| Title | Engineering Physics Development of Resource-effective Apprenticeship Learning |
|---|---|
| Faculty/College/Unit | Science |
| Status | Completed |
| Duration | 3 Years |
| Initiation | 04/01/2019 |
| Completion | 03/31/2022 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2019/2020 |
| Year 1: Project Type | Large TLEF |
| Year 1: Principal Investigator | Andre Marziali |
| Year 1: Funded Amount | 60,000 |
| Year 1: Team Members | Andre Marziali, Professor / Director, Engineering Physics, Physics and Astronomy, Faculty of Science |
| Year 1: Summary | The pace of technology advancement in fields related to Engineering Physics is such that lecture-based courses are difficult to build and keep up to date. In addition, experiential, hands-on learning continues to be the best educational approach for many engineering topics, but is typically very expensive to implement. This proposal contemplates the development of several courses that focus primarily on supporting students as they develop practice in activities ranging from leadership to applications of new technologies such as advanced manufacturing methods, machine vision, and intelligent systems. In doing this, we will test the development of medium scale “Apprenticeship” courses with a resource effective implementation that does not require a large number of faculty or staff, and with student-driven learning that is heavily based on internet resources and can therefore keep up with the pace of technology development. |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2020/2021 |
| Year 2: Project Type | Large TLEF |
| Year 2: Principal Investigator | Andre Marziali |
| Year 2: Funded Amount | 51,340 |
| Year 2: Team Members | Andre Marziali, Professor / Director, Engineering Physics, Physics and Astronomy, Faculty of Science |
| Year 2: Summary | This proposal for continued funding contemplates the development of several courses, beyond the ENPH 353 course developed in the first year of funding, that focus primarily on supporting students as they develop practice in activities ranging from leadership to applications of new technologies. In doing this, we will test the development of medium scale “Apprenticeship” courses with a resource effective implementation that does not require a large number of faculty or staff, and with student-driven learning that is heavily based on internet resources and can therefore keep up with the pace of technology development. |
| Year 3: Project Year | Year 3 |
| Year 3: Funding Year | 2021/2022 |
| Year 3: Project Type | Large TLEF |
| Year 3: Principal Investigator | Andre Marziali |
| Year 3: Funded Amount | 40,020 |
| Year 3: Team Members | Andre Marziali, Professor / Director, Engineering Physics, Physics and Astronomy, Faculty of Science |
| Year 3: Summary | The pace of technology advancement in fields related to engineering is such that lecture-based courses are difficult to keep up to date. Experiential, hands-on learning continues to be the best educational approach for many topics, but is expensive to implement. Initial funding for this project was used to demonstrate an apprenticeship learning model that relied on internet content to allow flexibility and cost effective scaling. This was implemented in ENPH 353 and the revision to ENPH 479, in the first two years of funding. With the onset of COVID-19 in 2020, we pivoted into migration of our ENPH 253 robot course to a similar model that allowed remote hands-on learning. This proposal for continued funding plans to exploit learnings from this summer to develop skills-based, hands-on modules that can be implemented in-person or remotely to help students learn fundamental technology development skills, either as part of specific course, or standalone. |
| Project Report | 2021-TLEF-Final-Report-Marziali-WEB.pdf |