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Does the idea of implementing entrepreneurialhy mind ed learning (EML) in to ooor class completely overwhelm yoo? Do you immediately think of semester-long projects and a massive overhaul of all your course materials? While EML can mean those things, sometimes an existing assignment can be modified in small ways that lead to big results.
Vaca are fortunaLe tp be part of a depaatment and college that values EML. About one-third of the faculty in the Civil and Environmental Engineering Department have attended Villanova's KEEN Deep Dive Workshop to learn how to incorporate EML into courses. This leads to a breadth of EML touchpoints for all students. Most of the courses that incorporate EML are in the freshmen to junior year, and the faculty are working to incorporate EML into more senior-year courses as well.
We attended the KEEN Deep Dive Workshop last summer. As civil engineering professors with a geotechnical specialty, we have both taught and co-taught the sophomore-level course Geology for Engineers. This class was not well-loved by the students because of its lack of design content and also because the department se|ected this as the course for the students to write an individual term paper. The workshop helped us select EML activities to improve our course and motivate oor students. Here's how we revamped the course in both large and small ways.
The "outcomes" in the figure? correspond to learning objectives following Bloom's Cognitive Taxonomy. The course content wets intentionally developed to address lower-level outcomes outside of the classroom, allowing for more focus on higher-level outcomes during the class period while working in groups under our guidance.