Imagine a course block in which students discuss the cultural implications of 17th century iron working in North America in one hour, and design experiments to examine connections between composition and strength in modern steel padlocks immediately afterwards. 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 self-designed projects, students explore materials science concepts alongside the social, cultural and environmental factors that shaped technological and scientific history. Although the course includes many formal in-class activities, approximately half of all 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 pedagogical and practical benefits of the course, and we elucidate the important role the course plays in Olin’s engineering curriculum.
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