Motivating students is one of the main daily challenges of academia. In today's era, higher education institutions are facing a new generation of college students who are harder to motivate with old tedious methodologies such as long lectures or outdated long lab activities. As a result, the process of transferring knowledge is inefficient and cumbersome. Some of the signs that have been observed through the classroom with old technologies are higher rate of absentees; low interaction between lecturer and students; very few interactions among the students in the class; and sometime no interaction among the different sections of the same course with the same subjects. This study is attempting to share some of the ground experience that has been achieved through the idea of transferring knowledge by our new methodology that we call it "by the students, for the students" in one of our freshman course entitled "ET 100: Introduction to Engineering Technology". Through this methodology, we not only achieved cooperation between students and lecturer but also we have achieved and promoted the cooperation and constructive competition among the students within one section and among the different sections of the same course with related topics. The gist of our methodology is about motivating our freshman students in College of Technology at Eastern Michigan University and creating a continuous thirst of knowledge that not only drives individuals but also drives each team and the whole class. Moreover, this paper will attempt to compare the outcome of previous methodologies that had been used in "ET100, introduction to Engineering technology", with the outcome of the new introduced methodology in the same class.
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