Detecting Dimensions of Significant Learning in Syllabi Using a Course Change Typology
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Educational Research and Methods Division (ERM)
- Page Count
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15
- DOI
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10.18260/1-2--43009
- Permanent URL
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https://peer.asee.org/43009
- Download Count
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104
Paper Authors
Dorian Bobbett University of Nebraska - Lincoln
Dorian is a 4th-year chemical engineering undergraduate student at the University of Nebraska-Lincoln. She has been involved in Engineering Education Research for 2 years under the supervision of Dr. Grace Panther and Dr. Heidi Diefes-Dux on projects related to faculty development, adaptability, and educational research methods. She will be pursuing a PhD in Engineering Education Research at the University of Michigan beginning in the Fall of 2023.
Grace Panther University of Nebraska - Lincoln
Dr. Grace Panther is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Nebraska – Lincoln where she conducts discipline-based education research. Her research interests include faculty change, 3D spatial visualization, gender inclusive teamwork, and studying authentic engineering practice. Dr. Panther has experience conducting workshops at engineering education conferences both nationally and internationally, has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments, and serves on the Australasian Journal of Engineering Education advisory committee.
Heidi A. Diefes-Dux
University of Nebraska - Lincoln
orcid.org/0000-0003-3635-1825
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.
Abstract
This research paper addresses the need for an instrument to detect the changes in the use of research-based approaches over time. Change occurs within three broad dimensions – what is being taught, how it is being taught, and the learning environment. This work focuses on the “what” instructors are teaching to provide context for the “how” and “environment” changes. The “what” has been operationalized in terms of significant learning of technical and professional skills as per ABET student outcomes. The purpose of this study was to characterize the extent to which significant learning of technical and professional skills are represented in syllabi from core engineering courses. Different types of course syllabi were examined (i.e., Lecture, Lecture/Lab, Capstone) from Fall 2019 through Spring 2022 from one engineering department’s core courses at a large Midwest R1 institution. Descriptive statistics were used to examine the sensitivity of a typology to differences between course types and over time. Application of the Course Change Typology was useful in uncovering details about the typology dimensions of Significant Learning – Technical and Significant Learning – Professional utilized within different types of courses and changes over time.
Bobbett, D., & Panther, G., & Diefes-Dux, H. A. (2023, June), Detecting Dimensions of Significant Learning in Syllabi Using a Course Change Typology Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43009
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