Developing a Dynamics and Vibrations Course for Civil Engineering Students Based on Fundamental-Principles

Autor/inn/en	Barroso, Luciana R.; Morgan, James R.
Titel	Developing a Dynamics and Vibrations Course for Civil Engineering Students Based on Fundamental-Principles
Quelle	In: Advances in Engineering Education, 3 (2012) 1, (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Civil Engineering; Undergraduate Study; Program Development; Undergraduate Students; Course Content; Relevance (Education); Skill Development; Active Learning; Problem Solving; Critical Thinking; Teamwork; Educational Technology; Program Effectiveness; Cooperative Learning; Mechanics (Physics); Curriculum Development; Teaching Methods; Student Projects; Demonstrations (Educational); Communities of Practice; Student Surveys; Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Grundstudium; Programmplanung; Kursprogramm; Relevance; Relevanz; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Problemlösen; Kritisches Denken; Unterrichtsmedien; Kooperatives Lernen; Mechanik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Community; Schülerbefragung; Qualitative Forschung
Abstract	This paper describes the creation and evolution of an undergraduate dynamics and vibrations course for civil engineering students. Incorporating vibrations into the course allows students to see and study "real" civil engineering applications of the course content. This connection of academic principles to real life situations is in itself a critical learning stage for the students, and addressing the creation of these connections led to the incorporation of active demonstrations into the course. The course also focuses on developing skills through various active learning strategies that can be transferred to other non-structural engineering courses, such as problem solving and critical thinking, as well as ABET skills such as teamwork and the utilization of computer tools. This paper presents how designing a course structure and implementation with the explicit consideration of developing these critical skills aids students in mastering both course content and in enhancing their educational development. Results of increased student performance due to the synthesis of strategies incorporated into the course are presented, including performance in a later course as well as in the dynamics portion of the Fundamentals of Engineering exam. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01