June 15, 2019
June 15, 2019
October 19, 2019
Research has established that learning is dramatically improved when lessons include hands-on practice and application. Laboratory activities are perhaps the deepest application common to engineering curricula. In the fall of 2016, our university introduced a general engineering program that incorporates project-based courses throughout the curriculum and teaches most engineering courses in a Classroom Laboratory, blending the content-focused (lecture) and hands-on (lab) aspects of engineering classes into a seamless course offering. The first Materials Science and Processing course was first taught in the fall 2017 semester. This course mixes just-in-time lecturing with laboratory activities in three weekly 110 – minute sections. Five hands-on labs guide the course interspersed with weekly problem-based assignments, peer instruction, and a symposium-style poster presentation for the final project. Learning outcomes for the course include the technical Materials Science and Processing knowledge as well as writing laboratory and research reports, developing experimental procedures, and gathering data to form conclusions. Using ICAP framework developed by Chi & Wylie, many of the course activities are designed to fall within the Constructive and Interactive modes of engagement. This paper outlines the set-up and operation of the course including the physical space and course design, describes several successes and lessons learned, and reports on indirect assessment of students’ learning including student poster presentations and the Materials Concept Inventory. Ideas for transferring the most salient aspects of the course to introductory materials science courses in a more traditional lecture format will be presented.
Rynearson, A. M., & Polasik, A. K. (2019, June), Interactive and Collaborative Materials Science and Processing Course with Integrated Lab Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33001
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