Many engineering courses rely on in-person lectures and textbooks for content delivery, with homework sets and exams for evaluating and reinforcing student progress. Yet some research studies have shown that exams—high-pressure, time-limited assessments—are detrimental to the learning process and unnecessarily increase students’ stress. We describe a new student centered teaching approach based on four pedagogical domains: scaffolded, universally-designed, mastery-based, and gameful learning. The approach was implemented in an engineering course by first chunking the content into small, easily digestible topics. Next, multiple modalities were used to deliver this content, including textbook references, virtual lectures, condensed presentation slides, summary sheets, and two-minute videos. Finally, the typical grading system was replaced by a point system using multiple 10- and 20-point quizzes, all of which could be attempted multiple times through unique versions for each student. Several findings emerged from our examination of this overall instructional strategy. The flexibility in learning and assessment enhanced students’ mastery of content and maximized their sense of ownership in the learning process. The multiple attempts on quizzes provided the students with more freedom to fail and resulted in a more supportive learning environment. Last, the multimodal delivery and self-controlled assessment process promoted inclusive and equitable learning. This course structure can be translated to many other engineering courses, with spreadsheets and a web-based quiz making program developed to assist in the process.

DOI: 10.18260/3-1-1153-36049

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Mark A. Burns

Valerie N. Johnson

Kellie S. Grasman

Sanaz Habibi

Kaylee A. Smith

Anna I. Kaehr

Malia F. Lacar

Brian F. Yam