ABSTRACT
In this case study, student groups in three Civil Engineering courses (i.e., Statics, Dynamics, and Fluid Mechanics) are surveyed to identify the dominant learning preferences of each group. The survey of the student groups in this study shows that visual, sensing, active, and sequential learning are the most dominant learning preferences in each study group. The teaching materials and activities for these courses are revised to align with the identified learning preferences of each group respectively. The impact of these revisions on the final exam (summative assessment) performance of the groups and Students' Evaluations of Educational Quality (SEEQ) scores is measured. The preliminary results show some improvement in the final exam performances and SEEQ scores compared to the previous two years. The COVID effect in Fall 2020 and 2021, as well as relatively small group sizes, undermine the reliability of the results. More data from larger group sizes and without the impact of extraordinary factors such as pandemic is expected to be collected in the following years to supplement the results and achieve a conclusion with higher confidence. © American Society for Engineering Education, 2022.