Adaption of the clinical correlation instructional model for 2nd year engineering science courses

• Autores: Alan J. Levy, Weilin Li
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. 5, 2013, págs. 1144-1154
• Idioma: inglés
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• Resumen

  • A study is described in which the clinical correlation/integration instructional model, currently employed by Medical Schools, isadapted for the 2nd year engineering science course Mechanics of Solids. The model consists of integrating into basic appliedscience courses (typically taught by researchers) a number of clinical correlation lectures (taught by guest clinicians/practitioners)which illuminate the scientific principles. The idea is that this will: (i) increase student interest (which is largely in the ‘‘clinical’’application and not in the theory), (ii) increase student motivation, (iii) enable students to differentiate between professional careerpaths, (iv) provide relevance by showing how course material can be used in practice, (v) increase student self-efficacy by providinga diversity of role models who are practitioners and not researchers. Five clinical correlation lectures were taught by dynamic,experienced, practicing engineering ‘‘clinicians’’ who formed a diverse mix across gender, age, and race/ethnicity. These individuals,all employed in industry, were selected from the ranks of Department Advisory Board members and alumni. The program alsocontained a modest mentorship component although this is not discussed here. An evaluation program, which provides genderspecific results, assessed aspects of student attitudes towards the program and their perceptions of engineering. The resultsoverwhelmingly demonstrated (i) intense interest in the program and (ii) increased motivation in the desire to become engineers. Anincreased understanding of career paths (differentiation) was also clearly demonstrated. Student understanding of their profession(relevance) increased and student comments on role model clearly indicated the positive effects of the program. Overall courseperformance improved as well, as indicated by a near halving of the drop and failing rates. The 1 year study clearly demonstratesthe enormous potential of the model to positively impact engineering students in the critical 2nd year.