Asee peer logo

Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching

Download Paper |


2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Biomedical Division Poster Session

Tagged Division

Biomedical Engineering

Page Count


Permanent URL

Download Count


Request a correction

Paper Authors


Neda Melanie Bassir Kazeruni Columbia University

visit author page

Neda Bassir Kazeruni received her bachelor’s degree in Mechanical Engineering from ENSTA ParisTech, France, in 2012, an MSc in Bioengineering from Imperial College London, United Kingdom, in 2013, and an MSc in Systems Production and Management from ENSTA ParisTech, France, in 2014.
She is currently pursuing her PhD in Biomedical Engineering at Columbia University where her research interests include nanobiotechnology, the study of wear and fatigue at the nanoscale, as well as education.

visit author page


Henry Hess Columbia University

visit author page

Henry Hess received the Dr.rer.nat. in Physics from the Free University Berlin, Germany, in 1999.
He is currently a Professor of Biomedical Engineering at Columbia University, New York, a member of the External Advisory Board of Nano Letters since 2010, and serves as the Editor-in-Chief of the IEEE Transactions on NanoBioscience since 2014.

visit author page

Download Paper |


Traditional engineering and business school courses have different pedagogical emphases. Engineering courses are perceived as technical, dense and require students to provide definitive, black or white answers to problems. On the other hand, business school courses aim to increase students’ knowledge by confronting them with real-world cases and by encouraging both in-class and out-of-the-classroom teamwork, group thinking and problem solving. In such courses, the teaching is directed towards the thought process rather than the final answer itself. These two approaches to learning are both valuable and give the opportunity to develop complementary skills. Combining both approaches in a single course is challenging and has not been implemented yet. Our objective was to tackle this challenge by designing an engineering course that would incorporate key elements of business schools’ case study classes, while essential elements of the traditional engineering approach to learning, as well as the class-time, would remain untouched. In collaboration with Columbia University’s Center for Teaching and Learning, we designed the semester-long “Introduction to Nanobiotechnology and Nanobioscience” course for senior undergraduate and first year graduate students as a hybrid class, where case studies and case histories were making up more than half of the course’s class time. Lecture classes were included, but they were partially recorded and watched outside of the classroom in order to open up time for in-class discussion and teamwork. As a result, students were more involved in the learning process, and they were more engaged and active both in and outside of the classroom. As a result, the course was able to both address a broader range of learning objectives and deepen the students’ learning.

Bassir Kazeruni, N. M., & Hess, H. (2018, June), Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.

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: © 2018 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