Abstract:

At most Canadian universities, technical subject matter continues to be taught in didactic formats. While peer-reviewed educational literature has proven that these teaching techniques are sub-optimal for students' learning, a conservative approach to androgogy tends to dominate undergraduate classrooms in most technical fields. In this paper, I will reflect upon a few years of attempting various active teaching techniques in highly technical subject matter within electrical and computer engineering. In trying to adapt active and creative teaching methods with these technical topics, my courses have been somewhat out of the norm. Student responses have been varied, including surprise, delight, neutral and more. This paper will delve into the need for rigorous application of active teaching techniques, evaluation of these forays and constant attention to the diverse needs of engineering and computing students.

Keywords:

Androgogical innovation, technical subject matter.