Abstract

In this paper, successful approaches to teaching undergraduate physics and engineering students using strategies developed from two independent learning style models will be described. The first learning style model to be described is the Dunn and Dunn Learning Style Model. The Dunn and Dunn Learning Style Model is employed with non-science majors enrolled in introductory physics at American University. The second model to be described is the Kolb Learning Style Model. The Kolb Learning Style Model is incorporated into the design of Counselor Tutorial (CT) courses for freshman engineering students at Purdue University. The basic elements of these two learning style models will be compared and contrasted. Teaching approaches designed to accommodate students' learning style preferences will be shared. These approaches include teaching and learning techniques that can be used in and out of the classroom. In particular, techniques utilizing these learning style models that have been effective in teaching students in large classes will be outlined. Ideas and approaches that have been successful with two distinctly different populations of students will be shared. These approaches can easily be adapted for use by educators in other branches of science, mathematics, engineering, and technology (SMET) education.

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