Making engineering education fun
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| Audience/Grade: | College Freshman |
| Discipline(s): |
Engineering Education Research General Engineering, Engineering Science Nuclear Engineering |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: | Reference - Educational Research Paper |
| Author(s): |
C.M. Marianno, K.A. Higley
Organization: Oregon State University Corvallis Department: Department of Nuclear Engineering |
| Description: | Abstract: Maintaining student interest is more than an academic exercise. Institutions or departments that fail to challenge and actively involve their students in the learning process risk losing them to competing programs where the curricula are more dynamic and relevant. Within the Department of Nuclear Engineering at Oregon State University, we continually seek innovative ways to promote student retention while maintaining academic excellence. One recent effort was to restructure a first-year nuclear engineering/ health physics course. Using nuclear techniques, students were required to solve a fictitious murder. In the process they learned about teamwork, nuclear forensics methods, radiation protection, and basic radiation interactions. The class members were brought into the mystery playing the part of “graduate students” who helped their police-detective uncle solve the case. To assist in their investigation the students subpoenaed expert “witnesses” to educate them on nuclear principles. The students, through homework, explained their actions, methods, and reasoning to a nontechnical participant (their “uncle”). By building on knowledge gained through interviews and homework, the students were able to solve the mystery. This mode of teaching requires extensive hands-on faculty participation. However, the potential long-term benefit is increased comprehension of course content as well as greater student interest and retention. <citation>K.A. Higley, C.M. Marianno; Making engineering education fun; Journal of Engineering Education; 90; 1; 105-107; 2001</citation> |
| Rating: |
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| Related Resources | |
| Is Component of |
Journal of Engineering Education |
| Usage Tip | |
| Related ABET Criteria: |
Academic Achievement Attitude Engagement Retention |
| Intervention(s): |
Faculty/student interaction Lecture (traditional) Other |
| Use of Resource: |
Outcomes Evaluation <Engagement>[T]his style of teaching made students more vocal than in traditional classes. They were more likely to ask questions on points that confused them. </Engagement> <Retention>Students were also less likely to miss class; adding a further benefit of greater student attendance. </Retention> |
| Difficulty: | Medium |
| Interactivity Level: | Very Low |
| Version Info | |
| Publication Date: | 2001 |
| Platform/Format: | Cross Platform |
| Cost: | Not free |
| Download URL: | http://www.asee.org/publications/jee/PAPERS/display.cfm?pdf=352... |
| Metadata: | IEEE LOM Record |
| Collection: |
Pr2ove-It
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