An active learning environment to improve first-year mechanical engineering retention rates and software skills

Abstract

This work proposes a foundational change from traditional lecture to an active learning environment in the Colorado State University First-Year Introduction to Mechanical Engineering course of 145 students. The goal of this approach is to improve computational capabilities in Mechanical Engineering and long-term retention rates with a single broad emphasis. Major and minor changes were implemented in the course, from specific day to day in-class activities to the addition of laboratory sessions to replace traditional classroom lecture. These laboratories of no more than fifteen students were delivered by Learning Assistants, which were upper-level undergraduate peer educators. To evaluate proficiency, a MATLAB post-test was delivered to students who were instructed through lecture only ("Lecture") and those who were instructed with the above changes ("Active"). A survey was also provided upon completion of the course to the Active group for student reflection on their perceived software capability and the usefulness of approaches. Post-test results suggest that the Active group was more proficient in MATLAB than the Lecture group. Survey results suggest that the Active group recognize they had not achieved expert use of the software but that they were likely to use it throughout their careers and that all approaches were useful, in particular the use of Learning Assistants. Future longterm retention statistics will shed light on the possible effectiveness of this approach, which are currently unavailable.

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

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