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Displaying all 2 results

Fostering Student Ownership and Active Learning through Student-Led Group Lectures in a Civil Engineering Materials Course

Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
Collection
2024 ASEE Annual Conference & Exposition
Authors
Shenghua Wu, University of South Alabama; Basant Bhatt, University of South Alabama
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
exposure to civil engineering disciplines. This study introduces a blended teachingapproach, in which students are actively involved in delivering lectures on selected topics, ratherthan relying solely on the instructor. Pre-class and post-class surveys were administered to thestudent presenters to gauge their perceptions on delivering team lectures. The surveys also aimedto assess whether their knowledge improved, their roles in team presentations, and theirdevelopment of effective presentation skills. Additionally, audience feedback on the grouppresentations was collected and it was observed that the majority of students reported an increasein their knowledge after lecture delivery. This not only developed a sense of student ownershipin the
Relevance Score: 0.49765623

Board 35: Assessing Students' Perspectives and Attitudes Toward Social Justice and Compassion in Civil Engineering (Work in Progress)

Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Cristián Eduardo Vargas-Ordóñez, Purdue University at West Lafayette (COE); Maria Santagata, Purdue University at West Lafayette (COE); David J. Yu
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
the systems development cycle. Despite thispotential, civil engineering education has much room for improvement in training students on thesocial implications of engineering works, particularly how engineering can shape socialvulnerability under climate change, natural hazards, and aging infrastructure, and on the powerstructures that contribute to the generation of systematic social injustices. This work-in-progresspresents the results of the first stage of a broader study aimed at developing curricularinterventions that build social justice awareness and compassion amongst students in the LylesSchool of Civil Engineering at Purdue University. We followed a convergent mixed methodsstudy (QUAN-qual), collecting quantitative and qualitative
Relevance Score: 0.28431827