Portland, Oregon
June 23, 2024
June 23, 2024
June 26, 2024
Civil Engineering Division (CIVIL) and Experimentation and Laboratory-Oriented Studies Division (DELOS)
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10.18260/1-2--48113
https://peer.asee.org/48113
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Dr. Simon Ghanat is an Associate Professor of Civil and Environmental Engineering at The Citadel (Charleston, S.C.). He received his Ph.D., M.S., and B.S. degrees in Civil and Environmental Engineering from Arizona State University. His research interests include Geotechnical Earthquake Engineering and Engineering Education.
Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He taught at The United States Military Academy during his 25 year military career. After retiring form the military he has taught at the University of Texas at Tyler and The Citadel, where he was the Dean of Engineering for 10 years.
William J. Davis is Dept. Head & D. Graham Copeland Professor of Civil Engineering and Director of Construction Engineering at The Citadel in Charleston, SC. His academic experience includes: transportation infrastructure planning and design, infrastruct
In 2020-2022, various peer teaching instructional techniques were employed in both lecture and lab courses at The Citadel, a teaching focused institution in the Southeast United States. The lecture courses were Mechanics of Materials and Introduction to Geotechnical Engineering, and the lab course was Geotechnical Engineering Lab. To promote a deep understanding of the material and to directly engage students with the material, group problem solving, and Jigsaw Method of teaching were used in Mechanics of Materials. The Jigsaw Method of teaching allowed each group member to become responsible for a subcategory of a larger topic and teach it to the rest of the group and class. In Introduction to Geotechnical Engineering, each student was assigned a topic to teach to fellow classmates. The student’s lesson plan included learning objectives, hands-on activities, discussions, demonstrations, question/answer, etc. In the Geotechnical lab, two students enrolled in the course, who were familiar with various geotechnical testing methods, were recruited and took the role of peer teachers for lab experiments. The effectiveness of the peer-teaching instructional technique was assessed directly by comparing the summative assessment results of peer-led sections with those of faculty-led sections. Preliminary results show that the assessment results from peer-led sections were not significantly different from faculty-led sections. In addition, peer teaching was assessed indirectly by administrating a pre- and post- survey of students’ perception of peer-teaching. This paper discusses the institutional context, various peer teaching instructional techniques employed, detailed analyses of direct and indirect assessment results.
Ghanat, S. T., & Welch, R. W., & Davis, W. J. (2024, June), The Implementation and Assessment of the Effectiveness of Peer-Teaching Instructional Technique in Lecture and Laboratory Courses Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48113
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