Building Engineering Fundamentals in an Active Learning Environment

Abstract

Schulich has undergone a dramatic transformation of its first-year engineering cohort from a traditional delivery method to a flipped classroom. That is, course material is delivered online and class time is effectively used for active learning sessions. However, the majority of legacy first-year course content needs adaptation to fit this model, which aims at maximizing student learning and creativity. Active learning engages students and promotes analytical problem solving, critical thinking, and develops an understanding geared towards the application of the material. The necessary scaffolding to achieve this mission is a large undertaking but the added value for students is immense. We provide evidence that supports our goals and describe and reflect on seven practices implemented by our teaching team to over 500 students in 6 sections including one remote block. Active learning represents huge shifts for both instructors and students. This study aims to provide insight to those who are exploring a transition towards an active learning approach that utilizes instructor teaching teams, and more individualized support for students’ learning.