Motivated by fruitful applications

In my series of posts on creating a learning environment [CALE #1 to #5, so far], I have mentioned Everyday Engineering Examples frequently, but what are they?  In the workshops on which the series is based, I define them as ‘familiar real-life objects or situations used to illustrate engineering principles’.  We have found in our research that the level of difficulty had no significant influence on the effectiveness of the examples in supporting student learning.  In the research, we combined them with 5E lesson plans and tested them alongside control classes [see Campbell et al., 2008].   So, it is not necessary to simplify the example to use as a part of lecture; instead the level of idealisation should be minimised to retain the relevance and context from the students’ perspective.

The choice of example is critical: there must be a transparent connection to the students’ experience and simultaneously the example must provide a straightforward implementation of the engineering principle being taught.  The subsequent exploration, explanation, elaboration and evaluation in the 5E lesson plan should pose questions with useful or interesting answers because the absence of a useful or interesting end-point creates a risk of presenting a tedious intellectual exercise.  And, perceived usefulness of learning influences students motivation [Wigfield & Eccles, 2000].

So what we are looking for are ‘fruitful applications’, in the words of Art Heinricher, Dean of Undergraduate Studies & Professor of Mathematical Sciences, WPIFor lots of Everyday Engineering Examples, see


Wigfield A, Eccles JS, Expectancy-value theory of motivation, Contemporary Educational Psychology, 25(1): 68-81, 2000.

Campbell PB, Patterson EA, Busch Vishniac I, Kibler T, (2008).  Integrating Applications in the Teaching of Fundamental Concepts, Proc. 2008 ASEE Annual Conference and Exposition, (AC 2008-499).


CALE #6 [Creating A Learning Environment: a series of posts based on a workshop given periodically by Pat Campbell and Eann Patterson in the USA supported by NSF and the UK supported by HEA]

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