Goodman, S. A., & Baxter, G. P. (2023, June), A Scaffolded Approach to Active Learning in the Graduate Classroom  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42495

\bibitem{asee_peer_42495}
  Goodman, S. A., \& Baxter, G. P. (2023, June), \emph{A Scaffolded Approach to Active Learning in the Graduate Classroom}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42495

Sarah A. Goodman and Gail P. Baxter.  "A Scaffolded Approach to Active Learning in the Graduate Classroom".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42495 Internet.  27 Apr, 2024

\bibitem{asee_peer_42495}
  Sarah A. Goodman and Gail P. Baxter.
  "A Scaffolded Approach to Active Learning in the Graduate Classroom".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42495 Internet.  27 Apr, 2024

@INPROCEEDINGS{asee_peer_42495
author = "Sarah A. Goodman and Gail P. Baxter"
title = "A Scaffolded Approach to Active Learning in the Graduate Classroom"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42495}
number = {10.18260/1-2--42495}
}

TY  - CPAPER
AB  - Many graduate courses are the ideal size for active learning to take place, and although the literature has shown that students may be resistant to student-centered approaches, we propose that active learning can be effectively introduced with appropriate supports. To build trust within the class and reduce barriers to student participation, a three-pronged approach towards active learning was implemented: not-for-credit socialization activities including a field trip and snack breaks, game-based student response systems including Kahoot and Pear Deck, and small group collaborations. Here, we use an end-of-course survey to understand student perceptions of this approach in a graduate Structure and Diffraction course of 13 students. Overall, the results of the student survey provide some evidence to support the use of multiple strategies to facilitate a sense of community, comfort with active participation and knowledge of course material. However, there was variation in student perceptions by activity (socialization, GSRS, small group collaboration) and by gender. Given their ease of use and potential to impact community building, learning, and comfort with active participation, a multi-pronged approach merits consideration in all graduate courses. 

AU  - Sarah A. Goodman
AU  - Gail P. Baxter
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - A Scaffolded Approach to Active Learning in the Graduate Classroom
UR  - https://peer.asee.org/42495
DO  - 10.18260/1-2--42495
ER  -