June 15, 2019
June 15, 2019
June 19, 2019
Student learning strategies change over time as influenced by their academic and non-academic experiences. Here we have made an attempt to learn about the high-impact learning activities and teaching strategies that students perceive or report are critical to their success in learning engineering course concepts. This study is based on a detailed assessment of students’ experiences and suggestions for high-impact learning activities and strategies. 260 students in a civil engineering program (with sophomore, junior and senior standing) were asked to complete a three-part survey designed (i) to understand and compare their high-impact learning experiences at different levels of the civil engineering program, (ii) to study their understanding and preference of high-impact teaching strategies, and (iii) to identify effective strategies to improve the learning and teaching environment. A few examples of high-impact learning activities and teaching strategies were included in the survey to help students reflect and respond to the questions. In addition, students were asked to identify learning strategies they considered least effective. 175 responses were received and analyzed. Evaluation of student responses indicates broad agreement on the effectiveness of high-impact learning activities. A potential concern, however, is that certain critical elements of high-impact teaching strategies, such as “metacognitive thinking” and “questioning”, were not considered important by the students. We suggest that additional data be collected to account for variability in students’ learning experiences and teaching preferences over a longer period of time.
Gude, V. G., & Magbanua, B. S., & Martin, J. L. (2019, June), Student Perceptions of High-Impact Learning Activities and Teaching Strategies Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33294
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