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A Preliminary Investigation into the Use of Audience Video Recordings to Assess Student Engagement During in Large Lecture Classes

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Collection

2017 Mid-Atlantic Section Fall Conference

Location

Penn State University - Berks Campus - Reading, Pennsylvania

Publication Date

October 6, 2017

Start Date

October 6, 2017

End Date

October 7, 2017

Conference Session

Mid Atlantic Papers

Tagged Topic

Mid-Atlantic Section Fall Conference

Page Count

8

Permanent URL

https://peer.asee.org/29365

Download Count

27

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Paper Authors

biography

Matthew Jason Bilsky Lehigh University Orcid 16x16 orcid.org/0000-0002-5005-319X

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Matthew holds a BS, MEng, and PhD in Mechanical Engineering from Lehigh University. He is currently a Post-Doc Research Associate working on a novel snake-like robot with construction, aerospace, and rescue capabilities through his company Impossible Incorporated LLC. The project tied for second place in the 2016 Lemelson-MIT invention competition. As part of his duties he is the professor for the Technical Entrepreneurship Capstone and the senior mechanical engineering lab course at Lehigh. Most recently he was the recipient of the 2017 John B. Ochs award for Faculty Achievement in Entrepreneurship Education.

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Christian Thomas Davis

biography

Kiana M Wright Lehigh University

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I graduated from Lehigh University in 2017 with a degree in materials science and engineering. During my undergraduate I researched 3D printing copper clay under Dr. Richard Vinci. I’m currently a materials engineer at Boart Longyear; it’s an international mining company based in Salt Lake City. I work in product development and I develop new drill bits via powder metallurgy.

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Kumar Swagat Lehigh University

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Abstract

Twenty-first century higher education is moving from a faculty-centered teaching model to student-centered learning. With this change the question has become are the students learning? This study presents a method for direct, authentic, and formative assessment of the student engagement level during various lecture techniques in large classes. The basis for this study is that student engagement leads to student learning. Video recordings of a 208-student capstone lecture audience were assessed for five different lectures using an ordinal scale. Three different pedagogies were explored: traditional lecture, active-collaborative learning (ACL), and random calling to see if they have an effect on the average level of engagement during lecture. It was shown across 59 data points that ACLs lead to a significant increase in engagement while there is no meaningful difference between traditional lecture and random calling especially when compared to ACLs.

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