STUDENT-DIRECTED, PROJECT-BASED LEARNING IN AN INTEGRATED COURSE BLOCK

Imagine a course block in which students discuss the cultural implications of 17 th century iron working in North America in one hour, and design experiments to examine connections between composition and strength in modern steel padlocks immediately afterward. In the Paul Revere: Tough as Nails course block, students don’t just study materials science and history of technology topics … they experience them. Through a series of readings, discussions, and selfdesigned projects, students explore materials science concepts alongside the social, cultural, and environmental factors that shaped technological and scientific history. Although some formal inclass activities are planned, many class sessions are flexible, allowing students to engage in individualized learning approaches. The projects are loosely framed, enabling students to develop key competencies while investigating topics of personal interest and controlling project focus and direction. In this paper, we discuss the processes and motivating factors that led to the initial design and continued development of the Paul Revere: Tough as Nails course block. We describe the philosophical and practical benefits of the course, and we elucidate the important role the course plays in our engineering curriculum.