Several of the generally required nuclear engineering undergraduate courses are intensive in mathematics and physics, for example, courses in reactor analysis and thermal hydraulics. The conventional lecture/lab format is usually unsatisfactory for such courses. Translating the physics into mathematics and vice versa are often lost on the students while they struggle with the mathematics. The result is a lot of rote learning without much understanding and critical analysis. This problem is exacerbated when the course is a prerequisite for upper level courses and coverage of the syllabus is deemed important. Over the last four years we have been trying the approach of collaborative learning in small groups in a junior level course in reactor analysis to overcome some of the deficiencies. We have found that formal classroom lectures are important in such a course but student understanding can be improved through mandatory collaborative learning sessions in small groups outside the lecture classes. Groups of two to three students meet in separate rooms once each week for two hours teaching each other to answer questions that are posted in their course locker. The questions are concept-based covering the lecture material for the prior week. Graduate student volunteers and the the instructor serve as guides but not tutors. The primary goals are to provide an enquiry-guided learning environment, to discourage rote learning and to make the subject more enjoyable.
Original language | English |
Pages (from-to) | 1171-1177 |
Number of pages | 7 |
Journal | ASEE Annual Conference Proceedings |
State | Published - 1999 |
Externally published | Yes |
Event | 1999 ASEE Annual Conference and Exposition: Engineering Education to Serve the World - Cahrlotte, NC, United States Duration: Jun 20 1999 → Jun 23 1999 |