No abstract

No abstract

IntroductionStudents who switch out of STEM majors frequently cite uninspiring introductory lecture courses 1 and poor teaching 2 as among the reasons for this decision. An active learning approach to teaching (i.e. one that emphasizes learning by doing) has been shown to improve student performance and retention in STEM 2,3 , as well as increase student motivation and interest 1,4 . Students taught using active learning remember more, and are better able to apply their knowledge [5][6][7][8] . Furthermore, an active learning based approach has been shown to reduce the achievement gap and differentially benefit underrepresented minorities in STEM [9][10][11] .Introductory engineering courses taught with forms of active learning such as project-based learning and problem-based learning have led to increased retention of engineering majors [12][13][14][15] , improved student performance 13,15 , higher quality of peer interactions 13 , and more positive student attitudes about engineering 13,16 . In addition to the strong case for adopting active learning in introductory engineering classrooms 17 , there is growing concern about how to effectively disseminate innovations in engineering education 18 . Recommendation for adoption and dissemination include attending to the specific needs of varied university cultures and curricula, supporting educators in becoming reflective teachers, and providing long-term support and feedback in the adoption and refinement of these teaching methods and materials 18 .Motivated by these findings, a group of faculty at Princeton University, University of Massachusetts Amherst, and Virginia Polytechnic Institute and State University were awarded an NSF Improving Undergraduate STEM Education Award to advance the dissemination of the Creative Art of Structural/Civil Engineering. The aim of the proposal is to transform an introductory course on civil engineering with research-based pedagogical techniques, and to support the dissemination of this course for STEM and non-STEM students at other colleges and universities.Our main goals are to 1. Transform an introductory engineering course with dramatically improved interactivity and accessibility for non-STEM students. 2. Ensure that the course takes a form that can be readily adopted into the engineering and general education curricula of many types of institutions of higher learning. 3. Facilitate dissemination, adoption, and continuous improvement of the courses beyond the audience already being reached. Structures in the UrbanEnvironment is a large-enrollment introductory course that introduces liberal arts and engineering students to the creative discipline of civil and structural engineering through case studies of the works of great engineers and designers. In this course we make extensive use of historical examples and case studies to highlight engineering in the context in which it is practiced. These case studies illustrate how great works of engineering integrate scientific skills and innovations, are a product of social needs an...

Combining a new software system with the familiar interface of the MIDI keyboard, bitKlavier is a versatile instrument for exploring the nature of tuning and temperament. We describe a number of approaches it facilitates, including composed tunings, moving fundamental systems, and a novel system for adaptive tuning. All of these are characterized by the overarching design priority for bitKlavier to be a context for musical play and exploration, as opposed to finding singular, “correct” solutions to particular tuning “problems,” as has often been the case historically.

No abstract