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Effective Teaching And Active Learning Of Engineering Courses With Workbook Strategy

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Innovative Classroom Techniques

Page Count


Page Numbers

9.505.1 - 9.505.14

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Paper Authors

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Yasar Demirel

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3213

Effective Teaching and Active Learning of Engineering Courses with Workbook Strategy Yaşar Demirel Department of Chemical Engineering, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061.


Often mismatches between learning and teaching styles arise because students are in majority visual and sensing learners, and most instructors are intuitive and reflective learners. Beside that, textbooks also have their own styles, and their contents, depth of coverage of materials, and organization may affect the teaching and learning environment. Instructor, as the primary selector of the textbook, has the responsibility in providing students with effective teaching strategy. Here, we present a new strategy called the ‘workbook strategy,” which integrates these four elements: (i) classroom analysis, (ii) use of workbook beside textbook, (iii) group work, and (iv) use of ‘blackboard’ as information technology. The workbook strategy provides verbal and visual elements of the course material in an organized way, and relates fundamentals to applications. Such strategy may reduce the mismatches between learning and teaching styles, and hence improves active learning, critical thinking, and problem solving skills. Most of the students who are exposed to the workbook strategy have found it very effective in their learning.

1. Introduction

All educational institutions emphasize that teaching is important, and give high priority to developing effective learning and teaching strategies.(1-6) Effective teaching may include high level of creativity in analyzing, synthesizing, and presenting knowledge in new and effective ways. It should instill in the students the ability to be analytical, intellectually curious, culturally aware, employable, and capable of leadership.

Student’s native ability, background, and the match between the learning and teaching styles determine the level of learning. To maximize students learning, we should improve the effectiveness of our teaching by incorporating a multi-style approach to engineering education, since the strength and dimension of students learning styles vary.(7-10) This study presents a multi-style teaching/learning approach called the workbook strategy implemented in the Department of Chemical Engineering at Virginia Polytechnic Institute and State University. We plan to share the elements and outcome of this strategy with other engineering departments across the Nation.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Demirel, Y. (2004, June), Effective Teaching And Active Learning Of Engineering Courses With Workbook Strategy Paper presented at 2004 Annual Conference, Salt Lake City, Utah.

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