New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This paper describes a new tool in active and participative learning that effectively teaches theory and practice in problem solving in undergraduate dynamics in class during a lecture period. This tool has been used with a new systematic approach toward undergraduate dynamics with positive results. This approach addresses three key components that are known to be effective techniques in teaching and learning: 1) student engagement, 2) team-based problem solving, and 3) direct questioning. As in other approaches toward faculty-coached in-class problem solving, it is built upon a certain restructuring of the course material, which is referred to as a systematic approach to vector mechanics in dynamics. In this application, the problem solving process is divided into a number of steps or modules such that the students can proceed through the problem solving process in a nearly linear fashion. The students can easily learn the structure of this process, which leaves them with the problem of applying it to particular cases. The in-class session begins with the instructor asking each student in turn to add one step toward the solution of a particular problem. If a student does not know twhat to do next, he/she simply punts to the next student, and so on. Thus all students must monitor the process in order to know what the next step will be, keeping them engaged. They are essentially solving the problem as a team, with the instructor leading the inquiry, since they must all contribute to the solution. In a 1.5 hour period with a 60 student enrollment, the instructor can ask a question of every student approximately twice. This forces quiet students or other typically non-participating students to get involved. In the literature, this technique has proven particularly successful with female students in several different contexts. Addressing these three aspects of active and participative learning has proven to be highly effective in teaching dynamics to undergraduate dynamics.
Bowling, A., & Guy, A., & Jones, F., & Adamuti-Trache, M. (2016, June), Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26890
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