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Adapting and implementing the SCALE-UP approach in statics, dynamics, and multivariable calculus
conference contribution
posted on 2017-12-06, 00:00 authored by L Benson, S Biggers, W Moss, Matthew OhlandMatthew Ohland, M Orr, S SchiffOur team seeks to deliver more effective statics, dynamics, and multivariable calculus instruction through active, student-centered courses and integrated course curricula. These courses were transformed to an inquiry, collaborative learning approach, and were assessed using a mixed method approach. Student performance in the courses and in follow-on courses have been used to measure improvements in concept retention. Conceptual tests (Statics and Dynamics Concept Inventories) were administered before and after each semester of the project, and normalized gains were compared with those for traditional learning environments wherever possible. Improvements in statics concept comprehension and course performance indicators demonstrate the project's success. Learning activities for the statics-dynamics courses integrated material from multivariable calculus, and vice-versa, which is unique and beneficial. Students are selecting courses taught in our student-centered environment over traditional formats, as they gain a reputation as being more challenging yet rewarding courses. Classroom renovations to accommodate active and cooperative learning through studio environments have been completed in seven classrooms at our institution (Clemson University), indicating administrative support for these pedagogical innovations, and faculty willingness to practice active learning in studio environments.
History
Start Page
10568End Page
10574Number of Pages
7Start Date
2009-01-01ISBN-13
9781615676163Location
Austin, TexasPublisher
American Society for Engineering EducationPlace of Publication
Washington D.C.Full Text URL
Peer Reviewed
- Yes
Open Access
- No
External Author Affiliations
Clemson University; Conference; Not affiliated to a Research Institute; Purdue University;Era Eligible
- Yes