# Curricular Tools

(Difference between revisions)
 Revision as of 16:09, 13 April 2013 (view source)Mfschar (Talk | contribs)← Older edit Revision as of 16:10, 13 April 2013 (view source)Mfschar (Talk | contribs) Newer edit → Line 3: Line 3:

- [[Image:E14BikeLab.JPG|frame|left|E14BikeLab.JPG]] + [[Image:E14BikeLab.JPG|frame|left]] *'''Solid Mechanics Concept Worksheets:''' This instrument is used in the class Introduction to Solid Mechanics (ENGR-14) as a student self-assesd measure of conceptual learning. [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/E14%20Worksheets.pdf Worksheets without Answers] [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/E14%20Workshets_ALL_withAnswers.pdf Worksheets with Answers] *'''Solid Mechanics Concept Worksheets:''' This instrument is used in the class Introduction to Solid Mechanics (ENGR-14) as a student self-assesd measure of conceptual learning. [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/E14%20Worksheets.pdf Worksheets without Answers] [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/E14%20Workshets_ALL_withAnswers.pdf Worksheets with Answers] Line 17: Line 17: *'''Vector Calculus''' '''Modules: '''This tool is used in the class Introduction to Solid Mechanics (ENGR-14) by both faculty and students to assess vector calculus skills in the first weeks of the class to help identify those students who may need "math booster" assistance.  [https://sites.google.com/a/stanford.edu/vector-math-review/ Vector Calculus Module] *'''Vector Calculus''' '''Modules: '''This tool is used in the class Introduction to Solid Mechanics (ENGR-14) by both faculty and students to assess vector calculus skills in the first weeks of the class to help identify those students who may need "math booster" assistance.  [https://sites.google.com/a/stanford.edu/vector-math-review/ Vector Calculus Module] - [[Image:E14BridgeLab.jpg|frame|right|E14BridgeLab.jpg]]
+ [[Image:E14BridgeLab.jpg|frame|right]]
*'''Educating Young Stem Thinkers:''' The course, which will span two quarters, introduces Stanford students to the design thinking process, the national conversations about the future of STEM careers, and provides opportunities to work with middle school students and K-­12 teachers in STEM-­based after-­school activities and intercession camps. The course will be both theory and practice-­focused: [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/Syllabus-Educating%20Young%20STEM%20Thinkers-1.pdf Syllabus] *'''Educating Young Stem Thinkers:''' The course, which will span two quarters, introduces Stanford students to the design thinking process, the national conversations about the future of STEM careers, and provides opportunities to work with middle school students and K-­12 teachers in STEM-­based after-­school activities and intercession camps. The course will be both theory and practice-­focused: [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/Syllabus-Educating%20Young%20STEM%20Thinkers-1.pdf Syllabus] Line 25: Line 25: *'''D.Loft STEM ITEST:''' The purpose of this project is to introduce students to STEM engineering careers by leveraging the power of a design thinking approach to learning in school intersession camps. The project centers on the critical need to foster an interest in STEM careers, as it imperative for the United States to compete globally. A focus on innovation, creativity, critical thinking, problem solving, communication and collaboration is essential to prepare our students for the challenges of learning in the 21st century: [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/iTEST%20Statement%20of%20Work%202-11-10%20Final.pdf iTest Statement of Work] *'''D.Loft STEM ITEST:''' The purpose of this project is to introduce students to STEM engineering careers by leveraging the power of a design thinking approach to learning in school intersession camps. The project centers on the critical need to foster an interest in STEM careers, as it imperative for the United States to compete globally. A focus on innovation, creativity, critical thinking, problem solving, communication and collaboration is essential to prepare our students for the challenges of learning in the 21st century: [http://dl.dropbox.com/u/28709293/Designing%20Education%20Lab/Curricular%20Tools/iTEST%20Statement%20of%20Work%202-11-10%20Final.pdf iTest Statement of Work] - [[Image:Mechdiss.jpg|left]] + + + [[Image:Mechdiss.jpg|left|Mechdiss.jpg]] *'''Mechanical Dissection:''' An approach to teaching students about engineering concepts and design principles by having them explore the engineered products around them. This exploration involves having students work in small teams to disassemble and reassemble machines. This exploration leads to insight on materials, function, design alternatives, human factors and manufacturing. [http://www-adl.stanford.edu/ Syllabus] *'''Mechanical Dissection:''' An approach to teaching students about engineering concepts and design principles by having them explore the engineered products around them. This exploration involves having students work in small teams to disassemble and reassemble machines. This exploration leads to insight on materials, function, design alternatives, human factors and manufacturing. [http://www-adl.stanford.edu/ Syllabus]

## Revision as of 16:10, 13 April 2013

Through research, the Designing Education Lab has developed a variety of classroom learning tools. As part of our mission, we want to make these materials publicly available. Here are some of the materials we have developed:

• Madison Longboard: This case study, lab worksheet and lecture visuals are used in Introduction to Solid Mechanics (ENGR-14) to introduce students to entreprenerial concepts within the context of core mechnaical engineering course work. Click on this link for more details and materials.

• Vector Calculus Modules: This tool is used in the class Introduction to Solid Mechanics (ENGR-14) by both faculty and students to assess vector calculus skills in the first weeks of the class to help identify those students who may need "math booster" assistance.  Vector Calculus Module

• Educating Young Stem Thinkers: The course, which will span two quarters, introduces Stanford students to the design thinking process, the national conversations about the future of STEM careers, and provides opportunities to work with middle school students and K-­12 teachers in STEM-­based after-­school activities and intercession camps. The course will be both theory and practice-­focused: Syllabus

• D.Loft STEM ITEST: The purpose of this project is to introduce students to STEM engineering careers by leveraging the power of a design thinking approach to learning in school intersession camps. The project centers on the critical need to foster an interest in STEM careers, as it imperative for the United States to compete globally. A focus on innovation, creativity, critical thinking, problem solving, communication and collaboration is essential to prepare our students for the challenges of learning in the 21st century: iTest Statement of Work

• Mechanical Dissection: An approach to teaching students about engineering concepts and design principles by having them explore the engineered products around them. This exploration involves having students work in small teams to disassemble and reassemble machines. This exploration leads to insight on materials, function, design alternatives, human factors and manufacturing. Syllabus