ACL/PBL/EML Implementation Form

“Title” of the Module/Activity –

Course Where Module Was Implemented

(Consider this read by someone outside your own department/institution.)

Instructor:

Email:

Institution:

Department:

Course Name/Title:

Subject Area:

Class Level of Course (where does this fit in the curriculum):

Number of Credits:

Month/Year Implemented:

Background Information

Lecture Topic(s) Addressed by this Activity:

“Hook” Statement/Scenario (complete below or attach document):

Learning Objectives (Major Understandings Students Need To Have At

The End Of The Module/Activity - Preferably Related to KSOs):

KEEN Student Outcomes Impacted by this Module (check all that

apply):

ENTREPRENEURIAL MINDSETCURIOSITY Demonstrate constant curiosity about our changing world Explore a contrarian view of accepted solutions CONNECTIONS Integrate information from many sources to gain insight Assess and Manage riskCREATING VALUE

Identify unexpected opportunities to create extraordinary value Persist through and learn from failure

ENGINEERING THOUGHT AND ACTIONApply creative thinking to ambiguous problems

Apply systems thinking to complex problems

Evaluate technical feasibility and economic driversExamine societal and individual needs

COLLABORATIONForm and work in teamsUnderstand the motivations and perspectives of others

COMMUNICATIONConvey engineering solutions in economic termsSubstantiate claims with data and facts

CHARACTERIdentify personal passions and a plan for professional development

Fulfill commitments in a timely manner

Discern and pursue ethical practices

Contribute to society as an active citizen

Which Entrepreneurial-Minded Learning complementary skills (Opportunity and Impact) are emphasised in this Module? (Check all that apply)

What type of student-centered activity is represented during this

module? (Check all that apply and use “Other” if not listed.)

Think Pair Share

Think Pair Write Share

Muddiest Point

Minute Paper

IF*AT (immediate feedback readiness technique)

IRAT/GRAT (individual/group readiness assessment technique)

Quick Thinks

Formulate – Share – Listen – Create

Rank Order

Jigsaw

Cooperative Base Pairs

Gallery Walk

Academic Controversy/Subject Matter Debate

Peer Composition/Editing

Project/Problem Based Learning

Design - Build-Test

Painstorming Opportunity

Opportunity Recognition

Value Proposition

Co-Create

Bisociation

Other

Other

Other

Method for Assigning Students To Pairs, Groups, or Teams (if any):

Method of Changing Partners/Teams During Activity (if any):

Duration Needed for Module/Activity (# of class period(s), in class time, etc.):

How this Module is deployed?

Describe the suggested manner in which this module is deployed in a class

(explain in enough detail that someone else could follow, or include as

attachment):

Advanced Organizer Question(s) or Notes

These questions should be aimed at promoting advanced organizing of

what the students know about the topic to be presented and establishing

expectations as to what the lecture will cover. These can be written as

either notes or questions that will be asked of the student in advance of the

activity/module.

1.

2.

3.

Summary Question(s) To Be Posed or Notes

These questions should be aimed at summarizing the activity to reinforce

what the students should have gained by completing the module.

1.

2.

3.

Deliverables

What do the groups/teams/individuals turn in during or at the end of the

activity – (written report, presentation, PowerPoint slides, etc)? If possible,

include examples of student work (names redacted) as an attachment.

Assessment

How did you assess student work? If there is a rubric please include with this

implementation form and explain:

Developer Notes

What went well when deploying module (Plus)? What could be improved (∆)?

What suggestions could you make to someone using this module for the first

time? Are there obstacles that could be avoided?

Supplemental Materials, Handouts, Etc.

See attachments.