Bassir Kazeruni, N. M., & Hess, H. (2018, June), Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30011

\bibitem{asee_peer_30011}
  Bassir Kazeruni, N. M., \& Hess, H. (2018, June), \emph{Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30011

Neda Melanie Bassir Kazeruni and Henry Hess.  "Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://strategy.asee.org/30011 Internet.  17 Jul, 2024

\bibitem{asee_peer_30011}
  Neda Melanie Bassir Kazeruni and Henry Hess.
  "Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://strategy.asee.org/30011 Internet.  17 Jul, 2024

@INPROCEEDINGS{asee_peer_30011
author = "Neda Melanie Bassir Kazeruni and Henry Hess"
title = "Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/30011}
number = {10.18260/1-2--30011}
}

TY  - CPAPER
AB  - Traditional engineering and business school courses have different pedagogical emphases. Engineering courses are perceived as technical, dense and require students to provide definitive, black or white answers to problems. On the other hand, business school courses aim to increase students’ knowledge by confronting them with real-world cases and by encouraging both in-class and out-of-the-classroom teamwork, group thinking and problem solving. In such courses, the teaching is directed towards the thought process rather than the final answer itself. These two approaches to learning are both valuable and give the opportunity to develop complementary skills. Combining both approaches in a single course is challenging and has not been implemented yet. Our objective was to tackle this challenge by designing an engineering course that would incorporate key elements of business schools’ case study classes, while essential elements of the traditional engineering approach to learning, as well as the class-time, would remain untouched. 
In collaboration with Columbia University’s Center for Teaching and Learning, we designed the semester-long “Introduction to Nanobiotechnology and Nanobioscience” course for senior undergraduate and first year graduate students as a hybrid class, where case studies and case histories were making up more than half of the course’s class time. Lecture classes were included, but they were partially recorded and watched outside of the classroom in order to open up time for in-class discussion and teamwork. As a result, students were more involved in the learning process, and they were more engaged and active both in and outside of the classroom. As a result, the course was able to both address a broader range of learning objectives and deepen the students’ learning.
AU  - Neda Melanie Bassir Kazeruni
AU  - Henry Hess
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 33: Work in Progress: A Hybrid Engineering Course Combining Case-based and Lecture-based Teaching
UR  - https://strategy.asee.org/30011
DO  - 10.18260/1-2--30011
ER  -