Using the Case-Based Methods in the Classroom
Presenters:
- Steve Lambert (Mechanical and Mechatronics Engineering)
- David Effa (Mechanical and Mechatronics Engineering)
- Gleb Nikonov (Computer Engineering Student)
Waterloo Cases in Design Engineering (WCDE) is a group in the Faculty of Engineering at the University of Waterloo dedicated to promoting and facilitating case-based learning in engineering education. Formed in 2005 by Professor Steve Lambert, WCDE develops and implements cases across all Engineering disciplines. Through a formal case development process, the cases are written to demonstrate designing methods and illustrate practical applications of engineering science. WCDE also provides guidance on how to teach and learn using the case method and provides teaching notes for instructor many of which include prepared presentations, simulations and multimedia material.
During this session, Steve and David focused on how to use case studies in class including a demonstration of case based teaching using an actual case study.
Resources: Case Method in Practice
Learning to Integrate: Helping Students Integrate Through Intentional Program Design
Presenters:
- Nancy Vanden Bosch (School of Accounting and Finance)
- Tim Paci (Drama)
- Shannon Hartling (Drama)
- Anson Lee (Student from SPCOM 111)
In the fall 2011, the School of Accounting and Finance launched a sequence of courses called "Learning to Integrate." The courses occur throughout the program in terms 1B, 2B, 3B, and 4B and were designed with the intention of helping students develop the capacity to integrate five types of knowledge: facts, procedures, concepts, strategies, and beliefs (Mayer, 2009) through the use of simulations, projects, and cases. Demonstration of communication, leadership and collaboration capabilities of accounting and finance professionals and application and synthesis of major components are identified as intended outcomes. Students receive feedback from a team of professional accountants and School staff. Nancy, Tim, Shannon and Anson shared the benefits and challenges encountered as they worked together to help students make connection across courses throughout the program and between academic and community, social, and work environments.
Resources: Mayer, R.E. (2009). Advances in specifying what is to be learned: Reflections on the themes in chapters 6-8. Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments. (pp.203-211). New York: Cambridge University Press.
The Bachelor of Knowledge Integration's Experience with Implementing an Undergraduate Senior Research Project
Presenters:
- Ed Jernigan (Professor and Director, Centre for Knowledge Integration)
- Kaliegh Eichel (Graduate of Knowledge Integration Program)
Undergraduate research is a high impact practice, that is, a practice which educational research suggests increases rates of retention and student engagement. By “reshaping … courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research, …[students become involved] with actively contested questions, empirical observation, cutting-edge technologies and the sense of excitement that comes from working to answer important questions” (Kuh, 2008).
The spring of 2012 witnessed the first graduating class of the Bachelor of Knowledge Integration (BKI) Program. Students in the BKI program are expected to engage meaningfully in an area of concentration that may lie within a discipline anywhere on campus. During their final year, students complete an undergraduate research project. Requirements for the final deliverable must be flexible in order to accommodate the diverse nature of projects and the variety of disciplines within which the students are involved. Students are expected to complete a progress report, showcase their work in a Senior Project conference organized by the students and complete a final report/thesis/presentation equivalent to an undergraduate thesis.
Ed and Kaleigh discussed the benefits, challenges and lessons learned from their experience with the Undergraduate Senior Research Project.
Resources: Kuh, G.D.(2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. AAC&U.
Learning Qualitative Methods through Experiential Environmental Education
Presenters:
- Mary Louise McAllister (Environment and Resource Studies)
- Steven Yessie (ERS grad student and former undergradute student and tutor)
- Martina Kusiak (ERS undergraduate student)
The presenters explained how an experiential learning component can engage and motivate students in a Qualitative Methods course. Students learned how to foster sustainable ‘green’ communities by taking the lessons learned in the classroom and applying them in the Region of Waterloo. This introductory course begins with a discussion of environmental and research ethics, epistemology and the biases of research. Building on this foundation, the students learn about the tools of qualitative and collaborative research and then undertake primary research in the community. The course concludes with a discussion about effective and appropriate methods of communicating research findings to various audiences using multi-media approaches. This integrative, blended course includes some class lectures, a field trip, peer teaching, tutorial-based project work, and the final production and presentation of a multi-media journal. The course is a companion to another core department offering where the students learn about quantitative methods and how to apply them to field work-based projects also located Waterloo.