EFFECTIVE TEACHING AND ACTIVE LEARNING OF ENGINEERING COURSES WITH ...

Session 3213

Effective Teaching and Active Learning of Engineering Courses with
Workbook Strategy

Yaşar Demirel
Department of Chemical Engineering, Virginia Polytechnic Institute and State University,
Blacksburg, VA 24061.


Abstract

Often mismatches between learning and teaching styles arise because students are in majority
visual and sensing learners, and most instructors are intuitive and reflective learners. Beside that,
textbooks also have their own styles, and their contents, depth of coverage of materials, and
organization may affect the teaching and learning environment. Instructor, as the primary
selector of the textbook, has the responsibility in providing students with effective teaching
strategy. Here, we present a new strategy called the ‘workbook strategy,” which integrates these
four elements: (i) classroom analysis, (ii) use of workbook beside textbook, (iii) group work, and
(iv) use of ‘blackboard’ as information technology. The workbook strategy provides verbal and
visual elements of the course material in an organized way, and relates fundamentals to
applications. Such strategy may reduce the mismatches between learning and teaching styles, and
hence improves active learning, critical thinking, and problem solving skills. Most of the
students who are exposed to the workbook strategy have found it very effective in their learning.

1. Introduction

All educational institutions emphasize that teaching is important, and give high priority to
developing effective learning and teaching strategies.(1-6) Effective teaching may include high
level of creativity in analyzing, synthesizing, and presenting knowledge in new and effective
ways. It should instill in the students the ability to be analytical, intellectually curious, culturally
aware, employable, and capable of leadership.

Student’s native ability, background, and the match between the learning and teaching styles
determine the level of learning. To maximize students learning, we should improve the
effectiveness of our teaching by incorporating a multi-style approach to engineering education,
since the strength and dimension of students learning styles vary.(7-10) This study presents a
multi-style teaching/learning approach called the workbook strategy implemented in the
Department of Chemical Engineering at Virginia Polytechnic Institute and State University. We
plan to share the elements and outcome of this strategy with other engineering departments
across the Nation.



Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

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2..Basis for Development of Workbook Strategy

Among others, the following issues are widely observed and acknowledged in engineering
education. (i) There are often mismatches between the learning and teaching styles; most
instructors are intuitive learners, and yet students are in majority visual and sensing learners;(7,10-
12) textbooks also have their own styles in providing the theory and applications, which may
affect the teaching and learning styles. (ii) Students often learn problem solving using cook-book
procedures instead of learning how to solve problems by understanding the concepts.(12-14) (iii)
Students mainly lack the skill of transferring and synthesizing knowledge in higher order within a
course or across courses.(15,16) (iv) Instructors should improve the effectiveness of their teaching,
since student’s native ability, background, and the match between the learning and teaching
styles determine the level of learning.(7-10)

2.1. Learning and Teaching Styles

Learning styles involve verbal or visual input modality, sensing or intuitive perception, active or
reflective processing, and sequential or global understanding of a course material. On the other
hand teaching styles involve instructor’s emphasis on factual or theoretical information, visual or
verbal presentation mode, active or reflective student participation, and sequential or global
perspective.(9,10) However, the dimensions of learning and teaching styles are neither unique nor
comprehensive.(10-13,17,18) Preferences in various learning styles may vary among students
depending on the field or background. For example, a student may have balanced preferences in
verbal and visual learning, or one of these may be mildly or strongly preferable. There is a
mismatch between learning and teaching styles since most students are visual and sensing
learners, and yet 90-95% of content for most courses is verbal, and most instructors are intuitive
and reflective learners.(7-11) Therefore, a multi-style approach is an essential part of a strategy for
an effective, and collaborative student-centered learning environment.(7-9,19-26) However, teaching
in engineering education mainly is instructor-centered and traditionally deductive.(2,7,12)

2.2. Effective Teaching and Active Learning

Engineering students are encouraged to work with real-process applications, charts, diagrams,
hands-on practices, and demonstrations beside theory, equations, and words.(15,22-26) An effective
teaching technique should engage students actively, stimulate sense of enquiry, and facilitate
collaborative learning, through, for example, group work.(22-32) In group-work activity, two or
three students can apply a newly learned concept in a short application, such as problem solving,
which promotes problem-based learning.(22,25,29,30) Group-design projects, in-class presentations,
computer simulations, experiments, would be part of the active learning and deep learning.(28-33)
This would enhance the skill of transferring knowledge in higher order within a course or across
courses.(15,16) Some current educational systems teach students to solve problems using cook-
book procedures rather than teaching students how to solve problems in engineering analysis, and
a survey14 shows that in some institutions, both instructors and students believe that there is no
urgent need for changing the present educational practices, mainly because of misleading
assessment practices.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

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3. Workbook Strategy

The workbook strategy aims to enhance effective teaching and active learning in engineering
education by integrating the following four elements: (1) analysis of classroom, (2) use of
workbook in teaching, (3) group work, and (4) ‘blackboard’ as information technology aided
tool. The workbook strategy may enhance the effectiveness of instructor and textbook by making
the course material more visible and easily extractable, relevant with applications, and hence
reducing the mismatches between the learning and teaching styles. The elements and
implementations of them are described in the following sections.

3.1. Analysis of Classroom

Most college classrooms in the United States consist of students with diverse educational and
cultural backgrounds. Classroom analysis takes this into account, and reveals the following
attributes of the students: (i) learning preferences, (ii) course loads, (iii) programming and
computer skills, (iv) native background, and (v) specific concerns, such as employment
responsibilities, or learning disabilities, or student athletes. Development of a standard classroom
analysis procedure is in progress. This analysis can help instructor to communicate with the
classroom more effectively, and establish groups consisting students with different learning
preferences, so that they may teach each other in their group work.

The Felder-Soloman’s Index of Learning Styles (ILS)(11) is a statistically acceptable tool for
assessing the learning preferences of engineering students.(13,17,18) The ISL is used to assess the
learning preferences of 36 students taking the separation course. The index shows that 85 % of
the students have a mild to strong preference for visual learning, and half of the students are
active learners.

3.2. Preparing and Using Workbooks

The workbook starts with a detailed course syllabus containing the break of topics to be covered
from the textbook. It presents these topics with all the essential verbal and visual elements taken
from the textbook in a systematic and organized way to teach students with various learning
preferences and diverse backgrounds. The visual elements are most of the related simulation or
experimental presentations, graphs, diagrams, algorithms, flow charts, tables, pictures, figures,
and data. The verbal elements include theory and analysis, definitions, and equations. Visual and
verbal elements support each other in a categorized way, and hence (i) stimulate easy
understanding, (ii) relate fundamentals to applications, and (iii) reduce mismatches between
learning and teaching preferences. This is important because, students and instructors have to
connect the pieces in classroom by searching equations, data, and concepts, which sometimes
may be spread out on several pages within the textbook. If this vital connection, when needed the
most, fails or incomplete then effectiveness of teaching and learning decreases at best, or may
fail completely. Within the workbook an engineering analysis and a related flow chart showing
the use of analysis in solving a problem appears as a package on the same or on the next page.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

---

However, some of the verbal and visual elements are deliberately left incomplete or missing, so
that instructor and students have to complete them jointly during lecturing to create effective
course notes. The workbook identifies example and homework problems and allocates spaces for
them. Students and instructor discuss these problems to relate fundamentals to applications. The
best format of a workbook mainly depends on the experience of the instructor, organization of
textbook, level of course, and feedback from the department and students.

Procedurally, at the start of the semester, the workbooks are distributed. Instructor delivers
lectures from the transparencies of the workbook with an overhead projector, and completes the
missing verbal and visual elements jointly with the students. The note taking becomes systematic
and organized, and the time is reduced considerably, since the crucial diagrams, figures, and
some fundamentals are already provided. Teaching with all the crucial visual elements available
to instructor and students leads effective teaching and learning. The time saved for having a
figure or a chart in the right time and location can be channeled to critical thinking, asking
questions, and in-class group work.

Some of the anticipated and observed benefits of learning and teaching environment with the
workbooks are:

(i)
The workbook provides the students with objectives, visual elements, analysis, and
applications in categorized way. Hence, it may reduce the mismatches between the
learning and teaching styles, and help the students with diverse backgrounds.

(ii) Instructor and students collaborate actively during the lecturing as they complete the
missing or incomplete visual and verbal elements, and discuss applications.

(iii) The workbook provides students with organized course notes, hence more time in their
critical thinking and interactions with the instructor. This enhances deep learning of the
course material, and the skill of transferring knowledge within or across courses.

(iv) The workbook provides easy access to definitions, analyses, applications, synthesis,
graphs, diagrams, figures, tables, data, examples, and homework problems, leading to
effective review of the course material.

(v) The workbook provides example and homework problems, and relates them to
fundamentals.

The workbook strategy has been implemented in three engineering courses in the Chemical
Engineering Department at Virginia Tech.(33,34) The first workbook is 108 pages, prepared for the
textbook “Introduction to Chemical Engineering Thermodynamics” by Smith et al.,35 and used in
CHE 2164 Chemical Engineering Thermodynamics. The second is 97 pages, prepared for the
textbook “Numerical Methods for Engineers” by Chapra and Canale,36 and used in CHE 2124
Simulations. The last one has 118 pages, prepared for Equilibrium Staged Separation by
Wankat,37 and used in CHE 3134 Separation Processes. The sample workbook formats for the
courses are elaborated in the following sections.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

---

Figures 1 to 2 show typical incomplete workbook pages in the thermodynamic course. In Figure
1, an experimental isobaric vapor liquid equilibrium data for ethanol-water system in table form
is analyzed. Degrees of freedom are explained, and the azeotropic point was underlined.
Underneath the table, T-x-y and x-y equilibrium diagrams are supplied. A feed mixture located in
the subcooled liquid region on the T-x-y diagram is heated, and the phase behavior of the mixture
has been explored by obtaining the compositions and phase amounts of the system at various
temperatures. Following this, a group work is assigned to obtain the boiling and dew point
temperatures of a mixture; all the groups worked on their packages containing T-x-y phase
diagrams.

Figure 2 starts with background information on vapor-liquid equilibrium calculations. In the
following box, the type of calculations, the variables specified and to be calculated for bubble
point calculations using the gamma-phi method are explained and discussed. The related flow
diagram is also supplied, and explains how to start, proceed and finish the calculations by using
the appropriate equations. The flow diagram and equations provide the necessary connections
between the concept and the block diagram. Therefore students will not be distracted to search
for these equations in learning the block diagram.





.





Figure 1. A typical workbook page from
Figure 2. A typical workbook page for the
for the isobaric vapor-liquid equilibrium
bubble and dew point iterative temperature
data in the form of table, T-x-y and y-x
calculations with group work for a ternary
diagrams with group work
mixture.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

---

Figures 3 and 4 show some typical incomplete pages from the workbook prepared for the
simulation course. In Figure 3, the secant method and the modified secant method are introduced.
The Secant method is explained with a figure. After that example 6.6 is solved and discussed, and
a short group work is assigned to apply the secant method to estimate the root of an equation.
After the group work, the secant method has been compared with the False-position method on
the series of graphs.

Figure 4 demonstrates the introduction of optimization. Here, firstly the concept of extremum is
related to minimum and maximums of a continuous function with some visual elements of
figures immediately following. Later the golden-section search is explained with many examples
for optimization problems. A short group work has followed this analysis. This analysis and
applications are further associated with the dimensions from an old Greek temple.











Figure 3. A typical incomplete workbook
Figure 4. A typical workbook page for
page on the matrix operations and set of
optimization concept and ‘golden search
linear algebraic equations from the workbook
method’ in the workbook for the course of
for the course on simulation.
simulation





Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

---

Figures 5 and 6 show some trial-page formats from the workbook prepared for separation
processes course. Figure 5 starts with analysis of vapor-liquid equilibrium calculations of bubble
point, dew point, and flash. For each type calculations the variables specified and those to be
calculated are identified; objective functions to satisfy are discussed. The analysis has been
related to graphical determination of bubble and dew point pressure calculations on a P-x-y phase
equilibrium diagram. Following this a group work is assigned to calculate the dew point pressure.

Figure 6 shows an application of theory introduced previously by solving the example problem
11.2 on the multistage batch distillation. Since McCabe-Thiele diagram is provided, the
procedure is explained step by step in order to construct the plot of (1/(x − x ) versus x
D
W )
W by
using the changing values of xD on the y-x equilibrium diagram. The area underneath the curve is
calculated using Simpson’s rule to find the final amount of liquid WF, the total distillate D, and
the average distillate composition xD,av. The solution is provided on the same page with all the
related analysis and diagrams, whereas analysis and application may be spread out in various
pages in some textbooks.











Figure 5. A typical workbook-page from the
Figure 6. A typical workbook-page for
separation processes for multicomponent
separation processes course for the
flash calculations using Newtonian method,
multistage batch distillation using the
the Rachford-Rice equation. An application
equilibrium graph and the curve for
problem is continued on the next page.
graphical and numerical integration.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

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3.3. Group Work

Groups consist of two or three students with different learning preferences. Group work activity
splits into two: (i) in-class group work, and (ii) out-class group work. For in-class group work,
instructor prepares and distributes group packages containing some of the graphs, diagrams, and
data that are to be used to record all the group activities all through the semester. Practically in
every lecture, groups solve a short problem related to freshly introduced fundamentals and
analysis. They, usually, work about 10 to15 minutes in their collaborative learning, and submit
the packages at the end of each lecture. Instructor checks and returns the group work within the
next lecture. Besides that, in ‘two-minute breaks’, students talk with each other, think on what
they are doing, and ask questions. Sometimes they answer questions, such as ‘what are the three
important keywords within the last chapter?’

Out-class group projects on engineering analysis and computation are assigned for each group.
Groups prepare the projects in two or three weeks, and often present them using power point
presentation in front of other groups.

3.4. ‘Blackboard” Information Technology

“Blackboard” information technology is a secure, Web-based teaching, learning and
communication platform. Instructor can use ‘blackboard’ for providing students with course
syllabus, course information, supplemental course material, Web sites, assignments, group
projects, assignment, quiz or test solutions, test objectives, announcements, and communications
with email. Other features of ‘blackboard,’ such as instructional design and course assessments
can also be utilized. Student information systems, such as Datatel Colleague, People Soft SIS are
available in the ‘blackboard learning systems.’

4. Preliminary Assessments of Workbooks

Proper assessment is essential for measuring the true effectiveness of the workbook strategy, and
developing the best format and procedure for a particular course. Therefore workbook will gain
maturity after it is implemented, and assessed properly. It is the author’s intention to accomplish
a true assessment of the workbook strategy using the support from organizations such as the
Center for Excellence in Undergraduate Teaching, and the Center for Survey Research at
Virginia Tech. For this purpose a proposal has been submitted to NSF-initiated Engineering
Education Programs.

Tables 1 and 2 display the questionnaire used for preliminary assessments of workbooks
performed by the author, and the student responses in percentages for the thermodynamics and
separation processes courses. A similar survey has also been carried out for the simulation
course.33 This survey was carried out after 12 weeks with the workbook strategy. For the
thermodynamics 47, and for the separation courses 36 students responded. The questions are
treated with the same weight.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

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Table 1. A preliminary assessment of the workbook (WB) for the thermodynamics course
(1-disagree; 2- tend to disagree; 3- tend to agree; 4- agree; 5- not applicable)


Questionnaire
Student Responses %
1
2
3
4
5
1
You have used WB in previous courses
75 10 2
0
13
2
WB contains a detailed syllabus
0
0
17 81 2
3
WB contains subject schedule from the textbook
0
4
13 77 6
4
WB provides objective, mission, and vision statements
0
0
23 73 4
5
WB provides related chapter & section readings
0
13 36 49 2
6
WB provides subject-related problems
0
2
0
96 2
7
WB provides concepts, definitions, and working equations
0
2
19 79 0
8
WB enhances problem-based learning
0
4
23 71 2
9
WB enhances subject-specific skills & deep understanding
0
4
43 51 2
10
WB enhances problem-solving skills
0
17 36 45 2
11
WB makes it easy to locate definitions, and applications
0
4
30 64 2
12
WB relates a subject to data, tables, diagrams and figures
0
0
13 85 2
13
WB facilitates easy course-note taking
0
2
11 85 2
14
WB facilitates effective review of subjects and problems
0
0
30 68 2
15
WB reduces mismatches between learning and teaching styles
2
4
51 39 4
16
WB reduces mismatches between textbook and instructor styles 0
2
47 49 2
17
WB offers a balanced teaching for various learning styles
0
6
45 45 4
18
WB encourages regular attendance
6
9
36 45 4
19
WB stimulates active learning
4
6
45 43 2
20
WB stimulates group work
0
9
42 49 0
21
WB facilitates higher grades from the tests
0
13 34 49 4
22
WB facilitates higher grades from the assignments
0
0
19 77 4
23
WB does not replace the textbook
4
32 19 45 0
24
WB stimulates effective use of the textbook
4
11 40 43 2
25
With group work and blackboard, WB becomes more effective
2
11 47 36 4
26
Overall, WB is beneficial in effective learning
2
0
26 68 4

The following responses might deserve reviewing:

(i) Around 90% of the students agree and tend to agree that workbook reduces mismatches
between learning and teaching styles, and hence offers a multi-style learning environment
for the students with various learning preferences.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

---

Table 2. A preliminary assessment of the workbook (WB) for the separation processes course
(1-disagree; 2- tend to disagree; 3- tend to agree; 4- agree; 5- not applicable)

Questionnaire
Student Responses %
1
2
3
4
5
1
You have used WB in previous courses.
14 3
0
83 0
2
WB contains a detailed syllabus.
0
0
3
97 0
3
WB contains subject schedule from the textbook.
0
0
11 89 0
4
WB provides objective, mission, and vision statements.
0
0
17 83 0
5
WB provides related chapter & section readings.
3
8
28 61 0
6
WB provides subject-related examples and homework problems.
0
0
20 80 0
7
WB provides concepts, definitions, and working equations.
0
0
14 86 0
8
WB enhances problem-based learning.
0
3
14 83 0
9
WB enhances subject-specific skills & deep understanding.
3
0
34 63 0
10 WB enhances problem-solving skills.
3
0
31 66 0
11 WB makes it easy to locate subjects, definitions, and applications. 0
0
17 83 0
12 WB relates a subject to data, tables, diagrams and figures.
0
0
11 89 0
13 WB shortens the time for note taking.
0
3
17 80 0
14 WB facilitates effective review of subjects and related problems.
0
0
14 86 0
15 WB reduces mismatches between learning and teaching styles.
3
0
33 61 3
16 WB reduces mismatches between textbook and instructor styles.
3
3
28 66 0
17 WB offers a balanced teaching for various learning styles.
0
3
28 69 0
18 WB encourages regular attendance.
6
8
25 61 0
19 WB stimulates active learning.
3
0
25 72 0
20 WB stimulates group work, and hence collaborative learning.
3
8
28 61 0
21 WB facilitates higher grades from tests & assignments.
6
8
33 53 0
22 WB stimulates the effective use of the textbook.
9
9
42 40 0
23 WB contains enough visual material (figures graphs, data, picture). 0
6
20 74 0
24 WB contains enough verbal material (definitions, analysis).
6
11 22 61 0
25 WB presents visual and verbal elements in an organized way.
3
3
36 58 0
26 WB provides equal access to learning material for each student.
0
0
31 69 0
27 WB is an effective teaching tool for the instructor.
3
0
11 86 0
28 Overall, WB is beneficial in effective learning.
3
0
14 83 0


(ii) Around 92% of them agree and tend to agree that workbook enhances problem-based
learning, subject-specific skills, and stimulates active learning.

(iii) Around 90% of the students agree and tend to agree that the workbook stimulates group
work and collaborative learning.

(iv) Around 90% of the students agree and tend to agree that overall, the workbook is an
effective teaching tool, and beneficial in effective learning.


Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Copyright © 2004, American Society for Engineering Education

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