Wang, C., & Mott, J. (2015, June), Implementing Team-based Learning in a First-year Introduction to Engineering Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24250

\bibitem{asee_peer_24250}
  Wang, C., \& Mott, J. (2015, June), \emph{Implementing Team-based Learning in a First-year Introduction to Engineering Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24250

Chao Wang and Jennifer Mott.  "Implementing Team-based Learning in a First-year Introduction to Engineering Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24250 Internet.  25 Apr, 2024

\bibitem{asee_peer_24250}
  Chao Wang and Jennifer Mott.
  "Implementing Team-based Learning in a First-year Introduction to Engineering Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24250 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_24250
author = "Chao Wang and Jennifer Mott"
title = "Implementing Team-based Learning in a First-year Introduction to Engineering Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24250}
number = {10.18260/p.24250}
}

TY  - CPAPER
AB  -        Implementing Team Based Learning in First Year Introduction to                          Engineering CourseOptimizing student learning has been the goal of many active learning techniques such asproblem based learning and cooperative learning. This paper will discuss in particular theexperience and evaluation of implementing Team Based Learning (TBL) in a freshmanintroduction to engineering course. The introduction to engineering course is a 15-week 2-credithour course structured as a one hour lecture and three hour lab per week. The course introducesstudents to engineering design process, engineering model and drawing, MATLAB, teamwork,technical communication and project management. Basic disciplinary knowledge is also coveredto help students with their half semester long multi-disciplinary design project. During the firsthalf of the semester, the lectures are used to introduce core course concepts; for the second half,they are exploratory in nature and cover different applications of engineering. The format oflectures usually begins with instructor delivering the course content followed by student exerciseand/or group work. The labs are used to reinforce lecture concepts through hands-on exercise forthe first half of the semester and students working on their design project for the second half.Feedback from the students towards this course has been positive. Student liked the hands-onexperience during the lab but many thought the lectures were unnecessary and didn’t contributemuch to their learning.To better engage students in the lectures, team based learning is implemented. TBL has beenshown to be an effective collaborative learning tool and has been successfully implemented inprofessional schools such as medical, pharmacy and nursing schools. Its use in undergraduateprograms in engineering, sciences and humanities has been growing. Unlike other active learningstrategies, TBL involves a prescribed sequence of individual work, group work, immediatefeedback and applications. There are many challenges implementing TBL in this particularscenario: short lecture time, small group size, compact learning schedule. Despite thesedifficulties, TBL is implemented in lectures in three sections of introduction to engineeringcourse with 40 students each in the Fall of 2014. The effectiveness of the TBL approach will beevaluated using the Team-Based Learning Student Assessment Instrument (TBL-SAI) survey atthe end of semester. TBL-SAI measures the student responses in three categories: studentaccountability, preference for lecture or team-based learning and student’s satisfaction with TBL.With the same course materials but delivered in different format, the score of a comprehensiveexam will also be used to compare if there is any difference in student’s competency inmastering the course materials between the students of Fall of 2014 with the adoption of TBLand the students of Fall of 2013 without. In addition, the anonymous end of term student courseevaluations will be used to show if there is any change in student perception in both the courseand the instructor between the two groups of students with and without the use of TBL.
AU  - Chao Wang
AU  - Jennifer Mott
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Implementing Team-based Learning in a First-year Introduction to Engineering Course
UR  - https://peer.asee.org/24250
DO  - 10.18260/p.24250
ER  -