We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.
Improving Student Readiness for Inquiry-Based Learning
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Milanovic, I, & Eppes, T. "Improving Student Readiness for Inquiry-Based Learning." Proceedings of the ASME/JSME/KSME 2015 Joint Fluids Engineering Conference. Volume 1: Symposia. Seoul, South Korea. July 26–31, 2015. V001T01A002. ASME. https://doi.org/10.1115/AJKFluids2015-1648
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