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The Benefits of Engagement: Non-Traditional Technology Students and the New Educator

Sarah E. Leach

Purdue University

Abstract

Teaching non-traditional students often means teaching in a non-traditional environment. Non- traditional may mean, for example, offering evening classes or classes off-campus. The drawbacks of timing and transportation are easily outweighed by the benefits of “engaging” the community, of teaching older, employed students who would otherwise not be able to attend classes. Non-traditional students can contribute an invaluable level of real-world questions, examples, and physical samples. For a new educator in a technical field, this input can be an invaluable asset in helping to involve the class in discussion and providing a connection between the course material and actual industrial practice. This paper gives examples and suggestions for the ways in which the input from non-traditional students can be used to expand and strengthen the classroom learning experience for present as well as future students.

Introduction

The experience described in this paper is based on teaching a one-semester introductory course in materials to undergraduate students at a regional satellite campus in Elkhart, Indiana, for Purdue University. Elkhart County and the surrounding area have a high concentration of manufacturing employment, from manufactured housing and recreational vehicles to musical instruments and pharmaceuticals. I have taught the course in the evenings, every fall semester, for three years. The course includes a lecture period and laboratory exercises. Most of the students are enrolled in the Mechanical Engineering Technology degree program, pursuing an Associate of Science degree. Teaching in the evening at a regional location makes the course, and the entire degree program, available to students who would not otherwise have access to a comparable educational program. Many of the students work full-time and are older than the traditional age for beginning undergraduate students.

Course Format

At the beginning of each semester, I ask the students to introduce themselves to the class and tell us about where they work and what they do there. I make notes during the introductions so that I can direct appropriate questions to the students as course material is introduced. During the semester, I encourage students to ask questions relevant to their work, or to provide examples from their experience. I make an effort to learn the students’ names, so that I can more easily draw them into discussions. If no students volunteer information or questions, I ask about the Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Leach, S. (2002, June), The Benefits Of Engagement: Non Traditional Technology Students And The New Educator Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10506