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Session 2364

Team-based Learning in an Engineering Materials Course

Patricia M. Shamamy, P.E. Lawrence Technological University

Abstract To encourage teamwork, students in the traditional first course in Engineering Materials are divided into groups of five, with the group further broken down into two teams of two students and one “manager.” Each team of two works together to prepare a “Competency Assignment” which usually covers 3-4 chapters. In the typical class of 25 students, the five “managers” work together to prepare one Competency Assignment. Every three weeks (in a 15 week semester), an exam is given. Students can use their Competency Assignment while taking the exam. An additional twist, however, is that the managers take the exam together in another room, and although each manager submits his/her own exam, the managers can discuss the exam questions and answers with one another. Further, each manager must also grade the Competency Assignments from his/her teams (two assignments). The course instructor grades the Competency Assignment submitted by the managers and the exams submitted by all. Students have different teammates for each assignment and everyone gets to be a manager once. Outcomes from this are:

1. Students are required to meet and interact with more of their classmates. 2. Students learn how to deal with teammates who have a different work ethic than they do. 3. Students learn that they must complete the assignment on time. 4. Students learn that they must understand the work in the competency assignment in order for it to be helpful during the exam. 5. Students prepare the Competency Assignment neatly because it will be judged by one of their peers. 6. Students who are the managers learn to discuss problems analytically while they take the exam (the managers are usually the last ones to finish the exam). 7. Students are more enthusiastic about the course.

I. Introduction The traditional methods of engineering instruction at the university level typically involve lecturing, homework, quizzes and exams. Although commonly viewed as “not the best” educational method, it has persisted because of the ease with which large numbers of students may be accommodated - - universities generally have the mission to educate a vast number of students. If one measures the subject knowledge gained by students (as evidenced in quiz grades, exam grades, and graduation rates), this method can be deemed successful. Students seem to be acquiring the prerequisite knowledge - -or at least demonstrating that they have the knowledge.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American society for Engineering Education

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Shamamy, P. (2002, June), Team Based Learning In Engineering Materials Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11243