Application of Active Learning Strategies and the Backward Design Method in Undergraduate STEM Courses

This paper presents the work done to redesign an undergraduate STEM course in construction management using backward design and applying active learning strategies.The course gives students an overview of structural mechanics and optimization of structural elements and systems.The process used to redesign the course with backward design and active learning strategies is stated in this paper.The effects of this redesign were measured through course evaluation and student feedback.This paper's goals are to a) provide a formwork to redesign undergraduate STEM courses using backward design and active learning pedagogy b) reflect on the obstacles hindering the future application of these methods.Student feedback shows that the application of active learning strategies for formative assessment increases students' engagement, improves communication, and provides the students with an opportunity to reflect on their understanding.Implementing the backward design method provides students with clear communication of expectations and what they are expected to learn throughout the course.