Teaching Tools to Promote Active Learning: Case Study
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 133, Issue 1
Abstract
In this case study, we present a teaching approach that promotes active learning in engineering classes. Students are provided with a combination of physical, mathematical, and computer simulation models that allow them to participate, act, react, and reflect, rather than just listen to lectures, as in traditional classes. We illustrate important aspects of our pedagogy with one of 12 modules that have been implemented in an undergraduate hydraulic engineering course. Student evaluations indicate that this approach is appealing to most students. Data are presented to show that this approach has contributed to improved student learning and achievement.
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Acknowledgments
The writers acknowledge the active participation of the following students who have developed the physical models under this project: C. Wilde, B. Weldon, J. Bennett, D. Embry, C. Valentine, J. Ledesma, B. Madrid, S. Mahoney, K. Jernigan, and J. Baker. The support provided by the machine shop facilities of M-Tec and the Mechanical Engineering Department at NMSU is also acknowledged. Partial support for this work was provided by the National Science Foundation’s Course, Curriculum and Laboratory Improvement Program under Grant No. DUE-0089051.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 133 • Issue 1 • January 2007
Pages: 31 - 37
Copyright
© 2007 ASCE.
History
Received: Jun 20, 2003
Accepted: Nov 2, 2005
Published online: Jan 1, 2007
Published in print: Jan 2007
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