Background

The recitation was primarily an extension of the lecture. After teaching the course for a semester, I determined that this format was not a very efficient way of encouraging learning. Student participation and attention seemed to wane considerably during each recitation, even if I worked on examples and showed solutions on the board. Occasionally, students worked on problems in groups, but these sessions needed more focus. Subsequently, I recognized a need to restructure the format of the class. I established two goals: better fostering student learning and improving positive attitude formation toward structural engineering.

Implementation

1. I encouraged group dynamics by allowing students to discuss a problem with their peers before they started problem solving on paper.
2. I no longer used the recitation time to show solutions by working them out on the board. Instead, I worked with small groups and provided input and guidance that each group needed.
3. I included a hands-on activity in class. Each group was provided with a schematic of a truss under a specified loading. Students were asked to solve for the force within each truss member and build a scale model. Their model was then loaded with the specific loading from the problem statement to test for correctness.
4. I designed an ill-defined problem for each lesson/topic in the lecture. Based on a photograph of a structure in a building on campus along with instructions, students were to look at the actual building for observations, then using theories learned in the lecture, they were tasked with completing the open-ended, practical assignment.

Student Performance

Having taught the baseline (Spring 2006) and transformed (Fall 2006) courses in consecutive semesters, I evaluated learning by looking at the grade distribution for the two semesters. The transformed course showed a dramatic increase in students earning an A as opposed to the baseline course where more students earned a C. Furthermore, I obtained feedback from the students through a mid-term evaluation both in the fall and spring semesters. This was helpful in evaluating progress of students throughout the semester.

Reflections

I received mixed feedback concerning the ill-defined problems. Some students were excited to be tackling real engineering problems; others expressed concern over the lack of one “right answer.” Although this was exactly my intention, many students were somewhat uncomfortable with this approach.

In future courses, I would like to concentrate on three or four ill-defined problems, rather than assigning one with each new lesson. This approach would allow me to dedicate a greater point value to these problems, hopefully raising the incentive for students to invest greater efforts in them.