Student-centered active, cooperative learning in engineering

The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP)approach to instructional design was adapted with the goal of delivering more effective statics, dynamics and multivariate calculus instruction and integrated course curricula. Inquiry-based learning exercises were designed, incorporating material from statics and dynamics into multivariable calculus, and vice-versa, as well as integrating statics and dynamics into one course. The effectiveness of the revised course designs and activities were assessed using a mixed method approach. Student performance in these courses and in follow-on courses was used to measure improvements in concept retention. Conceptual tests (Statics and Dynamics Concept Inventories) were administered before and after semesters, and average normalized gains were compared with those for students in traditional learning environments. Open-ended questions on end-of-semester course evaluations assessed student perceptions of the course format. Results indicate increases inconceptual measures in statics with SCALE-UP, significant reductions in failure rates for students in the integrated statics/dynamics course, and reduction in time to completion of statics and dynamics courses. Additionally, anecdotal evidence demonstrates that students are continuing the patterns of peer instruction and positive interdependence, hallmarks of student-centered and active learning, in follow-on courses. Based on these research findings, faculty development materials were developed that concisely state the pedagogical underpinnings of the method, provide evidenceof success in our courses, and identify key aspects of successful implementation of student-centered,active, and inquiry-based learning in engineering courses. These include effective use of learning assistants, well-designed learning activities, and formative assessment questions that emphasize learning objectives and guided inquiry. Course materials have been published, and efforts are underway to promote this as a mainstream teaching resource.