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As most practitioners are aware, student engagement in large firstor second-year engineering classes is difficult. In a traditional lecture-style presentation instructors are given the challenging task of explaining difficult technical material to several hundred students in such a way that they are not distracted by their friends, cellphones, or the lecture hall atmosphere. In the literature, various solutions to student engagement are suggested: flipped classrooms, design projects, brainstorming sessions, paraphrasing exercises, and selfrating exercises [1]. The author attempted to implement various of these interventions with little anecdotal success. However, a modification of the “think-pairshare” idea as described by Karl Smith, from a subjective point of view, seemed to capture the class more than the default lecture/powerpoint method. Enumeration of student comments about the intervention and a comparison of means from student self reports of “stimulation of learning” suggests that the intervention was successful. Future work is planned to further refine the lectures in terms of student engagement in the lecture theatre and the tutorial classroom.

Innovative Use of Media to Increase Student Engagement for a Large Second-year Core Course: “Engineering Economics”