Redesign the engineering teaching and assessment methods to provide more information to improve students' learning

Omar Ashour, Shraddha C. Sangelkar, Russell Lee Warley, Oladipo Onipede, Jr.

Research output: Contribution to journalConference article

2 Scopus citations


We present a synopsis of instructor experience on the mastery learning approach as implemented in our school for key fundamental engineering courses. The mastery learning approach revolves around the idea of dividing the course into modules, each module culminates in an exam comprised of 2 or 3 problems where each problem tests one important concept. For each exam, a student can make up to 3 attempts, however the maximum possible score and time allotted on subsequent attempts is reduced. Grading of the problems is based on a scale where no points are awarded unless the solution contains only a small error at most. Thus, mastery learning requires the students to go back and study the material if they get it wrong on the first attempt. We interviewed six instructors who use or have used the mastery learning approach in their classes. In general, instructors have a positive experience with mastery learning approach. However some challenges were noted that are also discussed in the paper. This paper aims to provide a context for the audience who are interested in implementing mastery learning approach in their curriculum.

Original languageEnglish (US)
Article number7044286
JournalProceedings - Frontiers in Education Conference, FIE
Issue numberFebruary
Publication statusPublished - Feb 17 2015
Event44th Annual Frontiers in Education Conference, FIE 2014 - Madrid, Spain
Duration: Oct 22 2014Oct 25 2014


All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications

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