Interdisciplinary Student-Centric Learning Approach for Undergraduate Engineering Students

This innovative practice work-in-progress study focuses on creating an interdisciplinary student-centric learning environment for undergraduate engineering students. Student centric learning (SCL) technique requires students to take responsibility of their learning by indulging in creative activities that inculcates deeper learning. Such a learning strategy deviates from the conventional lecture technique which relies on one learning strategy fits all. SCL allows students to learn at their own pace through independent research, group work and discussions with instructors as well as peers. In this study, an engineering and a theatre professor collaborated to create an SCL anatomy module for undergraduate engineering students. Students were asked to implement a creative methodology such as sketch, quiz, storytelling or animation to teach an assigned topic in anatomy. The students were given an initial 50 mins introduction on storytelling by the theatre professor. Students worked in groups to, first, self-teach the topic and then, create a 20 mins lesson for their peers using a creative method of their choice. The creative method showed significant improvement in technical learning compared to control case (conventional lecture). In addition, students also perceived improvement in their collaborative skills and connection skills. Students showed high level of creativity while keeping learning at the center of each activity. Peer evaluation of the activities determined that out of the box ideas such as animation with voice-over and storytelling sketch were scored highest. In the future, deep learning assessment will be conducted by comparing scores from exam questions.