Asee peer logo

The Role Of The Lecturer In The New Learning Strategies

Download Paper |

Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

9

Page Numbers

6.1035.1 - 6.1035.9

Permanent URL

https://peer.asee.org/9757

Download Count

28

Request a correction

Paper Authors

author page

Richard Gilbert

author page

Mark Maughmer

author page

Bonnie Osif

author page

Marilyn Barger Hillsborough Community College

author page

Renata Engel Pennsylvania State University

Download Paper |

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

Session 2457

The Role of the Lecturer in the New Learning Strategies

Marilyn Barger, Renata Engel, Richard Gilbert, Mark Maughmer and Bonnie Osif

University of South Florida/ Penn State/ University of South Florida/ Penn State/ Penn State

Recent trends in education have included learning strategies that employ complex, often multi- disciplinary, problems as centerpieces. They are then employed as beacons toward which course topics, concepts, or solution methods are directed. Generally, the learning strategies can be categorized as case-based, problem-based, or inquiry-based. These three new approaches tend to rely on the use of technical papers or briefs, whether electronic or printed, to support and drive the discussion of the topic. As a result, the traditional role of the lecturer, moving sequentially through chapters in a textbook, has been challenged. However, the qualities that make for an effective traditional lecture are also present in these new approaches.

I. Learning strategies and their use in engineering courses

Case-based learning uses previously solved problems to understand and investigate the decisions and methodologies that were employed to arrive at the solution. For engineering courses, cases may come from industrial projects or previous design projects. They include enough details about the problem statement and the variety of solutions under consideration so that advantages and disadvantages can be discussed. Depending on the course and topic, the case may draw attention to the technical issues, economical aspects, and societal impact.

Consider an introductory engineering design course, where students get their first exposure to the design process by solving an industrial problem. Prior to tackling the problem, the instructor may choose to introduce students to the design approach by reviewing how students from previous semesters addressed a different industry-sponsored project. In this instance, the ’case’ would focus on how the students organized their work, gathered information, dealt with highly technical information, made decisions, and presented their solution. The instructor’s role is to present the students with the proper background information to the problem and solution approach, craft sessions to dissect and discuss the information, and provide an opportunity for students to reflect or get feedback on their understanding of the design process.

Problem-based learning is similar to case-based learning in that it features a problem statement; however with this method, the solution will be determined by the students and the learning occurs while solving the problem. An additional outcome of the method is that students develop

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

Gilbert, R., & Maughmer, M., & Osif, B., & Barger, M., & Engel, R. (2001, June), The Role Of The Lecturer In The New Learning Strategies Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9757

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: © 2001 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