June 24, 2007
June 24, 2007
June 27, 2007
New Engineering Educators
12.1159.1 - 12.1159.21
Please, No PowerPoint! Teaching strategies that work, those that do not and the case for and against slide presentations in engineering education.
Much has been said about retention of engineering students in the 21 century. Among the many studies attempting to identify successful teaching techniques and methods for STEM disciplines, few conceptualize success as understanding the subject, getting reasonable good grades but also as remembering key concepts in the future. There are even fewer studies that have asked students directly questions such as what teaching strategies have impacted them the most? Which professors have been successful making the subject clear and understandable to them and why? What did they do? As well as what would they recommend instructors to avoid?
We discuss the results of a comprehensive focus group study being undertaken at the University of Puerto Rico at Mayagüez among Industrial Engineering freshmen to the fifth year students. We asked students what they remember about professors that they feel taught them the most, and also of those that did not contribute much to their “engineering education.” Among the findings, a prevalence of rejection towards the use of Power Point presentations was revealed.
Other findings and conclusions for future research are also discussed surrounding student- centrism vs. teacher-centrism.
Much has been said about retention of engineering students in the 21 century. The role of the instructor and the instructional method has also been discussed extensively. Old theories of what people thought to be the best learning techniques are basically still valid, even though they are subject to be modified by more recent teaching developments. Newer theories do not always suggest alternatives or replacements; these may address a different hierarchical level1. However an evaluation of what a good teacher or instructor is has rarely been obtained from the most appropriate source (the student) on an open ended fashion.
The truth is that throughout their academic life, students pass through many teachers and live different experiences with them. Beyond human interaction, their passage is in fact one throughout different teaching styles and instructional strategies. Hence, evaluating a professor is more than providing a personal assessment of his/her teaching skills since each student has a different point of view of what is or is not a good teacher. But all these skills and features converge to the same point: a good instructor is one who has the best teaching strategies to transmit knowledge.
Benitez, K., & Jimenez, J., & Cruz, Y., & Rosa, M., & Medina-Borja, A. (2007, June), Please, No Powerpoint! Teaching Strategies That Work And Those That Do Not In Engineering Education Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/3046
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015