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Active Learning Strategies to Enhance Learning in a Civil Engineering Graduate Vibrations Course Abstract

This paper presents a first-semester graduate level course in structural dynamics that utilizes active learning as a mechanism to address 1) higher expectations of learning, 2) varying levels or academic background and preparation, and 3) diverse cultural backgrounds. Active learning strategies used include cooperative learning, both as a full class and in small groups, and problem- and project-based learning experiences (PBL). When the full class cooperates in solving a problem, all students get exposed to the different possible solution strategies for tackling a problem. Small groups allow students who may be hesitant to ask questions in front of the entire class an opportunity to ask questions of their peers or even of the instructor in a more private setting. The use of PBL reinforces the concept that multiple strategies for approaching a problem are possible. Students are asked to produce a specific outcome, such as the development of a reduced order model, but they are not told what method or approach to use for this process. At the end, the students must evaluate the consequences of the choices made during the project process.

Introduction

As students enter a graduate engineering program, they are expected to have a higher degree of independence and self-motivation than the average undergraduate student. Students are expected to have a greater depth of understanding of the material and be able to synthesize material from various courses to develop their own solution approaches to tackle new problems, and to evaluate and make decisions based on their analyses.

The students entering the graduate program come from a variety of cultural and academic backgrounds. In a traditional lecture class format, this diversity can make it difficult for the professor to target lectures so that all students gain the most from the experience. Cultural differences may cause some students to hesitate in asking questions during (or after) lecture, while differences in academic background mean students have been exposed to different methods to solve the same problem.

This paper presents a first-semester graduate level course in structural dynamics that utilizes active learning as a mechanism to address these issues. Active learning strategies used include cooperative learning, both as a full class and in small groups, and problem- and project-based learning experiences (PBL). When the full class cooperates in solving a problem, all students get exposed to the different possible solution strategies for tackling a problem. Small groups allow students who may be hesitant to ask questions in front of the entire class an opportunity to ask questions of their peers or even of the instructor in a more private setting. The use of PBL reinforces the concept that multiple strategies for approaching a problem are possible. Students are asked to produce a specific outcome, such as the development of a reduced order model, but they are not told what method or approach to use for this process. At the end, the students must evaluate the consequences of the choices made during the project process.

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Barroso, L. (2010, June), Active Learning Strategies To Enhance Learning In A Civil Engineering Graduate Vibrations Course Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16669