June 15, 2019
June 15, 2019
June 19, 2019
Project management knowledge areas such as cost estimating, financial evaluations and project planning tend to receive less focus in engineering curricula. Students often perceive them not as “core” knowledge in their engineering majors. Increasing engineering student interest, attention, engagement and deeper learning in these knowledge areas is a challenge. In addition to making course materials relevant to these engineering disciplines, instructors have to employ various active learning initiatives to ensure effective teaching and learning are actually taking place. This paper presents a case study of using a poll app called Poll Everywhere as an active learning activity in a required senior-level “engineering project management” course for civil and environmental engineering students. As a question driven and student active tool, the poll app was used to quickly assess the students’ learning in a previous lesson. The responses were optional and not graded in order to stimulate discussion among small groups of students when working on the poll questions. The classroom setting that followed the SCALE‐UP (student-centered active learning environment for undergraduate programs) model was appropriate for such collaborative learning. The student interest, understanding and knowledge of the course content were perceived to improve among students taking classes that used the polling system compared to those taking in “control” classes that did not use this cloud-based response system. Both students and faculty recognized the benefits of this implementation for identifying knowledge gaps of the course content, having extra practice with collaborative learning and making class sessions more interactive. Polling the right questions and time management were among the challenges when implementing the system.
Nguyen, L. D., & O'Neill, R., & Komisar, S. J. (2019, June), Using Poll App to Improve Active Learning in an Engineering Project Management Course Offered to Civil and Environmental Engineering Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33514
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