Lessons Learned from Changing Content Delivery Methods in Engineering Statics

摘要

This work examines the impact different pedagogical approaches in an engineering statics course had on student learning, long-term retention of material, student interest in their field of study and how the impact differs with gender. During the 2015-2016 academic year, five sections of engineering statics were taught, for a total of approximately 130 students including all sophomore civil and mechanical engineering students along with junior and senior electrical engineering students and some bio-engineering students pursuing a minor in mechanical engineering. Four sections, each taught by different professors, implemented significant pedagogical changes. Course changes incorporated flipped classes, flipped-flipped classes and many hands on activities. One of the professors taught the fifth section as a control group using their normal teaching style that includes more traditional active learning methods like group work, questioning and demonstrations To assess the impact of the pedagogical approaches, the statics concept inventory developed by Paul Steif was used twice during the course to assess pre- then post- course knowledge. The concept inventory was also used to assess long-term retention of a cohort of students one to four months after they finished the course. Results between the control class and the students taught with the inverted model are compared. Students filled out a post-course survey asking for input on activities and videos and how they perceived the course helped them learn and engage in the subject and engineering. Results from this work indicate the specific active learning technique implemented is less important in student learning gains and student engagement than the experience and training of the faculty member in effectively implementing active learning methodologies. Students in all sections showed long-term retention of course topics and had similar preferences in content-delivery methods. Gender differences were striking, with female students gaining significantly to their male counterparts. The results of this study provide insight for other researchers hoping to implement active learning approaches in introductory engineering courses.