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MBO

17 juni 2022

Ventilation systems in high-speed trains - Teacher version

This exercise analyses the cabin ventilation systems of high-speed trains to work toward creating a safe, comfortable and energy efficient interior climate. Due to a growing awareness of the health risks of traveling in shared spaces, train travel has gone down (during the Corona pandemic and in its aftermath). Because train travel is better for the environment and necessary for the continuance of the train company, train companies aim to provide better ventilated cabins to encourage travel without raising costs.

Document

Michael Nagenborg, Miranda Nell

28 juli 2021

Cambridge Debate (Educational Format)

Debating in Cambridge-style is an exercise that trains students to craft arguments in a formal and concise manner. Although quite challenging, the Cambridge-debate should be doable already for first-year students of Bachelor’s. The debate is an effective way of developing broad academic skills such as argumentation, communication, critical thinking. Students will work in groups, they get half an hour to prepare and will have to speak up for at least 30 seconds each individually. The function of the Cambridge-debate is twofold. Firstly, it is a good practice in arguing about ethical questions. Secondly, it helps oneself to inhabit somebody else’s position. This comes with the advantage that students do need to have strong opinions themselves, as they are assigned either the pro or con position by the teacher, regardless of their preferences. The exercise is about practicing good argumentation, not about who is right. The Cambridge-style debate is suitable for virtually every possible ethical topic, as long as several strong propositions to discuss have been formulated beforehand by the instructor.

Document

Roel Veraart, Beatrijs Haverkamp

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman