June 16, 2002
June 16, 2002
June 19, 2002
7.143.1 - 7.143.11
Main Menu Session 2468
Active Engagement Pedagogy for an Introductory Solid Mechanics Course
Jaspal S. Sandhu, Eberhard Bamberg, Jung-Wuk Hong, Mary C. Boyce Massachusetts Institute of Technology Department of Mechanical Engineering
Abstract Advances in information technology (IT) are enabling universities to effectively integrate com- puters into the curriculum. An initiative to comprehensively transform the pedagogical format of 2.001-Mechanics and Materials I, a sophomore-level Mechanical Engineering course at the Mas- sachusetts Institute of Technology (MIT), has been undertaken. The new teaching paradigm, in contrast with the traditional lecture format, incorporates components of faculty-facilitated learn- ing, hands-on experiments, group discussion, web-enabled exploration, and peer learning. A major element of this educational reform is a collection of Web-based learning modules. The new teaching format is enabled by a mobile, wireless computing initiative that provides all students with laptop computers and a new classroom, built to meet the requirements of the new paradigm. Students were first taught using the new teaching methodology in fall 2001. This paper will dis- cuss the components of the new pedagogy and future steps in developing the course.
I Pedagogy We have undertaken an initiative to examine the effectiveness of altering the teaching/learning paradigm in core undergraduate Mechanical Engineering courses. Mechanics and Materials I: Introduction to Solid Mechanics (MIT course number 2.001) is being used as a pilot test in deter- mining whether an active engagement pedagogy will be effective in enhancing a student's:
• physical understanding of the course material (deep learning) • willingness to explore a new phenomenon (curiosity) • inclination to engage in technical discourse (communication) • retention of “learned” material, and ability to apply this new knowledge in subse- quent courses and settings (retention) • enthusiasm and satisfaction with learning engineering (enthusiasm)
The major thrusts of the active engagement pedagogy are cooperative and discovery-based learn- ing. Cooperative learning exposes students to teamwork, allows them to reap the benefits of peer engagement, and creates an atmosphere requiring technical discourse of all students. In discov- ery-based learning, students learn through a combination of physical and computer-based experi- mentation; the decision to include both physical experiments and computer models was a conscious one.
Students have extensive experience and comfort with computers, and learning using computers. We are striving to take advantage of this comfort level by developing Web-based learning mod-
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Education Main Menu
Boyce, M., & Hong, J., & Sandhu, J., & Bamberg, E. (2002, June), Active Engagement Pedagogy For An Introductory Solid Mechanics Course Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10747
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