June 23, 2013
June 23, 2013
June 26, 2013
23.760.1 - 23.760.11
Assessment of a Model to Enhance Communication Skills of Civil Engineering Students This study aims to assess a pedagogy model to enhance thecommunication between instructor and students in a required geotechnicalengineering course within a Civil Engineering curriculum at a U.S. highereducation institution. The model (based on Bloom’s Taxonomy) focuses onstudent-centered learning activities and interactive models. The instructor usesinformation-gap activities during the lecture so that there is a constantcommunication between the instructor and students. The sample includes 84undergraduate students (13 female and 71 male), of whom 27 participated in theinterviews. Students’ cognitive levels (i.e., knowledge, comprehension, application,analysis, synthesis, and evaluation) were assessed with pre- and post-surveys. Aseparate survey was used to assess students’ self-regulated learning skillsdeveloped following the self-regulation theory (Bandura, 1997; Zimmerman,2000) as Bloom’s Revised Taxonomy changed the terms of the six cognitivelevels into actions: remembering, understanding, applying, analyzing, evaluating,and creating (Anderson & Krathwohl, 2001). These actions or strategies fall intothe theory of self-regulation. To measure the comprehension and retention offundamental geotechnical concepts, short quizzes, model tests, and a finalcomprehensive exam were employed. Interviews were also conducted withrandomly selected students during the course (at the end of each of the fourcarefully designed content modules) to solicit feedback from students and seekfeedback for improvement. An external evaluator administered the studentinterviews and conducted independent classroom observations during each of thefour content modules.Quantitative data were analyzed with descriptive and inferential statistics (pairedsample t-test, repeated measured multivariate analysis of variance, and multipleregressions). Qualitative data from interviews and classroom observations wereanalyzed with thematic analyses based on grounded theory (Glaser & Strauss,1967). In summary, students gained significantly in their knowledge and skills bytaking this course when comparing the pretest to the final exam. Studentperformances on the final exam (long-term retention) were statisticallysignificantly different from their performances on the tests at the end of eachmodule. Results from the multiple linear regression analysis suggested thatstudent attendance and performances on the tests at the end of each contentmodule are significant predictors of their performance on the final exam. Thispaper will provide a brief literature review and summarize the results from thisstudy.
Wang, C., & Warren, K. A. (2013, June), Inquiry-Based Approach for Civil Engineering Students: A Case Study Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19774
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