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"Education is a social process. Education is growth. Education is, not a | |
preparation for life; education is life itself." - John Dewey | |
"In the cave you fear to enter lies the treasure you seek." - Joseph Campbell | |
_Hero of a Thousand Faces_ | |
1. Call to adventure | |
2. Accept the challenge | |
3. Conquer your fear | |
4. Claim your treasure | |
However, the point of engineering programs is not to produce mathematicians; | |
rather, it is to produce individuals that understand the scope and limitations | |
of mathematical models so that students can practically and creatively apply | |
such models scientifically to different problems and situations (Wilkinson, | |
2013) | |
Wilkinson, J. (2013). Using group-projects in the teaching of mathematics to | |
electrical engineering students. In L. Thorley & R. Gregory (Eds.), _Using | |
group-based learning in higher education_ (pp. 155–160). Philadelphia, PA: Kogan | |
Page. | |
11-out-of-26 engineering majors tinkered with projects as children. Kruz and | |
10-out-of-26 engineering majors want a job. Kruz and | |
Kellam 2018. | |
10-out-of-26 students want to check a box for Python experience, but | |
11-out-of-26 would enjoy tinkering and discovering. | |
The goal is to build a community that leverages tinkerers as problem-solvers and | |
mentors to help the job-seekers answer a call to adventure | |
Creating the engineering design experience in Jupyter | |
I want them to understand and apply engineering design, learning Python is a | |
bonus | |
without the struggle and discovery of design learning is an illusion | |
A student that memorizes a list of 100 Python functions and remembers 97 of | |
those for a test has taken a shortcut from a position of "needing" information | |
to "having" information | |
You can use technology, in this case Jupyter, to help make facilitate this | |
shortcut, but I wanted to build a design journey. | |
They should spend time looking at a familiar idea in a new way e.g. take a | |
projectile motion equation and turn it into a function. | |
They should compare answers and force themselves to ask for help. From | |
colleagues, TA's, and myself. | |
They need to come up with a working function, but then be faced with the | |
question. What does it mean? How do I use this huge/confusing/obtuse array of | |
computer-speak. | |
Then, they draw from these past experiences: defining speed, defining energy, | |
etc. and build an interpretation of this work. Make plots, print out values, | |
verify their work. | |
Finally, they should be telling me what is important. What did they do? Why did | |
they do it that way? | |