Enhancing Active Learning in Large Core Engineering Courses: Strategies, Evidence-Based Insights, and Challenges

Abstract

This article explores the integration of active learning strategies within large, required core courses in undergraduate engineering education, drawing on a case study of a faculty member teaching a Statics and Strength of Materials course to more than 200 students each semester. The focus is placed on pedagogical adaptations, logistical complexities, student participation, and institutional support systems required to make active learning successful on a scale. The study discusses the design and implementation of various techniques such as group hands-on challenges, discipline-specific problems, model demonstration, in-class exercises, and recitation sessions, while critically assessing their impact on student engagement and academic performance. It also highlights barriers including classroom space constraints, time limitations, resistance to change, and the need for ongoing faculty development. Practical recommendations are provided for scaling these approaches and building a sustainable support structure for educators, with the aim of fostering deeper learning and greater student engagement in large engineering courses.