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Student Perceptions of High-Impact Learning Activities and Teaching Strategies

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Active and Out There: Labs and Active Learning

Tagged Division

Civil Engineering

Page Count

14

Permanent URL

https://peer.asee.org/33294

Download Count

5

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Paper Authors

biography

Veera Gnaneswar Gude P.E. Mississippi State University

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Veera Gnaneswar Gude is a faculty member of Civil and Environmental Engineering Department in the Bagley College of Engineering at Mississippi State University. He has degrees in Chemical (B.S.) and Environmental Engineering (M.S., Ph.D.) disciplines with over 18 years of academic, industry, and research experiences on various Chemical and Environmental Engineering projects. He is a licensed professional engineer and a board certified environmental engineer (BCEE). He is also a Diplomate Water Resources Engineer (D.WRE). He is an elected Fellow of American Society of Civil Engineers (F.ASCE). His passion for teaching continues for over 15 years since his graduate school. He has been active with ASEE and engineering education research for over 15 years. He is interested in enhancing critical thinking skills among civil engineering students through various approaches and understanding student perceptions and experiences about high-impact learning activities and teaching strategies. His research interests are in the areas of resource-efficient desalination, resource recovery from used water, renewable biofuels, and sustainability.

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biography

Benjamin S. Magbanua Jr. Mississippi State University

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Ben Magbanua is an Associate Professor in Civil & Environmental Engineering at Mississippi State University, 501 Hardy Road, Mississippi State, MS 39762.

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James L. Martin P.E. Mississippi State University

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Abstract

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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