Baltimore , Maryland
June 25, 2023
June 25, 2023
June 28, 2023
Mechanical Engineering Division (MECH) Technical Session 3: Student Success
Mechanical Engineering Division (MECH)
25
10.18260/1-2--42953
https://peer.asee.org/42953
160
Dr. Muzammil Arshad earned his PhD in Mechanical Engineering and Master of Science in Aerospace Engineering from Florida Institute of Technology, and his Bachelor of Science in Mechanical Engineering from University of Engineering & Technology, Pakistan.
Dr. Romatoski earned their PhD in Nuclear Science and Engineering from MIT, Master of Science in Nuclear Plasma and Radiological Engineering from University of Illinois Urbana Champaign, and Bachelor of Science in Mechanical Engineering from MIT, and is currently teaching at St. Ambrose University in Davenport, Iowa teaching a variety of courses including Intro to Engineering, Heat Transfer, Control Theory, Electronics, and Senior Design.
In a series of effective learning strategies developed, applied, and implemented at two separate institutions of higher education, research has been dedicated to determine the effectiveness of the designed learning strategies on student learning, motivation and success. The research has been dedicated to effectively develop grading rubric for homework and exams as well as develop an effective course structure for STEM courses. The present study is an autoethnography of an improved and modified version of an earlier developed course structure and its effectiveness in multiple modes of delivery. An important aspect of improvement in the course structure was addition of mini-labs or small concept experiments in the classroom to bring an entrepreneurial mindset to the course. The present research also highlights the student motivation as this is another area of focus for modern instructional design. The study used the process of asking students to grade their own homework. The students were provided with the correct answers after submission of their assignments on the LMS and provided with a grading rubric developed in an earlier study to grade their work. This helped students learn the material more effectively, instilling and encouraging self-learning. This also helped the students to figure out weak areas of their learning and helped students improve their learning. It is important to note that the courses used for this type of grading technique are Junior level courses and it is recommended to use this technique for Junior and Senior level courses. The previously developed homework grading rubric proved itself to be an effective and successful student learning tool. Therefore, it is extended to develop and implement lab grading rubric to study its effectiveness on student learning and success. Another area of study to improve student motivation is effectiveness of the syllabus design on student learning and motivation by including the course area concept application pictures on the first page. Concept applications are discussed in the first class of the semester which is primarily designed to discuss course syllabus and motivation. Course motivation is also incorporated at the topic level through videos or thought experiments. A synthesis of the research in effective learning strategies establishes an effective course design applicable to multiple modes of delivery that supports student learning and encourages an entrepreneurial mindset.
Arshad, M., & Romatoski, R. R. (2023, June), Design of Entrepreneurially Minded (EM) Effective Learning Strategies for Engineering Students: Course Structure, Grading Rubrics, Syllabus Design, and In-Class Mini Labs for Student Motivation and Learning Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42953
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