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.
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ASME/JSME/KSME 2015 Joint Fluids Engineering Conference
July 26–31, 2015
Seoul, South Korea
Conference Sponsors:
- Fluids Engineering Division
ISBN:
978-0-7918-5721-2
PROCEEDINGS PAPER
Improving Student Readiness for Inquiry-Based Learning Available to Purchase
Ivana Milanovic,
Ivana Milanovic
University of Hartford, West Hartford, CT
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Tom Eppes
Tom Eppes
University of Hartford, West Hartford, CT
Search for other works by this author on:
Ivana Milanovic
University of Hartford, West Hartford, CT
Tom Eppes
University of Hartford, West Hartford, CT
Paper No:
AJKFluids2015-1648, V001T01A002; 6 pages
Published Online:
November 20, 2015
Citation
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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