Using the Student Diversity as a Strength in a Material Selection Course
2014 (English)Conference paper, Poster (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
2014. 1- p.
Engineering and Technology Materials Engineering
IdentifiersURN: urn:nbn:se:liu:diva-106065OAI: oai:DiVA.org:liu-106065DiVA: diva2:713338
6th International Materials Education Symposium, University of Cambridge, 10-11 April 2014.
The background of this study is to highlight the task for a university teacher to maintain a high academic standard with an increased number of students and the fact that students have a different pre-knowledge. In our case, this is having both mechanical engineering students and engineering design students in a 4th year university material selection course. Generally, those two groups tend to approach a material selection problem in different ways. To use this diversity as a strength, we try to integrate the different student groups with each other in order to make a material selection with different inputs. In addition, if the students can see their learning as a function of their activity during the course this can also motivate the students to learn from each other. Hence, our task as teachers is therefore to supply teaching/learning activities that are active and stimulating for the students.
Due to a large number of students, home assignments interconnected to the course objectives are to be solved in small groups. By working in small groups, the work is peer-controlled and therefore also increases the student influence of the learning process. A peer-controlled project at the end of the course is also introduced where the students are able to use their pre-knowledge from bachelor studies as well as the knowledge gained from the course. The aim is to maintain a high academic standard by having a student centred learning throughout the course as well as using the diversity as something positive. 2014-04-222014-04-222014-04-28