The first two groups startedin Fall 1993 semester, and then followed by two sets during theSpring 1994, Fall 1994, and Spring 1995. Assessments of the studentgroups using standard and tailored measurement tools anda common exam provided data for analysis and evaluation. The progress of two parallel classes of Engineering Mechanics-Staticsusing different teaching methods was monitored. Students wererandomly distributed into the two groups being studied. In oneof those two classes, several educational principles of teachingand learning have been holistically applied.
Students learn by adding new experiences to old ones.
There exist four major learning styles. Learning is a process that progresses helically from a state of memorization to understanding. As a response to the first assertion above, a studyskills seminar was developed with the consideration of professionaland psychological factors. It also includes some historical overview of the accomplishments of the civil engineeringprofession. A comprehensive syllabus was developed and an elaboratedocument was designed to support the biweekly seminar sessions.