Melissa L. Rands

Bio: Melissa L. Rands is an academic researcher from Minneapolis College of Art and Design. The author has contributed to research in topics: Design education & Affordance. The author has an hindex of 2, co-authored 6 publications receiving 12 citations.

An Ethnographic Case Study of Affordances in an Architecture Design Studio

Abstract: Background/ContextStudio-based courses—the primary approach in design education— have been viewed as effective environments for learning. This study uses an ecological approach to explore how the s...

Using Design Thinking and Technological Domains to Assess Knowledge Transfer in Engineering Design

Abstract: This innovative practice work-in-progress paper examines the application of design thinking in engineering literacy courses and argues that, for engineering and technological literacy applications, design thinking exercises benefit from situating design activities within technological domains. This approach also facilitates assessment of the student design abilities. Design thinking is a well-known process for problem solving. However, when used in engineering literacy courses for non-engineering majors, the outcomes of the ideation stage are severely constrained by the student's internal technological knowledge base. Student design thinking exercises can result in technologically vague concepts. Liberal arts students from non-technical disciplines become frustrated and see the design process as suspect and fail to embrace a multidimensional perspective on design. Non-engineering students lack critical engineering science knowledge relevant to the problem but the nature of engineering literacy courses for non-engineers precludes in-depth mathematics-based engineering science prerequisites. We have found that the platform of technological domains effective in supporting students between the innovation of design thinking and the empowerment of engineering science. Technological systems form clusters or domains of related systems around a set of shared components based on similar underlying physical principles, for example, vapor-compression refrigeration systems. We have found that students benefit if design exercises are conducted in the context of a technological domain. In the work reported here, students studied the familiar domestic refrigerator as typifying the technology enabled by the engineering science underlying the vapor-compression cycle. Students were then presented with a design challenge involving a cooling application but different from the function of a domestic kitchen refrigerator. Non-engineering students were able to develop potentially feasible system design concepts at the component level that were novel to them. This approach made it possible to assess knowledge transfer and design ability of liberal arts students in a general education engineering literacy course.

An Ethnographic Case Study of Affordances in an Architecture Design Studio.

Abstract: Background/ContextStudio-based courses—the primary approach in design education— have been viewed as effective environments for learning. This study uses an ecological approach to explore how the s...

Variations in student learning in an inquiry-based freshmen electrical engineering course

Abstract: In this work, effects of inquiry cycles on freshmen engineers are evaluated. In particular reflection based methods are studied and discussed. The paper summarizes our early findings of a phenomenographical analysis of student reflections. A first year engineering course was designed as Deweyean inquiry-base class allows freshmen engineers to think, learn and engage with old and new concepts while developing aptitude for systematic thinking, problem solving and critical thinking. students' reflections were analyzed at different points in time during the semester and selected keywords were phenomenographically classified into superficial and deep learning. Our assessment shows that most students were initially in the lower stages of learning and describing, and by adopting reflective practices students could move to higher learning stages. However, design of reflection questions and instruction styles do need to be modified to assist superficial learners to modify their learning methods.

Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens

Abstract: The purpose of this chapter is to introduce the design concept of framing and the ways in which student affairs practitioners can apply the process of reframing in their work with students and in their assessment efforts. Similar to the way designers use frames to define the problem situation, students can be prompted and coached to view their curricular and co-curricular learning experiences in new ways. This chapter applies learning sciences theory and design concepts to student affairs assessment practice, beginning with the importance of reframing for student affairs and student learning. The chapter then employs transformative learning theory and Fink's taxonomy to understand and explain the use and importance of reframing. The authors utilize literature from the design and architecture fields to describe and illustrate the concept of reframing, drawing parallels to how student affairs practitioners can apply these concepts to assess and improve student learning.

The Cambridge Handbook Of The Learning Sciences

Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

Architecture School: Three Centuries of Educating Architects in North America

Abstract: JOAN OCKMAN, Editor, and REBECCA WILLIAMSON, Research Editor Association of Collegiate Schools of Architecture and MIT Press, 2012 440 pages, 150 illustrations $50 (hardcover) The Association of Co...

Simulation of Art Design Course Development based on FPGA and convolutional neural network

Abstract: Art Design Course Development design and realization of various functions online discussed in this article. The teacher provides some teaching design forms and expands the curriculum for instruction, motivation and rigorous consideration to regulate learner acting as part of the design process. In this context, the author emphasizes the support of permanent research and evaluation, knowledge structure and communication, and management value of any online environment to build common ground. The author believes that it is the standard and educational strategy that optimizes oversight to implement both online teachers' and learners' proposed changes. Field Programmable Gate Arrays (FPGA), high performance and energy efficiency in one field. Most of them would have been the Convolutional Neural Network (CNN) detection algorithm. The current technological development is still in-depth at super-resolution image research at an unprecedentedly fast pace. In particular, systemic origin applications get a lot of attention because they have a wide range of abnormal results.

Improvements in Undergraduate Electromagnetism Courses by Designing Experiences of Inquiry and Reflection

Abstract: In this research study, the effect of reflective practices in improving undergraduate students’ learning of electromagnetism is presented. Most engineering students are trained to be problem solvers and detail oriented. Correspondingly, undergraduate level electromagnetism courses bring challenges of visualization and abstraction for most students. Learning by repetition, memorizing equations, and practicing problems without deeper thinking or reflecting are some of the superficial learning techniques that many students may adapt. Moreover, several students face difficulties drawing connections between physics concepts and the equations “formulas” they use on a day-to-day basis. In this work, students’ reflections from two different electromagnetism courses were examined and a sample analysis of two reflection questions are presented. One set of students were trained to use the basic Maxwell’s equations and the relevant physics and mathematical perspectives (with a inquiry based and reflective approach). while the other set were focused on developing a conceptual understanding of electromagnetism “with connected concepts and practical approach and applications that student can relate to”. The second approach represents a more electromagnetic literacy approach. By analysing and contrasting these perspectives we try to find appropriate mergers of learning techniques that would be valuable for all students seeking to develop a strong fundamental understanding of electromagnetism. Introduction Electromagnetism (EM) courses are historically considered to be one of the most challenging courses in the electrical engineering curriculum [1-14]. Some students feel the course is challenging due to a large disconnect between abstract concepts and real-life/engineering experiences [2-4]. Others feel the heavy emphasis on calculus and physics [4,5] is the deterrent. While both these student groups are attempting to learn and relate to fundamentals of electromagnetism, it is understood that a vast majority of the student group attempts to learn electromagnetism just by using equations and solving the assigned problems [5,6]. This example-focused learning approach, does not help students to make meaningful connections between concepts and methods, nor between equations and conceptual visualization. Thereafter, the example-focused approach, while may be effective in lower level undergraduate courses, is seemingly ineffective when students attempt to learn courses which require them to imagine, think, make abstract connections, and visualize electric and magnetic fields in space [4-7]. Many different instruction techniques have been implemented to address the connectivity gap between the student’s learning approach and required conceptual maturity for electromagnetism courses, such as team active-learning [1,8,9], technology-based learning [10,11], group discussions, experiential learning [6], and project based learning [12-14]. Each of these techniques brings about a thematic change in the way students interact with one another and experience the course material. However, in many typical classes students aren’t necessarily exploring, questioning, and learning within the classroom setting [15,16]. These observations have led us to reframe our electromagnetism instruction to be active learning via inquiry-base within the classroom setting. In this paper the effectiveness of reflective learning in an inquiry-based approach initiated by John Dewey is explored for undergraduate level electromagnetism courses. Our motivation in choosing this technique over several others lies mainly in the fact that students need to use their time in the classroom, thinking, questioning, and exploring while they are working with their peers and the instructor. In this work, a contrast in the implementation of reflective practices in a calculus or equation-based and a non-calculus or conceptual electromagnetism course is presented. Motivation Our first experience of introducing reflective practices in electromagnetism and experiencing students’ learning in such an environment was in a course called Electromagnetism for non-electrical engineers. This course focuses more on engineering and technological literacy. It connects the ideas in coherent conceptual ways rather than competency approach which mostly emphasises calculus, physics, and important definitions and equations that are dominant in third year electromagnetism. The EM for non-electrical engineers (non-calculus based) deals with almost all aspects of EM, including conceptual and practical issues of the field without any required calculus. The class covers basic classical electromagnetism, moves to the later part of the 19th century and the early 20th century. There are discussions about electrodynamics, ideation of Quantum mechanics, Special relativity, some basics of General theory of relativity, and an introduction to quantum computing. The class has been very popular with all engineers (some EE students have chosen to take it even though it does not help them with their graduation). The EM for non-majors (non-calculus) is designed and delivered as a reflective class. Students have to do one or two reflections per class period, weekly/bi-weekly assignments, and final projects. The most interesting finding over the last few years has been the fact that in majority of the reflections the students in the EM for non-majors show more interest, passion, and are always trying to achieve in-depth understanding of the concepts and connected ideas than in the EM for majors. This class helped us to realize a successful way of asking the students to not just do but think about the problem. Our findings from the EM for non-majors led us to offering a reflective form of EM for majors (calculus-based EM). The calculus-based EM traditionally focuses more on the mathematical formulation and vector calculus-based approach towards Maxwell’s equations, waves and transmission lines. In our new approach there are more interactive and team based learning activities, with more emphasis on thematic focus on the process, application, and connection of the basics of the material. Due to the interactive nature of this class, the class does not allow us to cover all the details that traditional EM classes do. We cover the following i ) Review of multivariate calculus, coordinate systems, and space analysis tools as well as vector calculus. ii) Electrostatics iii) Magnetostatics iv) Maxwell’s equations v) Wave propagation and applications, and normal incidence vi) Transmission lines. However, the class is designed to minimize focus on theoretical derivations. The goal is to facilitate students’ learning so they can gain knowledge, practice the basics and connections, and gain confidence to learn on their own and comfortably to other EM classes. This paper is a report of our efforts to bring the same thematic practice that has been successful in our non-calculus class to the calculus-based class. The goal was that the new delivery of the reflective part with in-class activities would help better in-depth understanding of important concepts, technical details, and ideas in EM. In addition, we would like to see if the method would initiate more in-depth understanding and more connection to the material. Ultimately, it is expected that through the process of reflection, and class interactions, students identify their personalized style of learning and develop the confidence and ability to recall or relearn any concept in the future. Finally, the question that we would like to find is “do reflective practice help students to have better connections and understanding of EM for the calculus-based EM class? Deweyan model for inquiry based process Our method of reflective activities [16-18] and assessment is based on John Dewey’s philosophy of inquiry-based learning [19-22]. In this pedagogy, each individual is held accountable for his/her explorations in the cycles of learning. The cycle of learning begins with a question, a curiosity, a felt discomfort. This is followed by an attempt to locate the source of their discomfort and doubt and seek possible solutions. On identification of possible solutions, each individual goes through a cycle of deliberation: weighing factors in favor of (or against) their possible decisions and eventually the individual forms a set of beliefs or disbeliefs associated with the question or discomfort. It is important to realize that while the individual is learning through each stage of this cycle, it is expected that their personal engagement with the learning process will propel them to engage in greater depth everytime they encounter the same questions/doubts. Additionally, heavy emphasis is placed on the process of learning instead of the end result. Thus, the Deweyan model of learning tends to be a personalized process for each individual. Deweyan model in the classroom The best way to implement Dewey’s inquiry-based pedagogy in each class, and more importantly, lead each student in a cycle of personal inquiry, is for students to engage in reflections. Reflective activities can include reflective questions, step by step descriptions of problems that students need to solve, as well as reasoning and discussion of their method and answer. Students can verbalize their thoughts, engage in critical thinking, and connect details of the process and method at the same time through reflective practice and critical evaluations. It is expected that in every reflection, the student goes through a cycle or series of personal questions and debates attempting to learn, resolve, and create personal stories. In addition, students reflect on their personal narrative of the meaning, the connection, and the methodology that they are experiencing [18]. During in-class reflective activities, the student is exposed to the views of other team members. They are encouraged to think, discuss, share, and write their ow