ABSTRACT
A lecture-based engineering mechanics course (Statics) is redesigned using the Emporium model. Whereas students study the material outside of class via asynchronous online delivery of the content and instructional videos, they do all the other activities (e.g., assignments, tests) either individually or in groups inside the classroom. Computer- and experiment-based assignments are used to engage students in active and collaborative learning. While supervising all the in-class activities, the course instructor and the learning assistants offer guidance to students as requested. Following a successful pilot study in spring 2009, all sections of the course were converted to the Emporium model and coordinated by the same instructor. The learning outcomes in the Emporium-based Statics and student grades in two subsequent courses are compared to those using the lecture-based approach. Details of the course redesign, learning outcomes, and student perceptions are presented to reveal opportunities and challenges in adoption of this model in other engineering courses.
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