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Increasing Success In A Dynamics Course Through Multi Intelligence Methods And Peer Facilitation

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

10.752.1 - 10.752.14

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Paper Authors

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Elsa Villa

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Louis Everett

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

Session 1526 Increasing Success in a Dynamics Course through Multi-Intelligence Methods and Peer Facilitation Louis J. Everett, Elsa Q. Villa College of Engineering The University of Texas at El Paso

1.0 Abstract

The University of Texas El Paso (UTEP) located in a multicultural region of far west Texas has a student population which is more than 70% Hispanic. UTEP is one of the largest producers of Hispanic engineers in the United States and prides itself in providing access to an exceptional quality undergraduate engineering program. Many UTEP undergraduates become graduates of the nation’s top graduate programs and they can often be found in the top levels of corporate America. Clearly UTEP has a tradition for producing quality graduates.

In the spirit of continuous quality improvement, the authors with support from the National Science Foundation*, have begun a program to produce MORE graduates with BETTER credentials FASTER than ever before. This paper discusses what these three concepts mean, the plan we have implemented to accomplish the objective, and preliminary assessments.

Our work consists of four steps: (1) adapting exemplary materials† for use in the classroom, (2) encouraging students to help each other learn material, (3) implementing and developing assessment instruments to guide our development and assess our results, and (4) disseminating our results to institutions similar to UTEP. The exemplary materials consist of problem based learning modules designed to present material in several modalities in an effort to present the subject matter to students in the form they prefer. Students are encouraged to help each other using the problem based modules that are designed for collaborative experiences. Peer facilitators are used in the classroom to demonstrate the student behaviors that are expected.

2.0 Introduction

Ultimately the goal of our work is to produce more, better graduates faster than we are currently doing. The concept of more graduates appears self-explanatory and can be achieved by

* This work is funded by the National Science Foundation, DUE-0411320 – CCLI Adaptation and Implementation Track. Project titled: Adapting Multiple Intelligence Principles to Increase the Number of Quality Hispanic Engineering Graduates. The authors gratefully acknowledge this support. † The materials are adapted from materials developed by New Mexico State University (NMSU) with support from the National Science Foundation (CCLI-EMD DUE-0089051). The NMSU materials were developed for an undergraduate hydraulics course. We are adapting these materials, and the concept behind them, for use in an undergraduate dynamics class. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Villa, E., & Everett, L. (2005, June), Increasing Success In A Dynamics Course Through Multi Intelligence Methods And Peer Facilitation Paper presented at 2005 Annual Conference, Portland, Oregon.

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