Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This Evidenced-Based Practice Paper examines how active learning integration can be measured by student achievement. Research has unequivocally illustrated the positive impact of active learning on student achievement and engagement, and this paper delves into the process of how student achievement can indicate the success of active learning as a best practice. When paired with an evaluation rubric, like the Reformed Teaching Observation Protocol (RTOP), student achievement can provide evidence that active learning is present and impacting how students are performing and interacting with their coursework.
This paper is an extension of research conducted through the Just-in-Time-Teaching with Two Way Formative Feedback for Multiple Disciplinary Programs (JTFD) grant, an NSF-funded IUSE grant that started in the fall of 2015. The grant used a model of faculty development that consisted of eight biweekly workshops and six subsequent biweekly Communities of Practice (CoPs) to instill best practice strategies in active learning and engagement style teaching in over 80 engineering faculty from multiple disciplines at a large southwestern university.
This paper provides information on how student achievement can measure the effectiveness of active learning in the engineering classroom. While students have historically perceived traditional lecture methods as more effective, research has emerged showing the opposite: student achievement is higher when active learning is integrated into the classroom. This paper also discusses past findings as they relate to student achievement and how the data associated with this four-year project aligns with the research that student achievement is increased in classrooms that utilize active learning and engagement-style strategies. Preliminary results show an increase in persistence along with an overall shift in grade distribution. Full results of this data analysis are ongoing and will be explored in the final paper. The preferred method of presentation is active lecture to engage the audience.
Hoyt, S., & Mayled, L. H., & Judson, E., & Krause, S. J., & Hjelmstad, K. L., & Hjelmstad, K. D., & Ross, L., & Culbertson, R. J., & Middleton, J. A., & Honeycutt, C. F., & Liu, K. (2020, June), Analyzing Student Achievement to Measure the Effectiveness of Active Learning Strategies in the Engineering Classroom Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34150
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