Heilmeier’s Catechism

I saw a presentation by Prof. Sheldon Jacobson yesterday, and he mentioned following Heilmeier’s Catechism as a criteria for successful NSF proposals. I had not heard of this, so looked it up, and it is worth repeating:
Heilmeier’s Catechism:

A set of questions credited to Heilmeier that anyone proposing a research project or product development effort should be able to answer.

  • What are you trying to do? Articulate your objectives using absolutely no jargon.
  • How is it done today, and what are the limits of current practice?
  • What’s new in your approach and why do you think it will be successful?
  • Who cares?
  • If you’re successful, what difference will it make?
  • What are the risks and the payoffs?
  • How much will it cost?
  • How long will it take?
  • What are the midterm and final “exams” to check for success?

We have an insufficient number of Catechisms dictating the practicalities of academic research.

To Game or Not to Game: Teaching Transportation Planning with Board Games

Recently published:

Traditional “chalk and talk” teaching in civil engineering is gradually being replaced with active learning that focuses on encouraging students to discover knowledge with innovative pedagogical methods and tools. One interesting such tool is the board game. This research examines the efficacy of adopting transportation board games as a tool in graduate-level transportation planning and transportation economics classes at the University of Minnesota from 2008 to 2011. The Department of Civil Engineering offered these courses with transportation board games on weekday nights. Students were asked to evaluate the effects of the games on their learning and to write self-reflective essays about their findings. The postgame survey revealed that the students’ understanding of the planning process, network deployment, and practical issues, and their ability to form opinions about transportation planning had improved. Student essays on the game economy and its implications on planning further validated that the learning outcomes derived from this game process met the pedagogical goals. This analysis shows that students who are oriented toward learning more on the basis of the visual, sensing, active, or sequential learning styles, with all else being equal, tend to learn more effectively through this approach than those who do not share these learning styles. Overall, this research suggests that properly incorporating board games into the curriculum can enhance students’ learning in transportation planning.