Interactive dynamics: effects of student-centered activities on learning

During the spring and fall 1998 semesters, a traditional lecture and problem-solving based course in introductory dynamics was redesigned to include student-centered, web-based, team learning activities. The enhanced 'Interactive Dynamics' course was created to engage students in a collaborative environment in which students have easy access to an array of technology. Classroom activities and out-of-class assignments model real-world problems. Preliminary analysis of the assessment data indicates that students' performance on a test of dynamics content knowledge in innovative sections was similar to that of students in traditional sections. However, students in the more active classroom environments reported statistically significant gains in teamwork and computer skills, thus meeting the ABET Engineering Criteria 2000 goal of encouraging innovative practices in the classroom that enhance learning and develop skills needed in the workplace. This paper describes: 1) recent educational initiatives, 2) the Interactive Dynamics course, 3) assessment results to date, 4) the learning outcomes affected when these types of active learning strategies are employed in the engineering classroom, and 5) how assessments are being used to improve the course.