KEY ELEMENTS TO ENHANCE LEARNING IN AN INTRODUCTORY AND INTERDISCIPLINARY COURSE IN REMOTE SENSING

This paper describes key elements and strategies to enhance student learning in an introductory/multidisciplinary course at the University of Puerto Rico at Mayaguez (UPRM). The course, called Introduction to Remote Sensing, is the first in a series of elective courses developed at UPRM as part of the NASA sponsored program, Partnership for Spatial and Computational Research (PaSCoR). This program aims to enhance SMET curriculum by providing an alternative track in Remote Sensing and Geographical Information Systems. The course has been taught using a traditional approach and course assessment data suggested the need to design activities that address active learning and soft skills development. A major innovation was the collection of student learning profiles. Felder's Learning Style Inventory administered to the multi-disciplinary student population from UPRM's Colleges of Engineering, Sciences and Agriculture suggested a predominance of sensorial, visual, active and sequential learners. The inventory results provided the framework for the design of course activities that addressed as well as capitalized on the student diversity. Once the learning styles were determined, the course learning experiences were designed. These included satellite image comparisons, designing satellite component based on specific case studies, analysis of current technological issues including technology advantages and limitations as well as teamwork exercises, discussion of ethical issues that are relevant to the technology. A major innovation was the development of soft skills such as teamwork, written and oral communication skills. In addition to traditional assessment tools, assessment of the course included student preparation of a learning portfolio as well as faculty and course assessment by the students. The 'new' course complies with ABET 2000 accreditation criteria.