Case Study: Application of Team-Based Learning to a Mechanical Engineering Design Course Traditionally Taught in Lecture Format

DS 58-10: Proceedings of ICED 09, the 17th International Conference on Engineering Design, Vol. 10, Design Education and Lifelong Learning, Palo Alto, CA, USA, 24.-27.08.2009

Year: 2009
Editor: Norell Bergendahl, M.; Grimheden, M.; Leifer, L.; Skogstad, P.; Lindemann, U.
Author: van der Loos, Hendrik F. Machiel; Ostafichuk, Peter M.
Series: ICED
Section: Design Education and Lifelong Learning
Page(s): 171-182


The teaching of a third-year university course in design elements - e.g., gears, belts, bolts, bearings - has traditionally been taught in lecture format. In response to student feedback from the previous year, this course was redesigned using a team-based learning approach. Following the redesigned one-semester course in 2008, results include increased in-class discussion, peer-learning and attendance, as well as improved course effectiveness based on student evaluations. In addition, delivering design knowledge that is applicable to other core third-year courses and arranging for a better mesh with other curriculum components have improved design instruction in the department overall.

Keywords: Team-based learning, design engineering education


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