Asee peer logo

Active Learning in Nepal: A Case Study of Effectiveness, Cultural Considerations and Student Attitudes at a South Asian University

Download Paper |

Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Implementing Transfer, Exchange, Research Programs and Professional Development; in Asia and Far East

Tagged Division

International

Page Count

12

Page Numbers

23.137.1 - 23.137.12

Permanent URL

https://peer.asee.org/19151

Download Count

92

Request a correction

Paper Authors

biography

James M Widmann California Polytechnic State University

visit author page

Dr. Jim Widmann is a professor of Mechanical Engineering at California Polytechnic State University, San Luis Obispo. He received his Ph.D. in 1994 from Stanford University. Currently he teaches mechanics and design courses. He conducts research in the areas of machine design, fluid power control and engineering education. He is a past chair of the ASEE-DEED Division and a U.S. Fulbright Scholar.

visit author page

biography

Binaya K.C. Kathmandu University

visit author page

Born in Nepal in December 1981, Binaya K.C. received his M.Sc. degree in Mechanical Engineering from Kathmandu University in 2008. K.C. worked as a research assistant in water power lab of Kathmandu University for one year. Currently K.C. is an assistant professor in the Mechanical Engineering Department at Kathmandu University.

visit author page

Download Paper |

Abstract

Active Learning in Nepal: A Case Study of Effectiveness, Cultural Considerations and Student Attitudes at a South Asian UniversityAbstractThe growth of engineering education in South Asia is leading to the development of moreinteractions and joint projects with U.S. Universities. A solid understanding of the differencesbetween cultures and how education is delivered and received is a necessary ingredient for thiseducational cooperation. In the U.S., elements of Active Learning are increasingly viewed ascritical to the success of educating engineers. These techniques have been tried in South Asiawith varying success. This paper presents the cross-cultural experience of introducing ActiveLearning elements into the Mechanical Engineering program at xxx University in Nepal. As partof a 2012 Fulbright project, the authors co-taught a second year (sophomore) level class 60students in Strength of Materials and the Fulbright Grantee taught a small graduate class inMechanical Design. Elements of Active Learning where introduced formally into the classroomfor the first time in the Mechanical Engineering Department. Some activities in theundergraduate lecture-based class included think-pair-share, in-class group problem solving,ranking tasks and peer-based concept exercise. The graduate class was made into a ProjectBased Learning (PBL) experience. This paper gives some background on the use of ActiveLearning in a South Asian culture, describes the pedagogy introduced into the two classes andfinishes with an assessment of its effectiveness and of Nepali student attitudes about ActiveLearning.

Widmann, J. M., & K.C., B. (2013, June), Active Learning in Nepal: A Case Study of Effectiveness, Cultural Considerations and Student Attitudes at a South Asian University Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19151

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015