The evolution of engineering education requires evolution in how engineeringlearning outcomes are assessed. Having students answer test questions about the design process may not reflect their ability to solve "...
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The evolution of engineering education requires evolution in how engineeringlearning outcomes are assessed. Having students answer test questions about the design process may not reflect their ability to solve "messy" open-ended problems while working in groups. An instrument for assessing competence in mid program engineering student design is under development by several Washington State institutions of higher education. This presentation covers: development of the instrument, current,findings relevant to instrument reliability and validity, and mid-program student concepts of design and collaboration.
A major challenge for faculty is how to develop a "culture of evidence" in the classroom that supports student-centered formative learning and aligns with program and accreditation goals. Another challenge i...
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A novel approach referred to as CHAPL, adopted by the Washington State University (WSU) that combines several effective pedagogies such as cooperative learning (CL), active learning (AL) and problem-based (PL) learnin...
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A novel approach referred to as CHAPL, adopted by the Washington State University (WSU) that combines several effective pedagogies such as cooperative learning (CL), active learning (AL) and problem-based (PL) learning in a single course is discussed. A detail description of the pedagogy, assessment of learning improvement and student receptivity was also provided. The goal is to guide student groups through Kolb's experiential learning cycle entailing concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE). CHAPL has been effective in engaging the students without sacrificing the course content and gave them an opportunity to learn non-technical personal interaction skills.
The authors describe three initiatives designed to increase the academic achievement and retention of historically underrepresented students (including females and underrepresented students of color) in engineering.
The authors describe three initiatives designed to increase the academic achievement and retention of historically underrepresented students (including females and underrepresented students of color) in engineering.
In the past ten years, many varieties of Project Management (PM) software have become available, most notably Microsoft Project. However, such software can be difficult to implement, requiring dedicated time from an I...
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The use of serious educational games has many advantages, offering immersive, engaging and fun environments that require deep thinking and complex problem solving within a construct of overcoming obstacles and challen...
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Data from the Academic Pathways Study, a component of the NSF-funded center for the Advancement of engineering Education, were used to investigate engineering student involvement in extracurricular activities. The stu...
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Most engineering educators excel at planning and conducting technical research in their field, but few are proficient doing this for a project in engineering education. Recently, however, there has been increased emph...
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In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allott...
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In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along with computer screen images, to supplement the lecture with content that addresses the diversity in student academic backgrounds, motivations, and interests, to extend the classroom experience, and reach the individualized needs of students. This study documents the strategic use of screencasts in a large introductory Materials Science and engineering (MSE) course, and examines their impact on student usage and course performance. To assess the efficacy of screencasts, students were surveyed to determine how they used screencasts and whether they perceived these resources to be helpful. In addition, we correlated student usage based on website hits with student performance (e.g. final grade) to determine statistical significance. Since the course is comprised of students from different academic and social backgrounds, we also analyzed usage and performance patterns for particular student subgroups. The results indicate that students perceive the screencasts to be helpful and tend to use the resources as a study supplement. Overall, usage of screencasting in its various forms is positively and significantly correlated with course performance as indicated by the final grade. The most substantial gains were found for students with the least amount of prior exposure to concepts in the course material. These results indicate a potential for screencasts to address the various academic needs of students in a large lecture environment.
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