June 26, 2011
June 26, 2011
June 29, 2011
Educational Research and Methods
22.351.1 - 22.351.17
Comparison of Instructor Perceptions and Student Reflections on Model Eliciting ActivitiesInstructors can impact student learning through their expectations of student achievement1-3. Weexamine how faculty perceptions of concepts learned and skills gained compare to that ofstudents to better understand this premise. Specifically, to investigate this issue, an educationalintervention, model eliciting activity (MEA), was implemented in four engineering courses.MEAs present complex, realistic, open-ended problems to students to reinforce targetedconcepts. Assessment of student understanding was measured through student teams’ writtenresponses to the MEAs, pre-post concept inventories, as well as a comprehensive reflection tool.That reflection tool (RT) serves as both an assessment instrument and educational tool thatprovides an opportunity for students to articulate what they have learned and thus helpsinstructors gain insight into their students’ team performance and the problem solving processes.Our RT questions are in four categories: teamwork, problem solving, professional skills andtechnical concepts learned. Through the analysis of the reflection surveys coupled withinterviews with the faculty implementing the MEAs we address the following questions: Whatare the instructors’ expectations of what students learn or gain from an MEA? And, how doesthis compare to what students actually report about what they have learned or gained from theMEA?This paper reports on the use of MEAs and a reflection survey designed to help studentunderstanding of targeted concepts in four courses. The courses were Biotransport Phenomena,Probability and Statistics for Engineers 1, Probability and Statistics for Engineers 2 andEngineering Economic Analysis. For each course, the instructors were interviewed uponcompletion of the particular MEAs employed in their course using an interview protocol adaptedfrom the students’ RT. The students’ reflection responses and performance were then comparedwith instructors’ perceptions and expectations. This paper explores the similarities anddifferences between instructor and student with regards to technical concepts and professionalskills and investigates potential patterns across the different student cohorts.Bibliography1. Wright, S.P., Horn, S.P. & Sanders, W.L. (1997). “Teacher and Classroom Effects on Student Achievement: Implications for Teacher Evaluation”, Journal of Personnel Evaluation in Education, 11, 57-67.2. Sanders, W.L. & Horn, S.P. (1998). “Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research”, Journal of Personnel Evaluation in Education, 12, 247-256.3. Cooper, H.M. (1979). “Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance Influence”, Review of Educational Research, 49(3), 389-410.
Siewiorek, N., & Shuman, L. J., & Besterfield-Sacre, M. E., & Goldstein, R. (2011, June), Comparison of Instructor Perceptions and Student Reflections on Model Eliciting Activities Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17632
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