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Evaluation of Evidence-based Teaching Techniques in a Graduate Fluid Dynamics Course

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Mechanical Engineering Technical Session: Fluid Mechanics

Tagged Division

Mechanical Engineering

Page Count

9

DOI

10.18260/1-2--33954

Permanent URL

https://peer.asee.org/33954

Download Count

74

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Paper Authors

biography

John Palmore Jr. Virginia Tech

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John Palmore Jr is an Assistant Professor in the Mechanical Engineering Department at Virginia Tech. He specializes in multiphase thermo-fluid flows. Dr. Palmore’s technical research focuses on developing numerical algorithms for simulating these flows using high performance computing. His educational research focuses upon incorporating technology into the classroom. Dr. Palmore is an active member of several professional societies including the American Institute of Aeronautics and Astronautics, the American Society of Mechanical Engineers, the Society for Industrial and Applied Mathematics, and the National Society of Black Engineers.

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Abstract

This paper explores the use of modern, evidence-based teaching techniques in a graduate fluid dynamics course. Evidence-based learning and teaching techniques have become increasingly popular in undergraduate engineering courses, however, there is less documentation of the efficacy of the techniques in the graduate context. The study focuses on the use of three techniques that integrate well with the author’s focus on the use of computer technology in the classroom. The techniques are guided notes, peer discussions (using Piazza), and gamification (using Kahoot!). The efficacy of the techniques in increasing student engagement with the course material and student understanding is self-assessed through a survey administered to the students at the end of the Fall 2019 semester. This assessment method is limited due to the small sample size studied (nine students), however, the data suggests that the use of these strategies may be helpful in student education. From the assessment, it was found that guided notes were considered helpful by students, and they were particularly helpful for studying. Online discussion using Piazza was not appreciated, however, the incorporation of discussion into the gamification framework of Kahoot! was appreciated.

Palmore, J. (2020, June), Evaluation of Evidence-based Teaching Techniques in a Graduate Fluid Dynamics Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33954

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