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Displaying all 5 results

Intentional Use of the Learning Management System: A Case Study in Self-Regulatory Behaviors in a Blended Undergraduate Thermodynamics Course

Conference Session
Classroom Methodologies
Collection
2021 Illinois-Indiana Regional Conference
Authors
Julie Mendez, Indiana University-Purdue University Columbus
Tagged Topics
Classroom methodologies
questions wereadministered a second time, during the final two weeks of the course. Survey results suggestsome increase in student self-regulatory behaviors during the course. These results suggest that,near the end of the course, students were more likely to set study goals for themselves.IntroductionSelf-regulated learning refers to how students control their own learning [1], [2]. Pintrichdescribes a framework for self-regulated learning based on four areas of regulation (cognition,motivation, behavior, and context) and four phases of regulation (planning, monitoring, control,and reflection) [3]. The planning phase includes setting goals and planning time and effort. Goalsetting has been shown to increase academic performance [4]. Monitoring
Relevance Score: 0.17171755

Student Success in Themed-Learning Communities

Conference Session
Classroom Methodologies
Collection
2021 Illinois-Indiana Regional Conference
Authors
Mary Ann Frank, Indiana University - Purdue University Indianapolis; Brenda Morrow, IUPUI- School of Engineering and Technology
Tagged Topics
Classroom methodologies
who work together to facilitate the themed-learning experience. The hypothesisis that at the end of the freshman year higher student retention will be realized by the cohort ofThemed-Learning Community students as compared to other freshman-year students in the sameprogram of study.Themed-Learning Communities at Indiana University – Purdue University Indianapolis (IUPUI)all share the same five tenets including (1) integration of the curricular and co-curricular toencourage integrative thinking, (2) out-of-class activities to support integrative thinking,academic coursework, and community building, (3) active learning strategies, (4) experiencesthat foster community building and belonging, and (5) faculty and staff collaboration to foster
Relevance Score: 0.17171755

Where's the Math in Engineering?

Conference Session
Classroom Methodologies
Collection
2021 Illinois-Indiana Regional Conference
Authors
Susan C. Brooks, Western Illinois University - Quad Cities
Tagged Topics
Classroom methodologies
first engineeringcourse taken by engineering majors, and although it is numbered as a 200-level course, it istaught to freshman in the second semester. The size of the engineering program (approximately150 students) virtually ensures that student cohorts (one per year) form as they work through theprogram; typically, only one section of each course is offered each year.Mathematics is a world of rules, rigor, and steps. The beauty of math is that once the rules aremastered, they never change. Math is often learned by repetition; given a particular type ofproblem, students follow a procedure to arrive at the desired outcome. Many students pass theirmath courses using memorization or rote learning. [1] Conversely, engineering problems
Relevance Score: 0.17171755

Work in Progress: Spatial Visualization Assessment and Training in the Grainger College of Engineering at the University of Illinois

Conference Session
Classroom Methodologies
Collection
2021 Illinois-Indiana Regional Conference
Authors
Brian S. Woodard, University of Illinois at Urbana - Champaign; Tiffany Wenting Li; Ziang Xiao, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Michael L. Philpott, University of Illinois at Urbana - Champaign
Tagged Topics
Classroom methodologies, Diversity
onlinewithout the standard use of pencil and paper sketching. Upon closer investigation of the data, male studentsimproved more than female students did. Further study is needed to determine if these results arerepresentative of typical trends and how the training could be modified to result in more equitable outcomesfor all the students.IntroductionDecades of research has consistently shown that spatial skills are one of the strongest predictors of futuresuccess in STEM coursework and STEM careers independent of math and verbal ability. Wai et al. [1] andShea et al. [2] reviewed numerous longitudinal studies with many thousands of participants to concludethat spatial skills are critical to developing expertise in STEM. Additionally, visualization
Relevance Score: 0.17171755

Work-in-Progress: A Structured Approach to Graduate Program Assessment

Conference Session
Classroom Methodologies
Collection
2021 Illinois-Indiana Regional Conference
Authors
John H. Mott, Purdue University at West Lafayette (PPI); Mary E. Johnson Ph.D., Purdue University at West Lafayette (PPI)
Tagged Topics
Classroom methodologies
suggestions for improvement. Aculture of continuous improvement is facilitated through documentation of program improvementsuggestions and disposition. This paper describes this structured approach that has been developedto facilitate graduate program assessment.1. IntroductionAssessment of programs is a necessary component of accreditation self-studies and site visits.Graduate programs sometimes seek professional certifications in addition to their regionalaccreditations. While many undergraduate programs have been both regionally and professionallyaccredited for a number of years, graduate programs may be newer to the professional accreditationprocess. Graduate and undergraduate programs may apply for AABI1 (Aviation AccreditationBoard
Relevance Score: 0.17171755