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Ryan C. Cooper is an Assistant Professor-in-Residence at the University of | ||
Connecticut. His background is in mechanics and materials science with an | ||
emphasis on numerical simulations. He has been using Jupyter and Github to | ||
enhance the classroom experience for over four years. Prof. Cooper has developed | ||
and free open source materials for computational work in engineering and | ||
volunteers in the NumPy documentation team. He has a Ph.D. from Columbia | ||
University and spent two and a half years at Oak Ridge National Laboratory as a | ||
Postdoctoral researcher. |
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Jupyter notebooks enable engineering students to jump into design work and | ||
experience engineering. | ||
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# Current Knowledge | ||
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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 | ||
* "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) | ||
* 11-out-of-26 engineering majors tinkered with projects as children. Kruz and | ||
* 10-out-of-26 engineering majors want a job. Kruz and | ||
* The most important ABET | ||
outcomes ranked by practicing engineers, employers, and recent graduates are | ||
1-problem solving and 2-communication\cite{passow2017,evans1993}. | ||
* Both PBL and PjBL have shown to be effective in | ||
higher education\cite{carlile1998,morrison2004}. Students | ||
search, solve, create, and share approaches\cite{awang2008} using math models | ||
and measurements. | ||
* PjBL can have a positive effect on students' attitudes towards the | ||
course\cite{bell2010}. | ||
* Separating body from mind-and recognition from meaning-is a failure on the | ||
part of education (J. Dewey D&E p179) | ||
* Jupyter noteb | ||
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# Gap in Knowledge | ||
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* A book or a letter may institute a more intimate association between human | ||
beings separated thousands of miles from each other than exists between | ||
dwellers under the same roof. (J. Dewey Democracy and Education) | ||
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* The goal is to build a community that leverages tinkerers as problem-solving | ||
mentors to help the job-seekers answer a call to adventure | ||
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# Importance of Gap | ||
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* Learning without experience is an illusion. | ||
* In order to fully understand and apply engineering knowledge, students need to | ||
struggle, experiment, and grow | ||
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# Long term Goal | ||
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* Long term the goal is to build interactive educational resources to foster | ||
community in education, because education is built upon experience and | ||
community | ||
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# Overall objective | ||
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* The overall objective of this talk is to demonstrate how Jupyter notebooks can | ||
* be used to build genuine design experience | ||
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# Central Hypothesis | ||
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* My central hypothesis is that learning is achieved in a social experience | ||
through trial-and-error <!-- this is the current knowledge--> | ||
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# Rationale | ||
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I have been teaching for over four years and used Jupyter in a number of | ||
formats: as slides to present information and topics, as lab notebooks for | ||
engineering labs, as homework problems and examples, and as fully interactive | ||
course material. | ||
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# Specific Aims | ||
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* I aim to build Jupyter-based resources for engineering students | ||
* The notebooks provide a space to experiment and tinker | ||
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* I aim to create community around these notebooks | ||
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■ *If you are proposing hypothesis-driven research, write a bullet here | ||
that summarizes the working hypothesis for the first aim. If you are | ||
proposing research that is purely need driven, write a bullet that | ||
summarizes the main approaches/methods that will be employed to complete | ||
the stated task.* | ||
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*■ Continue by writing the two bullets described, above, for each of | ||
your aims.* | ||
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*■ Delete preceding* Workbook *text.* | ||
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***Creativity, Originality and/or Transformative Potential.*** The | ||
purpose of this component is to call attention to why/how the proposed | ||
research differs from what is being done elsewhere. Be sure that any | ||
claim of "transformative potential" that you make is not overreaching on | ||
your part. | ||
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■ *Write your bullet(s) here and then delete preceding* Workbook | ||
*text..* | ||
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***Expected Outcomes.*** The purpose of Expected Outcomes is to tell | ||
reviewers what each of your aims is expected to produce and how those | ||
products collectively attain the overall objective of the grant | ||
application. | ||
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■ *Write a bullet here for the expected outcome of each aim.* | ||
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*■ Write a bullet that tells reviewers that the expected outcomes | ||
collectively attain your overall objective for the project.* | ||
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*■ Delete the preceding* Workbook *text.* | ||
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***Generality Regarding Positive Impact.*** The purpose of this final | ||
bullet is to point out generally that the expected outcomes will | ||
positively impact your field. Collectively, by attaining the overall | ||
objective of the application they will advance the field vertically. | ||
Write the bullet at a general level. Make sure that it creates a | ||
seamless segue into the next, *Expected Significance* section. | ||
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■ *Write your bullet here and then delete the preceding* Workbook | ||
*text.* | ||
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As a suggestion, once you have completed the outline, leave it alone for | ||
a day or so. Our experience is that, if you do so, invariably you will | ||
be able to improve it. When you have reached the point of diminishing | ||
returns, show it to Co-PIs who are on the application with you. Consider | ||
having students/postdocs who will be involved in the project take a shot | ||
at it. That kind of collective effort will pay big dividends because, if | ||
the outline has been optimized, expanding its bullets into sentences | ||
will create a compelling first draft of your Overview & Objectives | ||
section that will need little refinement. |
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# <!-- Title --> | ||
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# Brief Summary | ||
------------- | ||
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Outline | ||
-------- | ||
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# Defining engineering knowledge and framing education | ||
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# My journey of design with Jupyter in Education | ||
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## Reflecting upon journey of design | ||
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## I recognized a need and began experimenting | ||
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## Became overwhelmed by information and found help | ||
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## Built my JupyterHub server and Github course materials | ||
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## Now I needed to quantify student engagement, success, etc. | ||
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## The materials bring lower the threshold to get students coding, so I can | ||
focus on their engineering design process | ||
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# Building the journey of design into my classes | ||
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## Students want experience with Python (Jupyter is by far lowest barrier) | ||
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## Familiar engineering situations and models are put into Jupyter notebooks | ||
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## Students must interpret and seek help on deciphering these new approaches | ||
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## The final solution is often in the form of a large array of data. What does | ||
it mean? | ||
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## Students must print out data, plot values, and try new ways to get their model | ||
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# | ||
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# Affiliation | ||
Department of Mechanical Engineering | ||
University of Connecticut | ||
Storrs, CT 06269 | ||
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# Past Experience | ||
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# Requests | ||
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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 | ||
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"In the cave you fear to enter lies the treasure you seek." - Joseph Campbell | ||
_Hero of a Thousand Faces_ | ||
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1. Call to adventure | ||
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2. Accept the challenge | ||
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3. Conquer your fear | ||
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4. Claim your treasure | ||
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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) | ||
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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. | ||
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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. | ||
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10-out-of-26 students want to check a box for Python experience, but | ||
11-out-of-26 would enjoy tinkering and discovering. | ||
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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 | ||
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Creating the engineering design experience in Jupyter | ||
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I want them to understand and apply engineering design, learning Python is a | ||
bonus | ||
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without the struggle and discovery of design learning is an illusion | ||
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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 | ||
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You can use technology, in this case Jupyter, to help make facilitate this | ||
shortcut, but I wanted to build a design journey. | ||
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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. | ||
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They should compare answers and force themselves to ask for help. From | ||
colleagues, TA's, and myself. | ||
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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. | ||
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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. | ||
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Finally, they should be telling me what is important. What did they do? Why did | ||
they do it that way? | ||
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