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What Is Taught in an Undergraduate Lecture? Differences Between a Matched Pair of Pure and Applied Disciplines.
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Hativa, Nira – New Directions for Teaching and Learning, 1995
Two lessons from comparable undergraduate courses in physics and engineering are analyzed to identify content, issues emphasized, and concepts used. Differences reflecting the pure nature of one field (physics) in contrast to the applied nature of the other are identified. Implications for classroom instruction and for research on college teaching…
Descriptors: Classroom Techniques, College Instruction, Comparative Analysis, Concept Formation
Critical Thinking and Design: Evolution of a Freshman Engineering Graphics Course.
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Sanchez, Lilia A.; And Others – New Directions for Teaching and Learning, 1995
In a freshman engineering graphics course at Santa Clara University (California), mechanical engineering students learn to solve ill-structured design problems using graphic communication skills. Integration of a critical thinking component has guided the faculty's own iterative, interactive process of designing a more effective teaching method.…
Descriptors: College Freshmen, College Instruction, Communication Skills, Course Descriptions
So What Is the Problem? Difficulties at the Gate.
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Willemsen, Eleanor W. – New Directions for Teaching and Learning, 1995
The role of metacognition in fostering or inhibiting success in introductory quantitative college courses is examined. One teacher's efforts to build student confidence in an elementary statistics course for psychology are described, and student resistance to active learning methods is discussed. (MSE)
Descriptors: Academic Achievement, Academic Persistence, Active Learning, Classroom Techniques
Real-World Problem Solving in Freshman-Sophomore Engineering.
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Pavelich, Michael J.; And Others – New Directions for Teaching and Learning, 1995
In an integrated four-course sequence, Colorado School of Mines engineering and science students work on open-ended, real-world problems prepared by government agencies and private companies that interact as clients with student teams. The program fosters intellectual development, teamwork, and communication skills. (Author/MSE)
Descriptors: College Freshmen, College Instruction, College Science, College Sophomores
Barriers to Success in Quantitative Gatekeeper Courses.
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Gainen, Joanne – New Directions for Teaching and Learning, 1995
Each year, about one-third of college freshmen who select majors in science, mathematics, and engineering switch to other fields. Faculty may be able to reduce student attrition from quantitative majors by addressing four barriers to success: (1) pre-college preparation; (2) peer culture; (3) classroom climate; and (4) sink-or-swim instructional…
Descriptors: Academic Achievement, Academic Persistence, Classroom Environment, College Freshmen
Increasing Minority Students' Success in Calculus.
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Bonsangue, Martin Vern; Drew, David Eli – New Directions for Teaching and Learning, 1995
The Academic Excellence Workshop at California State Polytechnic University (Pomona) has greatly improved performance and persistence of women and Latino science, mathematics, and engineering majors taking calculus, the crucial gateway course. This suggests persistence and success are more related to college classroom experiences and expectations…
Descriptors: Academic Achievement, Academic Persistence, Calculus, Classroom Environment
Problem-Based Learning for Large Classes in Chemical Engineering.
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Woods, Donald R. – New Directions for Teaching and Learning, 1996
Two McMaster University (Canada) chemical engineering courses enrolling 30-50 students incorporate problem-based learning (PBL). Issues addressed in implementation included overcoming faculty and student resistance, integrating PBL methods within a predominantly conventional curriculum, developing PBL problems and objectives, and using tutorless…
Descriptors: Achievement Gains, Alumni, Chemical Engineering, Classroom Techniques