Application of active-learning techniques to enhance student-based learning objectives

Abstract

Research in physics education has indicated that the traditional lecture-style class is not the most efficient way to teach science courses at the university level. Current best-teaching practices focus on creating an active-learning environment and emphasize the role of the students in the learning process. Several of the recommended techniques have recently been applied to Brigham Young University's acoustics courses. Adjustments have been built on a foundation of establishing student-based learning outcomes and attempting to align these objectives with assessments and course activities. Improvements have been made to nearly every aspect of the courses including use of class time, assessment materials, and time the students spend out of the classroom. The progress made in bringing two of the courses, specifically an introductory, descriptive acoustics course for a general audience and a junior level introduction to acoustics course for majors, is described. Many of the principles can be similarly applied to acoustics education at other academic levels. Suggestions are made for those seeking to modernize courses at their institutions.