Implementing Active Learning Principles in an Engineering Technology Fluid Mechanics Course

This paper describes the implementation and outcomes of applying an active learning methodology to a senior level engineering technology fluid mechanics course. This application is an element of a larger effort at Northern Michigan University to implement active learning through an NSF - TUES project (National Science Foundation - Transforming Undergraduate Education in Science, Technology, Engineering, and Math). In this project a dedicated, student centered, high technology, active learning classroom was developed and used to teach various classes in the STEM disciplines, including the fluid mechanics class. Various approaches to implement active learning in this class, including the use of the technology items available in the dedicated classroom, will be explored. The effectiveness of these active learning approaches was evaluated using instructor observation, student feedback, and student test scores. After the some initial hesitancy, the students ended up appreciating the teaching approach and thought that they learned the material well. This was supported by student test scores in which students taking the active learning-based class significantly outperformed their counterparts taking a more traditional lecture-based class.