Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Biomedical engineering students at xxxx find that engineering physiology is one of the hardest courses to master. Student difficulties stem from the volume of material covered in the course as well as potential mismatch of instructional versus student learning style.
In previous years, learning objectives (10 -15 per lecture) were provided to students prior to the lecture. Students were required to read specified pages in the text and complete an online quiz prior to class. Lectures would then focus on the material from the reading, with equal emphasis across the lecture topics. This coverage of the material was unsatisfactory for the instructor and students as class time was spent reviewing material that students found easy while more challenging topics may not have received enough class time. Lectures were recorded for student review outside of class.
This year, an active learning component was added to the course to provide the instructor feedback on which material students find the most challenging. As with previous years, students are provided learning objectives and assigned reading and an online quiz prior to the lecture. The active learning experience takes place at the beginning of the lecture where groups of four students each discuss the learning objectives for 10-15 minutes. After this active learning exercise, feedback from each group is provided to the instructor and classmates via the Poll Everywhere response system. The remaining class time is spent discussing those learning objectives students identified as more difficult. Lectures are again recorded. In the event that all topics are not covered in class, students are also provided with videos of lectures from the previous year. Students are periodically evaluated by their teammates on their contributions to the team discussions. This evaluation is used to assign a teaming score at the end of the semester.
Assessment of the active learning activities will occur at the end of the fall 2017 semester. Students will be asked to evaluate the effects of the activities on their preparation for the lectures as well as their impressions on the effect of the activities on their learning of the material.
Cezeaux, J. L., & Keyser, T. K. (2018, June), Introducing Active Learning Strategies into an Undergraduate Engineering Physiology Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30714
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