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Student Perceptions of Learning Experiences in Large Mechanics Classes: An Analysis of Student Responses to Course Evaluation Surveys

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Tagged Division

Mechanics

Page Count

11

Permanent URL

https://peer.asee.org/28865

Download Count

83

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Paper Authors

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Michelle Soledad Virginia Tech and Ateneo de Davao University Orcid 16x16 orcid.org/0000-0002-2491-6684

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Michelle Soledad is a doctoral student and graduate research assistant in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining AdDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture, where she worked on and managed systems maintenance and enhancement projects.

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Jacob R. Grohs Virginia Tech

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Jacob Grohs is an Assistant Professor in Engineering Education at Virginia Tech with Affiliate Faculty status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).

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Jennifer Doggett

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Steven Culver Virginia Tech

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Dr. Steven Culver is Associate Provost of Institutional Effectiveness at Virginia Tech., with over twenty years’ evaluation experience. He is the author of several refereed articles and book chapters on classroom evaluation practices, outcomes assessment, program evaluation, and student persistence in higher education. In addition, he has served as an evaluation consultant to such diverse organizations as the Education Ministry of Finland, the National Community College Center for Cooperative Education, the Junior Engineering Technical Society, the State Council for Higher Education in Virginia, and the United States Department of Education.

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Jaime L. Williams

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Abstract

Fundamental mechanics courses – Statics, Dynamics, and Mechanics of Deformable Bodies – provide the foundation upon which advanced discipline-specific courses are built. They are also characterized by conceptually-challenging material and are usually taken with similarly challenging courses, such as Physics and higher Calculus. However, rising costs and student populations have led large institutions that offer multiple engineering programs to teach Mechanics courses in large classes in order to manage resources. As such, students are being placed in classroom situations where there is less opportunity for quality interaction between the instructor and the students – a commonly observed reality in the large class setting. With diminished quality of interaction, students either fail these courses, or pass them while still having fundamental knowledge gaps that may affect their performance in succeeding courses.

A pilot study on faculty teaching large mechanics courses conducted by the authors in Spring 2016 yielded shared experiences of diminished quality of interaction between students and the instructor. Faculty interviews described a decreased ability to provide meaningful feedback to students, despite the availability and use of resources meant to help manage the challenges associated with large classes, such as online homework tools (e.g., WileyPLUS). This description by faculty prompted the examination of student perceptions for this study – how do students describe their learning experiences in large mechanics courses? How do their perceptions align with those expressed by the faculty who taught these courses? We are particularly interested in synthesizing student experiences from institutional data to encourage and facilitate their use in reflective teaching practices, especially among faculty teaching large classes. We have data from surveys on student perceptions of teaching (SPOT) for all offerings of Statics, Dynamics, and Mechanics of Deformable Bodies in a large public research institution over a period of two academic years (Fall 2014, Spring 2015, Fall 2015, and Spring 2016). This data include numeric scaled responses and free-form answers to open-ended questions that cover both general and course-specific items on teaching and the learning environment. This allows us to conduct both quantitative and qualitative analysis of data across fundamental mechanics courses, and to document student perceptions of their experiences in a meaningful way.

We chose to conduct an analysis of SPOT surveys because we believe that this is an efficient way of using currently-collected institutional data. We hope that this study will lead to a better understanding of student experiences in large mechanics classes, an understanding that may then be used as a point of reflection for instructors and as input in the design of effective learning environments. We also hope that this work will serve as impetus for a replicable process to meaningfully analyze and present student responses to SPOT surveys, specifically in Mechanics courses taught in large classes, so that these responses may be more effectively used to inform decisions regarding curriculum and pedagogical techniques for future course offerings.

Soledad, M., & Grohs, J. R., & Doggett, J., & Culver, S., & Williams, J. L. (2017, June), Student Perceptions of Learning Experiences in Large Mechanics Classes: An Analysis of Student Responses to Course Evaluation Surveys Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28865

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