This study examines the impact of team-based learning (TBL) on students' performance in mechanics of materials, a fundamental yet challenging course in engineering curricula. Traditional lecture-based instruction has often failed to fully engage students and allow them to enhance their critical thinking skills that can be applied in engineering. This study compares outcomes between traditional lecture-based classrooms and those incorporating TBL at California State University, Fullerton (CSUF). Data from 72 students in traditional settings and 80 students in TBL-integrated classrooms were analyzed over multiple semesters. The results reveal improvement in examination scores and a reduction in failure rates for TBL participants compared with traditional instruction. The survey responses indicate that students in TBL sessions reported increased confidence, improved critical thinking, and enhanced teamwork skills. While the reduction in failure rates did not achieve statistical significance, the positive trends suggested that TBL effectively addresses challenges in high-stakes courses. The study advocates for expanding TBL to other fundamental engineering courses and institutions to further explore its effectiveness and potential to improve student retention, particularly among underrepresented minorities in science, technology, engineering, and mathematics (STEM).
Citation: Huda Munjy, Stephanie Botros, Rhonda Abouazra. Enhancing success in fundamental engineering courses: A case study on using team based learning to address high failure rates[J]. STEM Education, 2025, 5(1): 152-170. doi: 10.3934/steme.2025008
| [1] | Marcella Reale . Annual Report 2020. AIMS Allergy and Immunology, 2021, 5(1): 33-37. doi: 10.3934/Allergy.2021003 |
| [2] | Marcella Reale, Xu Guo . Annual Report 2024. AIMS Allergy and Immunology, 2025, 9(1): 1-7. doi: 10.3934/Allergy.2025001 |
| [3] | Marcella Reale, Xu Guo . Annual Report 2023. AIMS Allergy and Immunology, 2024, 8(1): 1-7. doi: 10.3934/Allergy.2024001 |
| [4] | Marcella Reale . Annual Report 2022. AIMS Allergy and Immunology, 2023, 7(1): 40-44. doi: 10.3934/Allergy.2023003 |
| [5] | Bono Eleonora, Zucca Federica, Ortolani Valeria Giuseppina Rita, Caron Lea, Eplite Angelo, Carsana Luca, Iemoli Enrico . Non-allergic rhinitis with eosinophilia syndrome treated with mepolizumab: A case report. AIMS Allergy and Immunology, 2023, 7(3): 176-182. doi: 10.3934/Allergy.2023012 |
| [6] | Swathi Mukurala, Jahanavi Bandla, Swetha kappala . Angioedema-post COVID symptoms. AIMS Allergy and Immunology, 2023, 7(4): 273-280. doi: 10.3934/Allergy.2023018 |
| [7] | Howard Mason, Kate Jones . Airborne exposure to laboratory animal allergens: 2005–2022. AIMS Allergy and Immunology, 2024, 8(1): 18-33. doi: 10.3934/Allergy.2024003 |
| [8] | Richard A. Maiella, Kelly M. Staples, Ashokvardhan Veldanda . Migratory dermatographic urticaria following COVID-19 vaccine booster in young adult male. AIMS Allergy and Immunology, 2022, 6(1): 14-18. doi: 10.3934/Allergy.2022003 |
| [9] | Joe Khodeir, Paul Ohanian, Ali Awwad . Mycobacterium chelonae-induced granulomatous nodules following botulinum toxin injections: A case report and literature review. AIMS Allergy and Immunology, 2024, 8(4): 296-302. doi: 10.3934/Allergy.2024018 |
| [10] | Darrell O. Ricke . Etiology model for many vaccination adverse reactions, including SARS-CoV-2 spike vaccines. AIMS Allergy and Immunology, 2022, 6(4): 200-215. doi: 10.3934/Allergy.2022015 |
This study examines the impact of team-based learning (TBL) on students' performance in mechanics of materials, a fundamental yet challenging course in engineering curricula. Traditional lecture-based instruction has often failed to fully engage students and allow them to enhance their critical thinking skills that can be applied in engineering. This study compares outcomes between traditional lecture-based classrooms and those incorporating TBL at California State University, Fullerton (CSUF). Data from 72 students in traditional settings and 80 students in TBL-integrated classrooms were analyzed over multiple semesters. The results reveal improvement in examination scores and a reduction in failure rates for TBL participants compared with traditional instruction. The survey responses indicate that students in TBL sessions reported increased confidence, improved critical thinking, and enhanced teamwork skills. While the reduction in failure rates did not achieve statistical significance, the positive trends suggested that TBL effectively addresses challenges in high-stakes courses. The study advocates for expanding TBL to other fundamental engineering courses and institutions to further explore its effectiveness and potential to improve student retention, particularly among underrepresented minorities in science, technology, engineering, and mathematics (STEM).
Together with the Editorial Office of AIMS Allergy and Immunology, I wish to testify my sincere gratitude to all authors, members of the editorial board and reviewers, thanking everyone for their contribution to AIMS Allergy and Immunology in 2021.
It was the support of all members of our editorial board and peer reviewers that, despite of COVID-19 difficulties, made possible to successfully complete the full peer review, editing and publishing processes for AIMS Allergy and Immunology in 2021.
The submissions of our AIMS Allergy and Immunology journal in 2021 increased significantly, with 4 papers under processing (submitted in 2021); during this 2021 we had 50% acceptance/rejection ratio and publication time (from submission to online) was reduced from 70.4 days to 61 days, illustrating the strict and efficient review process. We have 10 top articles with highest citations from 5 (1 paper), 4 (3 papers), 3 (2 papers), 2 (4 papers), and many countries are represented among our authors.
An important part of our strategy has been preparation of special issues. In 2021, two special issues and four topical sections were planned. AIMS Allergy and Immunology has 67 members now, and 8 of which joined in 2021. We will continue to renew editorial board in 2022.
To promote and encourage submissions we have established the “Best Paper Award” and “Editorial board member of the year” for the editorial board member who introduced the largest number of researchers, authors of manuscripts accepted/published or in press.
The road is still long and winding but we hope that in 2022, with the support of all the members of the editorial board and reviewers, it will be possible to expand the number of papers submitted and accepted, to be able to publish the scientific contributions of the congresses and special issues organized by the members of the editorial board, to increase the citation/paper and total citations to get the academic rank of AIMS Allergy and Immunology as soon as possible.
Prof. Marcella Reale, Editor-in-Chief
AIMS Allergy and Immunology journal
Dept. of Innovative Technologies in Medicine and Dentistry
University “G. d'Annunzio” Chieti-Pescara
Via dei Vestini, Chieti, Italy
Under processing paper: 4
Rejection rate: 50%
Publication time (from submission to online): 61 days
| Type | Number |
| Review | 7 |
| Research article | 5 |
| Mini review | 3 |
| Letter | 2 |
| Communication | 1 |
| Commentary | 1 |
| Editorial | 1 |
The top 10 articles with highest viewed:
| Title | Viewed |
| Targeting cancer cells: from historic methods to modern chimeric antigen receptor (CAR) T-Cell strategies | 5719 |
| Immunological and toxicological effects of bad indoor air to cause Dampness and Mold Hypersensitivity Syndrome | 4748 |
| “Toll-free” pathways for production of type I interferons | 4329 |
| Toll-like receptors and immune cell crosstalk in the intestinal epithelium | 4122 |
| Main NK cell receptors and their ligands: regulation by microRNAs | 3952 |
| Interactions of allergic rhinitis and bronchial asthma at mucosal immunology level | 3581 |
| Basophil activation through TLR2 and TLR4 signaling pathways | 3531 |
| IL-10 in cancer: Just a classical immunosuppressive factor or also an immunostimulating one? | 3494 |
| Contribution of antibody-dependent enhancement to the pathogenesis of coronavirus infections | 3479 |
| CLEC receptors, endocytosis and calcium signaling | 3435 |
The top 10 articles with highest citations:
| Title | Citations |
| “Toll-free” pathways for production of type I interferons | 5 |
| Airborne exposure to laboratory animal allergens | 4 |
| CLEC receptors, endocytosis and calcium signaling | 4 |
| IL-10 in cancer: Just a classical immunosuppressive factor or also an immunostimulating one? | 4 |
| Main NK cell receptors and their ligands: regulation by microRNAs | 3 |
| Immunological and toxicological effects of bad indoor air to cause Dampness and Mold Hypersensitivity Syndrome | 3 |
| A recipe for myositis: nuclear factor κB and nuclear factor of activated T-cells transcription factor pathways spiced up by cytokines | 2 |
| Reducing dust and allergen exposure in bakeries | 2 |
| Co-inhibitory receptors in female asthmatic patients: Correlation with IL-17 and IL-26 | 2 |
| Basophil activation through TLR2 and TLR4 signaling pathways | 2 |
Topical section
Immunity to Viruses
https://www.aimspress.com/allergy/article/5830/special-articles
Special issue
The role of extracellular vesicles and miRNAs in allergy and immune tolerance
Special issue editor: Dr. Katarzyna Nazimek
https://www.aimspress.com/allergy/article/5855/special-articles
AIMS Allergy and Immunology has 67 members, and 8 of which joined in 2021.
In the fifth year of our journal, the journal developed much faster than before under the leadership of the Editor-in-Chief Prof. Marcella Reale. We have received 36 submissions and published 20 papers in 2021.
We reduce the publication time from 70.4 days to 61 days. Each submitted article is processed carefully, fairly, promptly, and the accepted papers appear in the journal in the shortest time.
Increase influence by soliciting and advertising high quality articles and special issues (topics).
We seek to be indexed by more databases in 2022.
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Huda Munjy, Stephanie Botros, Rhonda Abouazra. Enhancing success in fundamental engineering courses: A case study on using team based learning to address high failure rates[J]. STEM Education, 2025, 5(1): 152-170. doi: 10.3934/steme.2025008
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