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A Comparative Assessment of Students'Experiences in Two Instructional Formats of an Introductory Materials Science Course
Author(s) -
Demetry Chrysanthe,
Groccia James E.
Publication year - 1997
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1997.tb00286.x
Subject(s) - active learning (machine learning) , mathematics education , quality (philosophy) , cooperative learning , course (navigation) , psychology , medical education , graduate students , teaching method , pedagogy , computer science , engineering , medicine , philosophy , epistemology , artificial intelligence , aerospace engineering
An educational experiment at Worcester Polytechnic Institute is described in which the instruction of the Introduction to Materials Science course (ES2001) was modified to incorporate active and cooperative learning. The overall goal was simultaneously to enhance educational quality and faculty productivity. Aspects of the course modification included use of “active” rather than traditional lectures, assignment of students to cooperative learning teams, introduction of a “product dissection project,” and a “teacher as manager” approach to instruction, in which undergraduate Peer Learning Assistants and the graduate Teaching Assistant took on responsibilities as part of the instructional team. Data were gathered from 382 students in three traditional course offerings and two active/cooperative offerings, using various survey instruments to measure students' learning and performance, attitudes about learning, interest in materials science, and their satisfaction with the course.