June 14, 2015
June 14, 2015
June 17, 2015
26.1124.1 - 26.1124.11
Making Meaning of Data: Exploring Representations of Classroom Activities from a First Year Engineering CourseAbstract: Real-time, pedagogical feedback can be useful for instructors and graduate TAs inassessing the effectiveness of their instructional activities. This is especially useful in first-yearengineering classes, where laboratory and team activities may be more common. The G-RATE,Global Real-Time Assessment Tool for Teaching Enhancement, is a tool to provide research-based feedback for instructors about their classroom interactions across four areas based on theHow People Learn framework (Bransford, et. al, 1999): knowledge-centeredness, communitycenteredness, learner-centeredness, and assessment-centeredness. The G-RATE provides ateaching profile across these categories, as well as a chronological profile of teachinginteractions. Given the huge amounts of classroom data captured over large spans of time, the processof effectively representing the depth and breadth of classroom activities becomes messy. Howcan data be represented in a detailed, meaningful manner that can inform educators’ teachingpractices? Using data collected among 7 instructors in a first-year engineering course at a largeMidwestern university, the authors present an overview of data collection techniques used toinform faculty about their pedagogical instruction. Implications for translating this data intofeedback are presented along with sample profiles of faculty instruction using the G-RATE.ReferencesBransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). How People Learn: Brain, Mind,Experience, and School. Washington, DC: National Academy Press, 1999.
Sambamurthy, N., & Berdanier, C. G., & Cox, M. F., & Lv, J., & Maeda, Y., & Johari, S. M. (2015, June), Making Meaning of Data: Exploring Representations of Classroom Activities from a First-year Engineering Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24461
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