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Strengthening Student Understanding Through Interactive Classroom Methods in Computer Science and Engineering

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Practice III: Multimedia Learning

Tagged Division

Educational Research and Methods

Page Count

11

Permanent URL

https://peer.asee.org/30997

Download Count

58

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Paper Authors

biography

Rania Al-Hammoud P.Eng. University of Waterloo

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Dr. Al-Hammoud is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas.
Dr. Al-Hammoud won the "Ameet and Meena Chakma award for exceptional teaching by a student” in 2014 and the "Engineering Society Teaching Award" in 2016 from University of Waterloo. Her students regard her as an innovative teacher who continuously introduces new ideas to the classroom that increases their engagement.

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Ona Egbue University of South Carolina Upstate

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Ona Egbue is an assistant professor in the Division of Natural Sciences and Engineering at the University of South Carolina Upstate. She holds a Ph.D. in Engineering Management from Missouri University of Science and Technology, a master’s degree in Earth and Environmental Resource Management from the University of South Carolina and a Bachelor of Engineering degree in Electrical/Electronics Engineering from Nnamdi Azikiwe University, Nigeria. Her research interests include sustainable infrastructure particularly energy and transportation systems, socio-technical system analysis, innovation adoption and engineering education.

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Arshia Khan University of Minnesota, Duluth

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Arshia A. Khan, Associate Professor at the University of Minnesota Duluth, earned a Bachelor of Engineering in Computer-Engineering, M.S. in Computer Science and Ph.D in Information Technology. Her research interests are interdisciplinary and span the biomedical informatics, clinical/health informatics, and consumer health informatics. Her research is on sensor based wireless, robotic non-intrusive device development for monitoring physiological changes for population health management, mobile clinical decision support, and data analysis. She authored “Objective-C and iOS Programming: A simplistic Approach"

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Darynne Kathleen Hagen University of Waterloo

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Darynne is a third year environmental engineering student at the Universtiy of Waterloo. She is interested in using her engineering education to influence environmental policy in Canada.

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Abstract

This paper assesses the impact of various in-class instructional tools in post-secondary engineering curriculum. Various interactive methods were employed in university classrooms in Canada and the United States and analyzed to assess their effectiveness. These methods were evaluated to determine their efficacy in stimulating students, prompting critical thinking, and deepening overall understanding. The overall goal of each method is unique and the outcomes of implementing them in a classroom setting are presented in this paper. Student engagement and attendance was seen to increase as a result of iClicker use and the associated participation points. Additionally, Google forms were used to capture student responses of in-class practice of Boolean Algebra. Students found the forms to be helpful in comparing their responses with other students’ responses. The forms also helped the instructor gauge the class understanding by viewing the student response summary. This prompted the instructor to either explain the material in a different manner or move to another topic depending on the number of correct responses. The instructor could also identify the areas where students struggled the most. The third method, Immediate Feedback Assessment Technique, was used to solidify students’ understanding of test concepts, provide immediate feedback on whether they approached the concept correctly, and provide an opportunity to improve their grades. Overall, it was found that the interactive activities discussed in this paper increased engagement, information retention, critical thinking skills and overall learning experience of the engineering students.

Al-Hammoud, R., & Egbue, O., & Khan, A., & Hagen, D. K. (2018, June), Strengthening Student Understanding Through Interactive Classroom Methods in Computer Science and Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30997

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