Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eunice Yang, University of Pittsburgh, Johnstown

Tagged Divisions

Materials

. Page 23.56.8Table 5. Students' end of the semester responses to which types of class they preferred and why. Type Student ResponseType 3 The mix [Type 3], because the group work really gets all the students thinking & working collectively.Hybrid Lecture time is definitely still necessary, though, to hear & learn from the professor. Demonstrations & presentations are fun & interactive which really benefits students who learn this way. Type 3 because I am a hands on/visual learner. Type 3 because we get to rebound off of our peers and discuss after conclusions are made I prefer Type 3 instruction. I enjoy the demonstrations and they taught

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Divisions

Materials

team which mettogether bi-weekly with the faculty to read past cases, to brainstorm, and to then write theirindividual case study and finally they reviewed each other’s work.Case studies:This educational effort was initiated to enhance student critical thinking and analytical skills in aIntroduction to Materials Science course. Research has shown that use of interactive, inquiry-basedinstructional methods in classes is more effective for increasing students’ critical thinking skills,retention of material, and learning concepts (Benbasat, Goldstein et al. 1987, Herreid 1994,Abraham, Craolice et al. 1997, Herreid 2004). Therefore the educational intervention entailedforming a student team to study and then create modules which use case studies