An Innovation That Worked — A Useful Reminder*

Torda, T. P.

doi:10.1002/j.2168-9830.1999.tb00402.x

Cited by 3 publications

(2 citation statements)

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“…There have been several attempts to revise engineering curricula to improve understanding and foster independent thinking. 2,3,4 Torda discussed the fate of one program developed at the Illinois Institute of Technology. 2 Our approach has many of the same goals: to promote curiosity and enthusiasm through greater student participation.…”

Section: Introductionmentioning

confidence: 99%

Making Engineering Education Fun

Higley

Marianno

2001

J of Engineering Edu

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Maintaining student interest is more than an academic exercise. Institutions or departments that fail to challenge and actively involve their students in the learning process risk losing them to competing programs where the curricula are more dynamic and relevant. Within the Department of Nuclear Engineering at Oregon State University, we continually seek innovative ways to promote student retention while maintaining academic excellence. One recent effort was to restructure a first-year nuclear engineering/health physics course. Using nuclear techniques, students were required to solve a fictitious murder. In the process they learned about teamwork, nuclear forensics methods, radiation protection, and basic radiation interactions. The class members were brought into the mystery playing the part of "graduate students" who helped their police-detective uncle solve the case. To assist in their investigation the students subpoenaed expert "witnesses" to educate them on nuclear principles. The students, through homework, explained their actions, methods, and reasoning to a nontechnical participant (their "uncle"). By building on knowledge gained through interviews and homework, the students were able to solve the mystery. This mode of teaching requires extensive hands-on faculty participation. However, the potential long-term benefit is increased comprehension of course content as well as greater student interest and retention.

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Section: Introductionmentioning

confidence: 99%

Making Engineering Education Fun

Higley

Marianno

2001

J of Engineering Edu

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“…Indeed, the benefits of problem-based learning -increases in problem-solving ability, occupational preparedness, capacity for self-directed learning and self-assessment -and the challenges of problem-based learning -holes in content, student frustration, faculty acceptance, cost effectiveness -have been described in the educational literature. [24][25][26] Projects Two and Three: Next Steps…”

Section: Pedagogical Approachmentioning

confidence: 99%

Student Directed, Project Based Learning In An Integrated Course Block

Stolk¹,

Martello²,

Krumholz³

2005 Annual Conference Proceedings

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Imagine a course block in which students discuss the cultural implications of 17 th century iron working in North America in one hour, and design experiments to examine connections between composition and strength in modern steel padlocks immediately afterward. In the Paul Revere: Tough as Nails course block, students don't just study materials science and history of technology topics … they experience them. Through a series of readings, discussions, and selfdesigned projects, students explore materials science concepts alongside the social, cultural, and environmental factors that shaped technological and scientific history. Although some formal inclass activities are planned, many class sessions are flexible, allowing students to engage in individualized learning approaches. The projects are loosely framed, enabling students to develop key competencies while investigating topics of personal interest and controlling project focus and direction. In this paper, we discuss the processes and motivating factors that led to the initial design and continued development of the Paul Revere: Tough as Nails course block. We describe the philosophical and practical benefits of the course, and we elucidate the important role the course plays in our engineering curriculum.

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McAnear

Seat²,

Weber³

30th Annual Frontiers in Education Conference. Building on a Century of Progress in Engineering Education. Conference Proceedin

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An Innovation That Worked — A Useful Reminder*

Cited by 3 publications

References 1 publication

Making Engineering Education Fun

Making Engineering Education Fun

Student Directed, Project Based Learning In An Integrated Course Block

Predictors of student rating accuracy

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