Promoting Active Learning with Cases and Instructional Modules

Abstract

In this paper, we propose the use of cases and instructional modules to teach invention, engineering design, and elements of technology management. One way to learn is to study and reflect upon the experience of others. Such experience may be captured in a case. Cases promote active learning by requiring students to assume the roles of participants in the decision making process. Cases are also a vehicle for raising business issues and human resources concerns not usually considered in traditional engineering courses. Real world design and engineering involves risk and uncertainty, tradeoffs and priorities, ethical issues, human elements, and impact assessment. Cases expose students to open ended, ill defined problems whose solution often depends on making assessments, judgments, and decisions about the technical competencies of the organization.

A Review of Practical Design Integration Methods for Existing Engineering Curriculum

“…Implementing case study modules is an advantageous design integration technique because students are able to review and evaluate the decisions and mistakes of designers before them 27 . This method fosters critical thinking and enables the students to become reflective practitioners of engineering.…”

“…Using case study modules as a practical design integration technique involves reviewing and evaluating the decisions and experiences of others 27 .…”

“…Various case study modules can be integrated into existing core courses to teach engineering science concepts. For example, the telephone invention case can be implemented in an electrical circuits course to help reinforce technical concepts learned in class 27 . Assessments indicate that despite enduring difficulties and frustrations associated with the design process, students view the experience as rewarding and useful 28 .…”

Accentuating the Positive: Including Successes in a Case Study Survey Class

“…Case studies have been utilized in engineering to teach ethics and demonstrate the practical application of learned skills 2,4,6 since the 1960s and 1970s 7 . Data has been collected regarding their use in lieu of, or supplementing, lecture-based delivery of information 1 , and utilizing case studies enables students to actively participate in class and allows them to see engineering as it applies in the real world 8 .…”

The Evolution of a Course on Creativity and New Product Development

“…Our first course Invention and Design 2,8 was open to students from other schools at UVA as well as engineering students. It involved truly multidisciplinary teams where various engineering majors worked with students from psychology, music, mathematics, or architecture.…”