June 15, 2019
June 15, 2019
June 19, 2019
Creating significant learning environments is challenging and requires aligning interdependent course design elements to construct special learning experiences. What makes a learning experience special or meaningful is situational depending on the individual and other factors which transparently communicate student outcomes, how they’re assessed , and effective feedback that collectively justify courses be student-centered with students actively participating in their learning. Meaningful learning consists of learning multiple dimensions and tiers building upon students’ prior knowledge. This study utilizes qualitative and quantitative methods to make inferences for significant learning by correlating results from ongoing methods. The results are currently being collected and consist of recording class observations, semi-structured interviews, student responses via TopHat and surveys as well as student achievement. After the course concludes in December 2018, low and high achieving student and instructor perceptions of learning, instruction, classroom activities, and achievement in an introductory to chemical engineering course will be correlated to infer potentially effective course components. The results are expected to align with reported in literature trends positively contributing to student achievement such as classroom environment, student-teacher engagement, student-teacher relations, and diverse instructional strategies in a foundational chemical engineering course. If the studied course and its interdependent elements are found to be effective for the range of low to high achieving students, then the course may become exemplary model of an integrated course in engineering or at the least report the structure and practices believed to be meaningful and conducive to student learning. Increasing student learning improves the quality of the program, which improves the quality of the engineers coming out, who can then go on to have a greater impact on society at large.
Gammon-Pitman, R., & Post, P. E., & Ding, L. (2019, June), Board 12: Inclusive Learning and Teaching Strategies or Effective Course Design? Constructing Significant Learning Experiences in Low and High Achieving Learners Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32208
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