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The method identifies instructional goals and student difficulties, iteratively designs interactive tutorials, implements interactive group-work recitations, and evaluates outcomes. 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HECKLER The Ohio State University Columbus, OH  \nAND  \nKATHARINE FLORES Washington University St. Louis, MO  \nABSTRACT  \nWe apply a “tutorial design process”, which has proven to be successful for a number of physics topics, to design curricular materials or “tutorials” aimed at improving student understanding of important concepts in a university-level introductory materials science and engineering course. The process involves the identification of instructional goals, the identification of specific student difficulties, the iterative design of interactive tutorials, the implementation of interactive group-work recitations, and assessment. The project, which involved over 1000 students, included extensive interviewing, testing, and iterative classroom implementation over a period of three years. Here wereport on some of the identified student difficulties, several of the tutorials designed to address thedifficulties, and the results of the implementation. The project has yielded 9 field-tested 48 minute tutorials in which students work together in small groups on the tutorials in the presence of teaching assistants who assess and facilitate student progress. To determine the learning outcome, we analyzed final exam scores and found that, even accounting for the fact that slightly “better” students tended to attend recitations more often, there was a significant valued-added effect of the recitations on final exam performance. These results suggest that these recitation methods and materials are effective in teaching students the difficult and important conceptual materials which they were designed to address. Furthermore, since this process was initially designed for physics courses yet is also successful for an engineering course, this implies that this process may be successful for a wide range of STEM courses.  \nWINTER 2013 1  \nADVANCES IN ENGINEERING EDUCATION  \nA Tutorial Design Process Applied to an Introductory Materials Engineering Course  \nKey Words: Conceptual difficulties, Graphs and diagrams, Group-work, Materials Science, Tutorials  \nINTRODUCTION  \nIn the area of physics education, an iterative process of design and implementation of instructional units called “tutorials” has been shown to be very effective in improving student understanding of a wide variety of physics topics. In this paper, we describe the application of a version of this highly successful process to a university-level introductory materials science and engineering course. We begin with a brief general description of the tutorial design process. Following this, the remainder of the paper consists of a description of our application of this process in a multi-year project to design, implement and assess of the effectiveness of tutorials for an introductory course in materials science and engineering.  \nTUTORIALS AND THE TUTORIAL DESIGN PROCESS  \nThe process of curricular and instructional development which we will refer to as the tutorial design process was first developed and implemented over 20 years ago by the University of Washington’s Physics Education Research group, led by Lillian McDermott (McDermott et al., 2002; McDermott 1991; Shaffer & McDermott, 1992) . It has been applied to numerous topics in Physics including electric circuits (Shaffer & McDermott, 1992), force and motion (e. g., McDermott, Shaffer, & Somers, 1994; Shaffer & McDermott, 2005; Heron et al., 2003), intermediate mechanics,(Ambrose, 2004), geometric optics,(Wosilait et al., 1998), interference and diffraction of light,(Wosilait et al., 1999), pressure,(Loverude, Heron & Kautz, 2010), sound (Wittmann, Steinberg & Redish, 2003), quantum mechanics (Singh, 2008; Wittmann, Morgan & Bao, 2005; B","cbCaiubfn5A5BXPB","https://ap.wps.com/l/cbCaiubfn5A5BXPB","pdf",2765573,38,"English","# Abstract\n# Introduction\n# Tutorials and the Tutorial Design Process\n## Development of Tutorial Materials and Methods","[{\"question\":\"What is the tutorial design process used in this paper?\",\"answer\":\"It involves setting instructional goals, diagnosing specific student difficulties, iteratively designing interactive tutorials, running interactive group-work recitations, and assessing learning outcomes.\"},{\"question\":\"How was the approach implemented and evaluated?\",\"answer\":\"The project involved extensive interviewing, testing, and repeated classroom implementation over three years, including assessment using final exam scores.\"},{\"question\":\"What learning tools and structure were produced for the course?\",\"answer\":\"The work resulted in nine field-tested 48-minute tutorials where students work in small groups with teaching assistants who assess and facilitate progress.\"}]","A Tutorial Design Process Applied to an Introductory Materials Engineering Course - Abstract and Paper Overview | PDF",1792067199,96]