Oct 2026· Journal of Civil Engineering Education· Vol 152· 0 citations· 6 references
Abstract
This article explores the integration of active learning strategies within large, required core courses in undergraduate engineering education, drawing on a case study of a faculty member teaching a Statics and Strength of Materials course to more than 200 students each semester. The focus is placed on pedagogical adaptations, logistical complexities, student participation, and institutional support systems required to make active learning successful on a scale. The study discusses the design and implementation of various techniques such as group hands-on challenges, discipline-specific problems, model demonstration, in-class exercises, and recitation sessions, while critically assessing their impact on student engagement and academic performance. It also highlights barriers including classroom space constraints, time limitations, resistance to change, and the need for ongoing faculty development. Practical recommendations are provided for scaling these approaches and building a sustainable support structure for educators, with the aim of fostering deeper learning and greater student engagement in large engineering courses.
Large lecture courses in science present a significant challenge in effectively engaging all students while gauging their understanding of the content. Active learning requires students to be engaged, and this can be done through a variety of methods. Examples include discussions, physical activities, and hands-on appl...
K. Walker, William F. McComas· Active Learning in Higher Ed...· 0 citations
Students are at the heart of engineering programs and meaningful engagement with them is essential for both shaping their educational experience and meeting accreditation expectations related to stakeholder engagement and continuous improvement. Using the Students-as-Partners framework, this paper describes how student...
Jennifer L. Farmer, Arthur Chan, Nivetha Pandi et al.· Proceedings of the Canadian...· 0 citations
Reflection is an essential professional competence in engineering, yet opportunities for explicit training, feedback, and assessment remain limited in engineering educational programs. This study investigated how structured learning portfolios support the development of reflective practice in a master's-level project-b...
A. Gerdtsson· SEFI Journal of Engineering...· 0 citations
This study explores the implementation of active learning methodologies in university teaching and their influence on the development of professional competencies among postgraduate students, through a literature review of 18 scientific articles published between 2020 and 2025, selected from the specialized databas...
César Jhonny Zorrilla Esparza, Mauricio Acevedo-Carrillo, Jorge Luis Chávez Collazos et al.· Frontiers in Education· 0 citations
Higher education programs are embracing curricular models that incorporate active teaching-learning methodologies to foster students’ active participation in knowledge building, based on competency-based training. Research-based learning (RBL) stands out as an active methodology that can be used at various academic lev...
Katerina Galantini Velarde, Karen Urquizo Baldárrago, Lisette Abrahamzon Garcia· International Journal of Eng...· 0 citations
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