Clark, N., & Natarajarathinam, M. (2013, June), EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19474

\bibitem{asee_peer_19474}
  Clark, N., \& Natarajarathinam, M. (2013, June), \emph{EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19474

Norm Clark and Malini Natarajarathinam.  "EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19474 Internet.  24 Apr, 2024

\bibitem{asee_peer_19474}
  Norm Clark and Malini Natarajarathinam.
  "EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19474 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_19474
author = "Norm Clark and Malini Natarajarathinam"
title = "EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19474}
number = {10.18260/1-2--19474}
}

TY  - CPAPER
AB  -        EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASSActive teaching is teaching with a focus on active learning activities. A facilitative teaching styleto teach a project-based class on Strategic relationships was adopted by the authors. This class ismainly taught to juniors majoring in Industrial Distribution and is part of the curriculum of theEngineering Technology and Industrial Distribution (ETID) department. In a previous paper,“Project-based Learning for a Class on Manufacturer-Distributor Relationships”(Natarajarathinam & Clark, 2012), the authors described how they incorporated a project basedlearning experience into this class. Students indicated that there was a good deal of confusionduring the semester regarding the project and what was expected of them. They also expressedthat the communication and support that they received from the faculty and industryrepresentatives were lacking. Industry representatives accessed the project and studentperformance as satisfactory while acknowledging that there was room for improvement.        With the feedback from the students and the industry, the instructors redesigned thecourse to include several active teaching practices. The way students, instructors and the industryrepresentatives interacted was significantly changed to facilitate active learning.                                        Teacher                                          •  In  Class  Exercises  specifically  designed  to  help                                             with  concepts  used  in  project                                          •  Breaking  the  project  down  into  several                                             milestones                                          •  Feedback  and/or  face-­‐to-­‐face  meeDng  with                                             groups  for  each  project  milestone              Industry                                                                                      Student            •  Project  Champions                                                                       •  Defining  roles  for  each  group  member                                                                                                            •  Working  in  same  groups  for  all  class  acDviDes                                                                                                            •  In  Class  PresentaDons  for  each  project                                                                                                               milestone  Some of the changes to the class included:   •    Identifying an industry project champion for each of the five topics being researched by        the student groups   •    Requiring each group to select one student to be designated to communicate with their        industry project champion   •    Class exercises were made specific to the project   •   Presentations were made by each group to the class during the semester so that the       instructors could better monitor and support student progress, plus allow students more       exposure to what was being developed in groups other that their ownIn this article, the various active teaching activities designed will be discussed in detail.Assessments by students at the conclusion of the course to which the changes were made weremuch more positive and indicated that while the students were stilled challenged they found theproject experience more rewarding and less confusing. The assessment methodology and thereasons for the change in assessments both by industry and students will be discussed in thearticle as well.Natarajarathinam, M. and Clark, N. Project-based Learning for a Class on Manufacturer-Distributor Relationships(2012) ASEE Annual Conference and Exposition, Conference Proceedings, 8 p.
AU  - Norm Clark
AU  - Malini Natarajarathinam
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - EFFECT OF ACTIVE TEACHING IN A PROJECT BASED CLASS
UR  - https://peer.asee.org/19474
DO  - 10.18260/1-2--19474
ER  -