer.
Beginning of June, I attended a 3-day faculty retreat for discussing graduation competencies at the college. Turned out an excellent retreat arranged by MassBay's Yves Salomon Fernandez. The conversations we had there were very enlightening. Graduation competencies are the skills or competencies each student graduating from the college is required to have acquired before he/she graduates from the college.
As an example, at our college, all students, whether they are STEM students or not, are required to meet computational literacy requirements before they can graduate. Our college has been offering a CS 100 class that currently satisfies this graduation requirement.
The question then is: Is this class still relevant to our students who routinely use digital and social media for connecting with the world unlike our previous generations who needed this class to gain those basic computing skills? What computing knowledge then should a Humanities student today possess other than what he/she already has as a result of living in an increasingly digital world? Why should a CS or an Engineering student take the same class as the Humanities student does?
If you can answer these questions, then another important question comes: If a change is brought about in the manner in which we teach this course, or in the course content itself, who will be affected by this change? How do we involve the adjunct faculty in this type of decision making? How do we satisfy students who must be trained for their respective professions in a timely manner?
Certainly, we were not able to answer all these questions, but it proved a discussion worth having. I learned several different ways in which people think, in my own institution. I expect to participate in a number of such discussions over the next year with my colleagues before we can actually develop a policy and implement processes that will help achieve the goal.
Toward the end of June, I attended the 2011 ASEE Annual Convention at Vancouver, BC.
Vancouver Convention Center
I presented a poster at ASEE convention based on my work for my MN 125 Engineering Computation with Application Software course. I developed this course over the last year in collaboration with Prof. Steve McKnight of Northeastern University, Boston MA. Steve's work in the High Tech Tools and Toys Lab is an exemplary work and we were able to integrate a few of his hands-on educational modules - into my class. (This calls for a separate entry in this blog so I will save writing on it for some other time).
I also went to DC twice this summer, for a NSF STEP grantees meeting and another as a reviewer for a grant. At the NSF STEP Grantees meeting, I had a chance to meet with several NSF Community College representatives. The workshops held by NSF were extremely good, generated a lot of interaction and gave me a good insight into what works. I also met some really smart women in the field of STEM education.
In addition to this, I also was the chair of a search committee and I was happy to learn today that our search was a successful one. I have a new faculty colleague and I am excited about the opportunities for my program this year.
But it has not been just work. I was also able to get some much needed vacation in upstate NY with my family and friends at a week-long camp. A week free from any digital media was actually an excellent idea! I hope to do it again next year.
Overall it has been a busy and satisfying summer.
Wednesday, June 1, 2011
Great Educational Tools: Scratch | Project | Kettle_Cup_Animation
As part of my work, I sometimes am looking for ideas that interest students, particularly younger - middle school students. A few years ago, I experimented with Scratch (developed by MIT) to do this and was able to create this very simple animation. I call it my Kettle_Cup_Animation. This was made on a day when it was raining outside and I wanted to have some tea desperately! But I could not leave this project I made in Scratch before I went to have my (real) cup of tea. The animations are easy to create. Younger kids may need a bit of help with understanding what a sprite is and about planning their ideas clearly. But overall, a great tool to teach some computing basics, particularly "loops".
Here is an applet.
Learn more about this project
Here is a link too.
Scratch | Project | Kettle_Cup_Animation
Here is an applet.
Learn more about this project
Here is a link too.
Scratch | Project | Kettle_Cup_Animation
Tuesday, May 31, 2011
Retention - No longer an issue?
As part of my work, I am always in midst of conversations about the need to increase the participation of students into the Engineering, Science, Technology and Math areas. In fact, the topic has remained in discussion for most of the last decade. What is concerning policy makers and educators is that US is not producing enough science and engineering (S&E) graduates. This issue has been reported in the 2002 S$E indicators: http://www.nsf.gov/statistics/seind02/pdf/c02.pdf - The 2002 report mentions that of the 25% students who enrolled in bachelor Science and Engineering degree programs nationwide, about one-third dropped out of the programs in their second year, and about 38% actually completed an S&E degree. That is why it was quite surprising to me that the 2010 S&E report does not mention retention as an issue. Also, if the increased federal funding during the past decade has helped increase the retention, that has not been reported in the 2010 report either (at least to my knowledge). What I would like to see is whether this issue has been addressed and if so, what strategies have been successful.
Wednesday, May 25, 2011
Program Upgrades
2010 turned out pretty busy for me. I wrote a proposal for updating the Engineering and Mechanical Engineering programs at my college. At our college, we have a "Two Meetings" rule - the course or program proposals pass through a rather lengthy governance process that consists of two meetings at each of the following levels: departments, divisions, academic standards committee, and general body meeting of the college faculty. During the first meeting, the course comes in for "Information only" and then in the second meeting, the committees/departments/divisions have to vote on the proposal. If the course withstands the scrutiny, it passes to the next level. The procedure took about a year and half to approval and implementation. The course and programs were approved in Spring 2010 and were implemented this year (2011).
One of the major changes we made to the program was inclusion of an engineering computation course. The course is an ambitious course that can serve as introduction to engineering and gives students access in their early, formative years as engineers to state of the art tools, and technology. This kind of access is particularly important when the schools are struggling to keep students interested in the STEM careers, and to graduate more engineers and scientists. I will write about my experience about teaching this class soon.
Just when you introduce a new course, it becomes important to take a hard look at your existing offerings. The programs at community colleges have to be in harmony with those at the four year institutions where the CC students transfer. Most four year schools only accept a limited number of credits from community colleges, and therefore programs at CC can never be too heavy in the number of credits.
We have tried our level best to ensure that we offer a leaner, cleaner program that would allow students to transfer maximum number of credits when we made these changes.
The process was no doubt lengthy and sometimes even frustrating to some, but is also very educational. Not only you learn about programs at other institutions, but you also learn about the college, the governance processes, and most importantly about the people who make this happen: your colleagues from your divisions, and faculty and staff you would have no chance of knowing otherwise.
One of the major changes we made to the program was inclusion of an engineering computation course. The course is an ambitious course that can serve as introduction to engineering and gives students access in their early, formative years as engineers to state of the art tools, and technology. This kind of access is particularly important when the schools are struggling to keep students interested in the STEM careers, and to graduate more engineers and scientists. I will write about my experience about teaching this class soon.
Just when you introduce a new course, it becomes important to take a hard look at your existing offerings. The programs at community colleges have to be in harmony with those at the four year institutions where the CC students transfer. Most four year schools only accept a limited number of credits from community colleges, and therefore programs at CC can never be too heavy in the number of credits.
We have tried our level best to ensure that we offer a leaner, cleaner program that would allow students to transfer maximum number of credits when we made these changes.
The process was no doubt lengthy and sometimes even frustrating to some, but is also very educational. Not only you learn about programs at other institutions, but you also learn about the college, the governance processes, and most importantly about the people who make this happen: your colleagues from your divisions, and faculty and staff you would have no chance of knowing otherwise.
Thursday, September 17, 2009
Why would I take an Engineering Design Class?
I teach an engineering Design class. This is a freshman design class. Most freshmen design classes (I would imagine) aim toward establishing the identity of students as engineers, at least it has been my aim since I started teaching this class. The class gives them opportunities to engage in creating solutions for solving engineering problems and to use SolidWorks to develop their ideas. (Solidworks is a 3D computer aided design software). The class is taken by freshmen in all of our engineering and certificate programs, which makes differentiated instruction essential to serve students who might be enrolled in different engineering programs (concentrations). although I have been teaching this class since 2007, I started feeling that I need some input from the students to better serve them.
This year, during the first week of the semester, I gave my students a survey to complete. It had only five questions that would let me take the "pulse" of the class - to know what interests my students. 22 students out of a class of 29 replied. One of the questions I had asked - "Why did you take this engineering design class (with CAD - we use SolidWorks in this class, btw). I have never thought of asking them this question ever before but I was glad that I did this little experiment: I got to know some much that I would not have otherwise known. I got to know a bit about what their interests might be, and what they are planning to do with their lives. I got to know that some of my students are interested in architecture, as an example. While the architectural industry has been mainly using CAD software such as AutoCAD and SolidWorks is not exactly the architect's tool at the moment, strictly speaking, I might even allow them to present their architectural/interior design ideas through SW as their final project. I also sensed from some of their answers that they had probably missed the point of the class and I would need to make extra effort to engage them in engineering problem solving.
Here are their answers:
• I am in the mechanical engineering program and therefore need this class. I also always want to take cad.
• Because I'm planning to be an architect after I get my Associate Degree
• I am hoping to get a basic understanding of engineering design and what is required to develop an engineering project.
• I am interested in building things and I want to learn how to design and engineer my own ideas.
• I believe the study of engineering will make me a proficient designer/builder. Also I understand that while some aspects of engineering have in a way "fallen in my lap", there are other aspects which I have not gained mastery over which I hope to
I enjoy 3D designs, and i want to learn solid works.
• I like to design things and enjoy creating new things. I would like to learn how to succesfully use Solid Works in design process.
• I need this class to graduate.
• I previously took a non-credit introductory AutoCAD course and really enjoyed it, I am hoping to pursue an Engineering degree, and I'm really looking forward to further developing my problem solving and design skills.
• I started studying mechanical engineering because since I was a very young child I was always taking apart my toys, reverse engineering them, and modifying them. I've always dreamed of bigger things, and drawn detailed drawings of things I'd like to build
• I want to learn how to use a more advanced cad program. Also it is a requirement for my program. I took a cad course in high school but it is not as advanced as this program
• I want to be in the field of architecture.
• I work for a Compliance testing lab, and engineering and design are parts of my daily work schedule. As we launch our engineering services department, I want to set myself up for a position in design. I do need to take this class for graduation, however.
• I would like to be able to create drawings and structural outlines of different objects. I think it will be nice to be able to examine the different parts of a simple object.
• I would like to be able to design Architectal plans & Decorative elements, As i learned this program in specific will help me design furniture pieces, And this is so intresting for me.
• I would like to study engineering design because i curently work for Local 12 plumbers Union and i want to better myself and not have to break my back anymore and work in an office.
• I would like to study engineering design because i have many ideas that i want to represent. I have a BFA in printmaking from UNH and a masters of design from Harvard. I want to design components for interior spaces, monumental sculptures for sacred spaces.
• I would like to study engineering design because i would like to go into architecture after i graduate with an Associate degree in engineering. And after that I would like to start my own architectural firm in Boston.
• It is my dream to work for BMW designing cars. This class is one of many building blocks required for my goal.
• It seems to be a fun, and intresting class.
• Solidworks is a basic skill for any mechanical engineer.
• To round out the knowledge base I already have and at the same time begin to build a new foundation
This year, during the first week of the semester, I gave my students a survey to complete. It had only five questions that would let me take the "pulse" of the class - to know what interests my students. 22 students out of a class of 29 replied. One of the questions I had asked - "Why did you take this engineering design class (with CAD - we use SolidWorks in this class, btw). I have never thought of asking them this question ever before but I was glad that I did this little experiment: I got to know some much that I would not have otherwise known. I got to know a bit about what their interests might be, and what they are planning to do with their lives. I got to know that some of my students are interested in architecture, as an example. While the architectural industry has been mainly using CAD software such as AutoCAD and SolidWorks is not exactly the architect's tool at the moment, strictly speaking, I might even allow them to present their architectural/interior design ideas through SW as their final project. I also sensed from some of their answers that they had probably missed the point of the class and I would need to make extra effort to engage them in engineering problem solving.
Here are their answers:
• I am in the mechanical engineering program and therefore need this class. I also always want to take cad.
• Because I'm planning to be an architect after I get my Associate Degree
• I am hoping to get a basic understanding of engineering design and what is required to develop an engineering project.
• I am interested in building things and I want to learn how to design and engineer my own ideas.
• I believe the study of engineering will make me a proficient designer/builder. Also I understand that while some aspects of engineering have in a way "fallen in my lap", there are other aspects which I have not gained mastery over which I hope to
I enjoy 3D designs, and i want to learn solid works.
• I like to design things and enjoy creating new things. I would like to learn how to succesfully use Solid Works in design process.
• I need this class to graduate.
• I previously took a non-credit introductory AutoCAD course and really enjoyed it, I am hoping to pursue an Engineering degree, and I'm really looking forward to further developing my problem solving and design skills.
• I started studying mechanical engineering because since I was a very young child I was always taking apart my toys, reverse engineering them, and modifying them. I've always dreamed of bigger things, and drawn detailed drawings of things I'd like to build
• I want to learn how to use a more advanced cad program. Also it is a requirement for my program. I took a cad course in high school but it is not as advanced as this program
• I want to be in the field of architecture.
• I work for a Compliance testing lab, and engineering and design are parts of my daily work schedule. As we launch our engineering services department, I want to set myself up for a position in design. I do need to take this class for graduation, however.
• I would like to be able to create drawings and structural outlines of different objects. I think it will be nice to be able to examine the different parts of a simple object.
• I would like to be able to design Architectal plans & Decorative elements, As i learned this program in specific will help me design furniture pieces, And this is so intresting for me.
• I would like to study engineering design because i curently work for Local 12 plumbers Union and i want to better myself and not have to break my back anymore and work in an office.
• I would like to study engineering design because i have many ideas that i want to represent. I have a BFA in printmaking from UNH and a masters of design from Harvard. I want to design components for interior spaces, monumental sculptures for sacred spaces.
• I would like to study engineering design because i would like to go into architecture after i graduate with an Associate degree in engineering. And after that I would like to start my own architectural firm in Boston.
• It is my dream to work for BMW designing cars. This class is one of many building blocks required for my goal.
• It seems to be a fun, and intresting class.
• Solidworks is a basic skill for any mechanical engineer.
• To round out the knowledge base I already have and at the same time begin to build a new foundation
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