June 23, 2013
June 23, 2013
June 26, 2013
23.1241.1 - 23.1241.11
The Use of Active Learning to Address ABET Course Learning Objectives in a Large Undergraduate Environmental Engineering ClassAbstractThe overall aim was to determine if in-class activities based on active learning improve theachievement of Accreditation Board for Engineering & Technology (ABET) course learningobjectives (CLOs) and overall student learning. The study was performed (Fall semester of 2011)in a large (~80 student) undergraduate introductory environmental engineering course (CE 280,Principles of Environmental Engineering). The study was initiated because previous ABET datacollected (Fall 2009) indicated a low level of CLO achievement. The approach was simple andinvolved between 2 and 4 in-class exercises or short questions in every lecture session. Thestudents responded to the questions using a response pad (resulting in 5% of their final grade).The questions were all multiple choice and were either qualitative questions or short quantitativequestions. The questions were typically at the beginning, then after 15, 35 minutes and 50minutes. Three sets of data were collected to determine the efficiency of this approach. Of these,two data sets were compared between 2009 and 2011. The first assessment method concerned acomparison of Course Learning Objective Evaluation (or CLOSE) forms. The second data setinvolved pre- and post- surveys in 2011. The third set involved a comparison of studentperformance in questions relating to each CLO. The CLOSE forms illustrated that the studentsbelieved they had a high level of understanding of each CLO in 2009 at the end of the semesterand this did not change in 2011. The pre- and post- surveys indicated the students recognized thevalue of in-class assessment as well as the use of response pads. The post- survey showed astatistically significant more positive response to considering the CLOs when studying. The finalassessment method concerned an analysis of student performance on questions relating to eachCLO. In 2009 over five CLOs were not achieved, however in 2011, only 1 CLO was notachieved. These data indicate the introduced pedagogical approach was highly successful atimproving student learning of CLO content.
Cupples, A. M., & Masten, S. J., & Sun, W. (2013, June), The Use of Active Learning to Address ABET Course Learning Objectives in a Large Undergraduate Environmental Engineering Class Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22626
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