Tools, Techniques and Class Experiences with On-demand Multimedia Content in an Electric Machines Course

Abstract

(SIUC). He joined the program in1998 as a Visiting Assistant Professor. He worked as a power systems engineer for electric utilities for eight years prior to seeking a career in higher education. He is a licensed Professional Engineer in Illinois. His industrial assignments included power system modeling, power systems protection, and substation design. He received his M.S. and Ph.D. from SIUC in 1991 and 2002, respectively. He teaches courses in electric power and machinery, industrial automation, and is the Program Coordinator. He has won departmental teaching honors three times in the last five years. His research interests include power systems economics, power markets, and electric energy management.

Improving Student Engagement in a Senior-Level Manufacturing Course for Mechanical Engineering Students

“…Overwhelming, student surveys revealed a preference for the online-based learning resource, THORS Academy, to the use of a typical manufacturing textbook. While only a small data point, this result seems to agree with other studies indicating a student preference for a greater incorporation of technological resources as learning tools [5][6][7]. Post-Assessment scores were significantly greater than Pre-Assessment scores indicating knowledge retention by the student following the Course Content modules.…”

“…Research on student engagement in higher education indicates that improvements to course design and content delivery can improve student engagement [3][4][5][6][7]. Recommendations to instructors include developing interactive course activities [4], incorporating online multimedia resources [5][6][7], and integrating practical experiences into the delivery of the course content [7].The purpose of this paper is to describe and evaluate the changes made to a traditional manufacturing lecture course that sought to improve student engagement and learning. The new course structure consisted of four components: 1) self-learning outside the classroom, 2) handson manufacturing experiences, 3) a lecture incorporating active-learning exercises, and 4) a TED Talk-style final presentation.…”

“…Covering this content through traditional lecturing often fails to fully engage student interest, motivation and learning potential. Research on student engagement in higher education indicates that improvements to course design and content delivery can improve student engagement [3][4][5][6][7]. Recommendations to instructors include developing interactive course activities [4], incorporating online multimedia resources [5][6][7], and integrating practical experiences into the delivery of the course content [7].…”