Comparative Analysis of Two Teaching Methods for Large Classes
- Conference
- Location
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Tampa, Florida
- Publication Date
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June 15, 2019
- Start Date
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June 15, 2019
- End Date
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June 19, 2019
- Conference Session
- Tagged Division
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Educational Research and Methods
- Tagged Topic
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Diversity
- Page Count
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14
- DOI
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10.18260/1-2--32522
- Permanent URL
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https://peer.asee.org/32522
- Download Count
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616
Paper Authors
Lauge Peter Westergaard Clausen
Technical University of Denmark
orcid.org/0000-0001-9710-2588
As a PhD-fellow at the Technical University of Denmark (DTU), I focused on modelling uptake of pollutants to plants and how plants can be utilized to remediate contaminated soil- and groundwater. As our engineering classes at DTU have continuously increased in size, I recently moved into educational research as a postdoc.
Jason Bazylak University of Toronto
Professor Bazylak brings his engineering, education, and design experience to his role at the University of Toronto. His primary role is coordinating and teaching an award winning first year design and communications course (Engineering Strategies and Practice). As well he conducts action-based research into improving the learning experience of undergraduate engineering students and increasing diversity in the profession, particularly women and Indigenous peoples (Native Americans).
Professor Bazylak started his career as a manufacturing engineer in a new product introduction division of a large telecommunication manufacturer. He returned to academia joining the University of Victoria first as an engineering co-operative education coordinator and then as an engineer-in-residence. He joined the University of Toronto as a teaching focused professor where he is heavily involved in design education and diversity studies.
Steffen Foss Hansen
Technical University of Denmark
orcid.org/0000-0003-4342-7779
Steffen Foss Hansen currently is Associate Professor in Regulatory Engineering at the Technical University of Denmark (DTU), Department of Environmental Engineering and NanoDTU. He has a Master of Techn. Soc. from Roskilde University, a PhD degree in environmental engineering from DTU and a Doctor Technices (dr.techn.) from DTU. He conducts research into 1) how science and engineering can best be used in regulatory settings in situations pervaded by scientific uncertainty and complexity and 2) risk analysis, regulation and governance of nanotechnologies, and the applicability of decision-making tools under uncertainty. He has organized and taught continued courses on Risk assessment of nanomaterials for staff of the European Chemical Agency and since 2004 he has taught and coordinated courses at Master level in 1) Nanotechnology and the Environment and 2) Environmental Management and Ethics and has guest-lectured at Roskilde University, University of Massachusetts, Lowell, Northeastern University, and Harvard University.
Redante Delizo Mendoza
Abstract
Background: Studying engineering has never been more popular and the societal need for engineering skills is immense. As a consequence, we are accepting more students into many of our programs.
Purpose: To identify criteria for good practices within large class teaching and to evaluate two selected large class teaching methods (TMs) namely Active Learning Exercises (ALEx) and Team-Based Learning (TBL), against these criteria.
Design/Method: First, the criteria for good teaching were identified via a literature review and include promoting active learning and meeting diverse ways of learning. Students and instructors involved in two different courses at Nanyang Technical University Singapore (NTU Singapore) and University of Toronto (UT), each representing a distinct TM, were subsequently surveyed. In the survey, students and instructors were asked to validate how important they found each of the identified criteria for good teaching. They were also asked to evaluate how well the respective TM supports each of these criteria for good teaching.
Results and Conclusions: The criteria identified via the literature review were considered to be “important” to “very important” by both students and instructors at both universities. TBL performs markedly better than ALEx in this study when it comes to the facilitation of the good teaching criteria, although a direct comparison is difficult as teacher, student and context specific issues are not analogous. In order to validate and further explore the findings of this study, a follow-up research should be completed on a single group of students being taught the same course topic by a single group of teachers using different types of TMs. This would ensure direct comparison between the selected TMs and eliminate potential biases related to differences culture, age of students, course topics taught and teachers individual teaching skills.
Keywords: large class teaching; team-based learning (TBL); active learning exercises (ALEx); best teaching practices
Clausen, L. P. W., & Bazylak, J., & Hansen, S. F., & Mendoza, R. D. (2019, June), Comparative Analysis of Two Teaching Methods for Large Classes Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32522
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