Wildschut, J. A. (2024, June), Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47607

\bibitem{asee_peer_47607}
  Wildschut, J. A. (2024, June), \emph{Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47607

Julie Anne Wildschut.  "Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47607 Internet.  30 Jul, 2024

\bibitem{asee_peer_47607}
  Julie Anne Wildschut.
  "Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47607 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47607
author = "Julie Anne Wildschut"
title = "Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47607}
}

TY  - CPAPER
AB  - The most important goal of teaching is student learning, passing on information from the instructor to the student so they can apply those concepts and skills months and years after instruction. However, this goal is not easily accomplished. Thinking and learning take significant effort and students often resist putting in the required work. Additionally, the increasingly diverse student population and recent disruptions to traditional classroom learning require instructional design to meet learning outcomes. Three evidence-based teaching practices including retrieval practice, spaced (distributed) practice, and interleaving were incorporated into a hydraulics course to improve student learning and evaluated for their effectiveness. This paper describes the practices, how they were employed within an engineering course, and evaluates their success using data as available and student feedback. Of the three practices, students indicated retrieval practice as the most effective as 89% of respondents used classroom retrieval practices to adjust their study and preparation for tests and 67% thought retrieval practice would help them remember concepts past this course. Quantitative support of student learning (in the form of test grades) was not significant. Spaced practice outperformed student expectations and was perceived as helpful for chapter test preparation while interleaving was moderately incorporated into the course with low perceived impact.
AU  - Julie Anne Wildschut
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Incorporating Evidence-based Teaching Practices in an Engineering Course to Improve Learning
UR  - https://peer.asee.org/47607
ER  -