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Workshop On Designing Active Learning Activities And Associated Assessment Plans

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

15.1385.1 - 15.1385.11



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Paper Authors

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Julie Linsey Texas A&M University

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Christina White Columbia University

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Kathy Schmidt University of Texas, Austin

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Kristin Wood University of Texas, Austin

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Daniel Jensen United States Air Force Academy

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Results from the Designing Active Learning Activities and Associated Assessment Plans Workshop

Abstract Although the pedagogical advantages of active learning are apparent from the literature, the use of these techniques is not yet pervasive in the engineering curricula. This is due, in part, to the lack of a smooth implementation path. A major roadblock to implementation of active learning techniques is the lack of "ready-to-use" active learning products (ALPs) and procedures. To remedy this, over 25 active learning products have been created for engineering mechanics. In addition, a general and repeatable approach for developing the active learning products, the PHLIpS Method (Producing Hands-on Learning to InsPire Students) and associated assessment instruments were created for application across STEM programs. The workshop overviewed many of the activities and focused on providing participants with the tools needed to implement and evaluate active learning in their classrooms. A post workshop survey provided participants evaluation of the workshop and the PHLIpS Method. Overall the workshop feedback was very positive and avenues for improvement to the PHLIpS Method also resulted.


Many professor are aware that active learning is a more effective approach than traditional engineering lecture courses1 but they often lack the tools and time necessary to implement active learning in their classrooms. As part of an NSF CCLI Phase II project, completed in 2008, the authors developed, tested, and validated active learning products in the specific domain of engineering mechanics 2. Over 25 active learning products (ALPs) were created and disseminated as part of this collaborative effort. In addition, a general and repeatable approach to developing the active learning products and associated assessment instruments was created for application across STEM programs 3. This approach uses novel ideation methods, systematic alignment techniques for educational objectives, and novel assessment strategies based on personal types and learning styles.

A workshop was presented on effective methods for using active learning products in the classroom and assessment techniques appropriate for courses that apply such methods. Additionally, participants learned how to generate new active learning products and assessment techniques for their classrooms. Activity generation included using the 6-3-5 method, and the Producing Hands-on Learning to Inspire Students (PHLIpS) method. Effectiveness of the workshop was measured with a survey.

Workshop Content Contemporary STEM classrooms must focus on a variety of learning styles and personality types, while seeking to empower students with their ability to shape their own learning environment. Active learning products are a targeted approach for this purpose. This workshop presented effective approaches to using active learning products in the classroom and how to avoid potential pitfalls. The session modeled active learning in that all materials engaged the workshop participants using the active learning methods being discussed. The session also

Linsey, J., & White, C., & Schmidt, K., & Wood, K., & Jensen, D. (2010, June), Workshop On Designing Active Learning Activities And Associated Assessment Plans Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16283

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015