First Year Experiences Implementing Minimum Self Paced Mastery In A Freshman Engineering Problem Solving Course
Stephen M. Williams, Byron Newberry
Abstract
The objective of this paper is to introduce the reader to our experiences in teaching a freshman engineering problem-solving course using a modified form of mastery learning. A challenge in teaching engineering analysis to freshman students regards the relatively wide variance in their maturity and problem-solving skills. We decided to accommodate for this variance while ensuring a minimum level of competency at the completion of the course by implementing minimum self-paced mastery.
Topics & Concepts
Session (web analytics)Mathematics educationCourse (navigation)Computer scienceMastery learningUnit (ring theory)Maturity (psychological)Variance (accounting)PsychologyEngineeringAccountingDevelopmental psychologyBusinessWorld Wide WebAerospace engineeringExperimental Learning in EngineeringEngineering Education and PedagogyBiomedical and Engineering Education