Kardgar, A. (2020, June), Infographic Pedagogy for First-year College Students  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34826

\bibitem{asee_peer_34826}
  Kardgar, A. (2020, June), \emph{Infographic Pedagogy for First-year College Students}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34826

Asefeh Kardgar.  "Infographic Pedagogy for First-year College Students".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34826 Internet.  22 Apr, 2024

\bibitem{asee_peer_34826}
  Asefeh Kardgar.
  "Infographic Pedagogy for First-year College Students".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34826 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_34826
author = "Asefeh Kardgar"
title = "Infographic Pedagogy for First-year College Students"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34826}
number = {10.18260/1-2--34826}
}

TY  - CPAPER
AB  - Abstract
Infographic pedagogy for first year college students

Infographics enables presenting complex and big data for the audience. In the 21st century, having design skills to promote the ideas and be able to find a larger audience is crucial for success. Hence, it is important to equip young students with this important design skill. In a previous study, course materials for teaching and assessing students' infographics in a design thinking course at an undergraduate level was presented in a large research-based university. For that pilot study, two treatment and comparison group of students were conducted and students’ infographics were analyzed. The results did not show a significant difference and there was a chance of sampling issue. In this research, a bigger (92) and more diverse sample pool is chosen. The goal is to analyze and compare the students' infographics from two years with the total sample number of 92. For the second year, research team designed a new course material for the students. Then, they evaluated the effectiveness of the new content, assessment and pedagogy tools. The proposed course material includes a new designed rubric with thirteen components for assessing students' infographics and content pedagogy for teaching infographics. The students' infographics were graded in both years and the scores were analyzed. The statistics of students' infographic show significant improve in students' visualization skills. The result of students' grades shows strengths and weaknesses related to different components of the new rubric. This study provides a complete description of this course content, assessment and pedagogy and also talks about the limitation and direction of future studies. 


AU  - Asefeh Kardgar
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Infographic Pedagogy for First-year College Students
UR  - https://peer.asee.org/34826
DO  - 10.18260/1-2--34826
ER  -