This personalized playlist lets students have voice and choice and move at their own pace as they learn about energy types and sustainable energy. The playlist is aligned to the NGSS Science and Engineering Practice Developing and Using Models. The final project is to develop and use a model of their choice to show and explain their learning.

This activity guides students towards the creation of personas, scenarios and storyboards for a product/website that they are creating.

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Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

This seminar-format course provides an in-depth presentation and discussion of how engineering and biological approaches can be combined to solve problems in science and technology, emphasizing integration of biological information and methodologies with engineering analysis, synthesis, and design. Emphasis is placed on molecular mechanisms underlying cellular processes, including signal transduction, gene expression networks, and functional responses.

This is an introductory project that addresses identifying the Elements of Art and Principles of Composition in immediate surroundings and provides these terms a real-time life application. The project is interactive and exploratory, requiring individual observation of a students' physical world. This project can be modified to include more images, changes in grid template and combined to include both Elements and Principles together; incluiding identifying other terms in art such as mediums. The project can be used in an online formatted course or a face to face environment. Including Art Appreciation, Art Orientation, Two-Dimensional Design and Three-Dimensional Design studio courses. 

This class will study the behavior of photovoltaic solar energy systems, focusing on the behavior of “stand-alone” systems. The design of stand-alone photovoltaic systems will be covered. This will include estimation of costs and benefits, taking into account any available government subsidies. Introduction to the hardware elements and their behavior will be included.

Learn how to create and animate art one pixel at a time with Piskelapp! 

The skills of researching, inquiring of, and analyzing one’s own social identity and positionality will be undertaken in a peer-group environment with supportive agreements. This takes place over the first two weeks of the term so that it will serve in this context as a framing device for the overall course. The ability to recognize and articulate one’s own positionality — and to relate it to larger, inseparable systems through intersectionality — will be a valuable life skill that will evolve with the student long beyond the course and their college experience.

This process is intended to serve students equitably by acknowledging the reality of unconscious bias, becoming more aware of intersectionality in our social identities (Hardiman et al., 2007; Sensoy & DiAngelo, 2012), and better understanding how implicit and explicit aspects of our identities affect our experience.

This activity is designed for students with a basic understanding of PowerPoint to apply some unique features. It takes students in a stepwise process on how to accomplish different features such as editing and applying effects to images, replacing icons and other aspects. 

Preguntas de historia oral, adaptado del inglés hecho por University of North Carolina Library: Archivist in a Backpack oral-history question cards.

Preguntas de historia oral, adaptado del inglés hecho por University of North Carolina Library: Archivist in a Backpack oral-history question cards.

Students apply what they have learned about the engineering design process to a real-life problem that affects them and/or their school. They chose a problem as a group, and then follow the engineering design process to come up with and test their design solution. This activity teaches students how to use the engineering design process while improving something in the school environment that matters to them. By performing each step of the design process, students can experience what it is like to be an engineer.

This activity is designed to give students an understanding of one aspect of what an engineer does and the ability to experience various steps in the engineering design process as it relates to a 3D printing task. Students transform into engineers as they work in teams to carry out a 3D printing task by using a blunt-tip needle syringe to print a line using a variety of colored liquid materials (shampoo, conditioner, aloe, and hand sanitizer) into a small plastic box filled with a gel base. Approximating the work of engineers, the teams observe the interactions between the printed material and the gel base at intervals of 10 minutes and iterate, or change, the ink base as necessary to achieve a goal. Using the dye to color the ink allows students to determine which material will permeate or diffuse throughout the base more effectively. Teams share their results to compare with their classmates. A real-world application for this investigation would be when engineers conduct research to develop new medicines, the goal is for the medicine to make its way through the body in the most effective way so that the body can heal.

Product Design and Development is a project-based course that covers modern tools and methods for product design and development. The cornerstone is a project in which teams of management, engineering, and industrial design students conceive, design and prototype a physical product. Class sessions are conducted in workshop mode and employ cases and hands-on exercises to reinforce the key ideas. Topics include identifying customer needs, concept generation, product architecture, industrial design, and design-for-manufacturing.

The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

Learn about cutting-edge exoskeleton technology that can help people with spinal cord injuries to walk again. Create your own vision of how to advance this technology in the future, benefiting from the hands-on experience of the Project MARCH student team in building exoskeletons.

Student teams investigate biomedical engineering and the technology of prosthetics. Students create a model prosthetic lower leg using various materials. Each team demonstrate its prosthesis' strength and consider its pros and cons, giving insight into the characteristics and materials biomedical engineers consider in designing artificial limbs.

Students design and build prototypes for protective eyewear. They choose different activities or sports that require protective eyewear and design a device for that particular use. Students learn about the many ways in which the eyes can be damaged and how engineers incorporate different features and materials into eyewear designs to best protect the eyes.

Students learn how simple machines, including wedges, were used in building both ancient pyramids and present-day skyscrapers. In a hands-on activity, students test a variety of wedges on different materials (wax, soap, clay, foam). Students gain an understanding of how simple machines are used in engineering applications to make our lives and work easier.

Instructional sequences are more coherent when students investigate compelling natural phenomena
(in science) or work on meaningful design problems (in engineering) by engaging in the science and
engineering practices. We refer to these phenomena and design problems here as ‘anchors.’ What
makes for a good phenomenon to anchor an investigation?