Variation of out-of-class assignments and frequency on course performance in upper-division structural engineering courses

For undergraduate students, structural engineering subjects are difficult for them to understand, especially those students with insufficient preparation in the prerequisite courses including Engineering Statics and Mechanics of Materials. To enhance in-class student engagement and student learning, a combination of out-of-class homework assignment and additional practice problems have been provided to students before each test including quizzes, midterm exam and final exam. Each set of practice problems were provided to the students in a Structural Analysis class and the students were asked to submit their answers for the practice problems before solutions were made available. The aim of this was not to assess students, it was to make them study more, not to postpone and aware of their level of understanding. To prevent unfairness among students and grade inflation, the practice problems did not appear in the tests directly without being modified. Moreover, more than 50% of the test were not based on the practice problems. Additionally, extra credit quizzes were implemented to motivate students to stay committed. The combination of pre-class material and the in-class extra credit quizzes increased class engagement and enabled students to follow class discussions and also made testing and exams a more positive learning experience. In summary, implementation of these various teaching pedagogical strategies were used to encourage students to learn enthusiastically by being engaged constantly in problem solving. The majority of students in the class improved their grades on tests as the semester progressed. Such strategies will continue to be used next semester and students surveys will also be conducted.