This paper presents the first time implementation of DI in an engineering sophomore Statics class, along with qualitative feedback obtained from informal student survey and anecdotal observations. Several academically advanced students have really liked the approach and find that it meets their individual needs, while addressing the instructional needs of their fellow classmates whose wants in a classroom are slightly different. The paper discusses the planning and implementation process involved using examples, which the author hopes will assist other instructors in DI adoption as a means of addressing the needs of a varied student population in any given classroom.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - 2007|
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