Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
17
10.18260/1-2--41356
https://peer.asee.org/41356
422
Ismail Haltas, Assistant Professor of Civil Engineering at King's College, graduated from Middle East Technical University Ankara with a BS degree in Civil Engineering. He graduated from the University of California, Davis with MS and Ph.D. degrees in Civil and Environmental Engineering in 2004 and 2006, respectively. After working as a Water Resources Engineer in Sacramento, California for four years, he started teaching in the Civil Engineering Department of Zirve University in Turkey. During his five-year tenure at Zirve University, he conducted several research projects funded by National Research Agencies while teaching undergraduate and graduate-level courses. Before joining King’s College, Dr. Haltas held a Senior Research Fellow post at Cranfield University, England for two years. He has held the Professional Engineer License in Civil Engineering in California since 2010. His expertise and research foci are flood hazard and risk modeling, scaling in hydraulic and hydrologic processes, and agent-based modeling of complex systems. He mainly teaches courses such as Fluid Mechanics, Dynamics, Hydraulics and Hydrology, Probability and Statistics, and Water Resources Engineering.
In this case study, student groups in three Civil Engineering courses (i.e., Statics, Dynamics, and Fluid Mechanics) are surveyed to identify the dominant learning preferences of each group. The survey of the student groups in this study shows that visual, sensing, active, and sequential learning are the most dominant learning preferences in each study group. The teaching materials and activities for these courses are revised to align with the identified learning preferences of each group respectively. The impact of these revisions on the final exam (summative assessment) performance of the groups and Students' Evaluations of Educational Quality (SEEQ) scores is measured. The preliminary results show some improvement in the final exam performances and SEEQ scores compared to the previous two years. The COVID effect in Fall 2020 and 2021, as well as relatively small group sizes, undermine the reliability of the results. More data from larger group sizes and without the impact of extraordinary factors such as pandemic is expected to be collected in the following years to supplement the results and achieve a conclusion with higher confidence.
Haltas, I. (2022, August), Teaching from Multiple Angles: Aligning the Teaching Materials and Activities with Preferred Learning Styles of the Students Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41356
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