PROJECTS

Three activities for a Construction Materials course that focus on fostering EM by a three-C’s approach. CE3026 is a standard “Materials of Construction” laboratory course for Civil Engineering students at WPI. The course focuses on building teamwork skills; technical writing in the form of lab reports; and basics of material science using aggregate, concrete, metal, wood, and polymers.

A troubleshooting activity where WPI students find and solve problems throughout an experiment setup. Students were given a set of instructions to follow to reach a predetermined goal. However, if a problem arises due to a faulty component, it is upon the students to troubleshoot the problem to better their problem solving skills.

Using photography as an analogy, WPI students understand how flipped learning works while motivating them to become more independent learners. This flipped learning approach encourages students to prepare individually, further encouraging them to complete foundational elements outside of the classroom.

This card discusses various neuroscience-based findings concerning memory and it’s relevance to Project-Based learning, a popular learning style at WPI. Neuroscience studies showing how the brain learns opens the eyes of a professor at WPI to how teaching and learning go hand-in-hand.

WPI presents an integrated approach to solve biophysical questions through an interactive project for students. This learning model gives students the opportunity to develop, assess, and present biophysical methods.

WPI presents a tissue engineering course studying the principles of materials science and cell biology. Specifically, analyzing how the design of medical devices, artificial organs, and scaffolds contribute to the principles of healing and tissue remodeling. In the process, case studies are used to further analyze tissue responses.

A unique project describing the initial development of an hour-length seminar based course for physics majors at WPI. The goal of the course is to challenge students to build an Entrepreneurial Mindset approach to their studies while developing intrinsic goals towards their overall studies.

A thorough outline of how a transdisciplinary team of engineering and liberal arts faculty designed and implemented a sophomore level engineering class. Elements of this class illustrate the incorporation and assessment of connections to include weapons, complex systems safety, and politics. The overall goal of the class is to develop an EML activity linking technical disciplinary content with current events.

A sophomore-level chemical engineering course focusing on chemical processes around one of the largest oil producers in the world. Further detailing how the course introduces project-based elements to motivate students to create a preliminary design of a new ethanol column for Cameroon.

This module was developed for a senior-level biomedical engineering course. Students were prompted to work in teams of 4 students to develop a design for an “innovative” implantable medical device that will potentially advance the current technology in the field of your choice. This module was delivered as a multi-week term project in which teams would deliver design proposals of a implantable medical device at the end of the term.