Case Study: Application of Team-Based Learning to a Mechanical Engineering Design Course Traditionally Taught in Lecture Format

DS 58-10: Proceedings of ICED 09, the 17th International Conference on Engineering Design, Vol. 10, Design Education and Lifelong Learning, Palo Alto, CA, USA, 24.-27.08.2009

Year: 2009
Editor: Norell Bergendahl, M.; Grimheden, M.; Leifer, L.; Skogstad, P.; Lindemann, U.
Author: van der Loos, Hendrik F. Machiel; Ostafichuk, Peter M.
Section: Design Education and Lifelong Learning
Page(s): 171-182

Abstract

The teaching of a third-year university course in design elements - e.g., gears, belts, bolts, bearings - has traditionally been taught in lecture format. In response to student feedback from the previous year, this course was redesigned using a team-based learning approach. Following the redesigned one-semester course in 2008, results include increased in-class discussion, peer-learning and attendance, as well as improved course effectiveness based on student evaluations. In addition, delivering design knowledge that is applicable to other core third-year courses and arranging for a better mesh with other curriculum components have improved design instruction in the department overall.

Keywords: Team-based learning, design engineering education

Download

Please sign in to your account

This site uses cookies and other tracking technologies to assist with navigation and your ability to provide feedback, analyse your use of our products and services, assist with our promotional and marketing efforts, and provide content from third parties. Privacy Policy.