2024 ASEE Annual Conference & Exposition

The Mechanics of Materials course is a core offering at a large public university in the northeastern United States, catering to students majoring in civil, mechanical, manufacturing, and biomedical engineering. Delivered in a flipped classroom format, students engage with video materials that cover the theory outside of class. In class, students focus on developing problem-solving skills, exploring real-life applications of mechanics concepts, and participating in multiple active learning activities. In 2020, the course underwent a redesign to align with inclusive teaching standards, aimed at providing support to neurodivergent students.
For the Spring 2023 semester, the course was co-taught by two instructors, one a teaching faculty member and the other a tenure-track faculty member. The course was hosted in an active learning classroom, equipped with 34 spacious tables and 204 rolling chairs, fostering dynamic interaction between instructors and students. In contrast to traditional auditorium-style classrooms, this environment allowed for more-effective engagement during class time.
While higher education faculty members frequently collaborate on research, most courses are taught by one faculty member [1]. Co-teaching typically involves instructors dividing the course content equally, with each instructor individually covering half of the classes. However, potential conflicts may arise in this approach due to differences in teaching styles and philosophies [2]. These differences may, in turn, affect the consistency of instruction and lead to a less satisfactory learning experience for students, potentially influencing student evaluations of teaching [3]. This study aims to assess the effectiveness of different strategies employed by the instructors to enhance inclusive teaching, and minimize potential challenges associated with co-teaching.
In this course, both instructors attended all lectures, with one leading the lecture and classroom activities while the other engaged with students, promoting interaction and discussion. The class featured diverse active learning methods, including teamwork-based problem-solving, hands-on stress analysis with physical models, think-pair-share activities using real-world examples, polling on mechanics concepts, and strength-based projects. Classroom activities were carefully crafted to align with neuroinclusive teaching practices, aiming to empower every student, with particular emphasis on supporting those who are neurodivergent. Instructors and the three teaching assistants provided consistent support during these activities, while students had the opportunity to explore the application of mechanical concepts in topics of personal interest through strength-based projects. Having a tenure-track faculty member as one of the instructors enriched the experience, providing interested students with the opportunity to participate in research-focused strength-based projects using their knowledge from the Mechanics of Materials course.
This paper delves into the benefits, challenges, and practical details of implementing these strategies in a large, inclusive, classroom setting. To gauge the effectiveness of these strategies, two anonymous surveys were conducted at the end of the semester, soliciting student feedback on class activities and co-teaching practices. The results highlight student feedback on the course content, assessments, active learning strategies, and overall course management and suggest that the employed co-teaching style was perceived as harmonized and well-coordinated, with clear expectations. This paper aims to share best practices for co-teaching in a large engineering course while incorporating inclusive teaching strategies to enhance the learning experiences of students.