Asee peer logo

Board 12: Inclusive Learning and Teaching Strategies or Effective Course Design? Constructing Significant Learning Experiences in Low and High Achieving Learners

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Chemical Engineering Division Poster Session

Tagged Division

Chemical Engineering

Tagged Topic

Diversity

Page Count

6

DOI

10.18260/1-2--32208

Permanent URL

https://peer.asee.org/32208

Download Count

202

Request a correction

Paper Authors

biography

Robert Gammon-Pitman Ohio State University Orcid 16x16 orcid.org/0000-0001-6558-3161

visit author page

PhD student in STEM education with a focus in engineering education. I am an engineering educator determined to improve student learning via effective teaching & learning strategies, professional development, outreach, and community development.

LinkedIn URL Below
https://www.linkedin.com/in/robert-gammon-pitman-5888152b

visit author page

biography

Paul E. Post Ohio State University

visit author page

Ph.D. in Industrial Technology, Purdue University
M.S. in Industrial Education, Purdue University
B.S. in Industrial Arts Education, Pennsylvania State University

OSU faculty member since 1984
Currently in the STEM education program

2013 International Technology and Engineering Educators Association Conference Co-Chair

Currently Executive Director and a Past-President of the Ohio Technology and Engineering Educators Association

visit author page

biography

Lin Ding

visit author page

Lin Ding, Ph.D., is an associate professor in the Department of Teaching and Learning at The Ohio State University. Dr. Ding’s scholarly interests lie in discipline-based STEM education research. His work includes theoretical and empirical investigations of student content learning, problem solving, reasoning skills, and epistemological development. Dr. Ding specializes in research-based assessment development and focuses primarily on the quantitative research paradigm. He has published numerous high-impact journal articles, book chapters, and research proceedings papers. In addition, Dr. Ding has been leading multiple federal and state projects sponsored by the National Science Foundation (NSF) and the Ohio Department of Education. Also, he frequently serves as an invited editorial board member, referee or panelist for various international journals, funding agencies, and professional associations.

visit author page

Download Paper |

Abstract

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015