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Can Students Flourish in Engineering Classrooms?
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Journal of STEM Education Volume 18, Number 1, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)

Abstract

This study investigated the role of a new paradigm in teaching large introductory, fundamental engineering mechanics (IFEM) courses that combined student-centered learning pedagogies and supplemental learning resources. Demographic characteristics in this study included a total of 405 students, of whom 347 (85.7%) are males and 58 are (14.3%) females. The students\u2019 majors included aerospace engineering, agricultural engineering, civil engineering, construction engineering, industrial engineering, materials engineering, and mechanical engineering. Results of this study, as tested using an independent samples t-test, validated using a nonparametric independent samples test, and a general linear multivariate model analysis, indicated overwhelmingly that there is a difference between a class taught passively using the teacher-centered pedagogy and a class taught actively using student-centered pedagogy. The principal focus of this work was to determine if the new paradigm was successful in improving student understanding of course concepts in statics of engineering using student-centered pedagogies in large classes. After evaluating the effects of several variables on students\u2019 academic success, the results may provide important information for both faculty members and researchers and present a convincing argument to faculty members interested in academic reform but hesitant to abandon conventional teaching practices. By promoting a new paradigm, the potential for improving understanding of engineering fundamentals on a larger scale may be realized.

Citation

Boylan-Ashraf, P., Freeman, S., Shelley, M. & Kele\u015f, z. (2017). Can Students Flourish in Engineering Classrooms?. Journal of STEM Education, 18(1),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved April 26, 2019 from .

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