Use Of Case Studies At Hampton University: Results Of Implementation

The nation’s current and projected need for more Science, Technology, Engineering, and Math (STEM) workers, coupled with the chronically lagging participation of students from ethnically growing segments of the population, argue for policies and programs that will increase the pathways into engineering. Past research has indicated that compared to traditional instructional methods, student-oriented instructional methods such as multi-media case studies that encourage student participation and active involvement in learning are better ways to accomplish these objectives. This paper discusses the results of implementing the Laboratory for Innovative Technology and Engineering Education (LITEE) case studies in an engineering class at Hampton University (HU), a HBCU. Two case studies, Mauritius Auditorium Design and Lorn Textiles, were used in an Introduction to Engineering class. Students were given one class period to analyze the case studies and then required to make presentations during the second class period. Questionnaires were administered at the conclusion of the experiment. Analysis of the student responses show that the students at Hampton University perceived that they had achieved the goals of improving team working skills, showing strong interest in engineering subjects, and improving their higher-order cognitive skills. The instructor reported that the students were engrossed on their work and had lively debates. The results show the need for incorporating multi-media case studies in engineering curriculum.