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1. HydroLearn: Improving Students’ Conceptual Understanding and Technical Skills in a Civil Engineering Senior Design Course

   Gallagher, M. A. (July 2021, 2021 ASEE Virtual Annual Conference)

   null (Ed.)

   Engineering graduates need a deep understanding of key concepts in addition to technical skills to be successful in the workforce. However, traditional methods of instruction (e.g., lecture) do not foster deep conceptual understanding and make it challenging for students to learn the technical skills, (e.g., professional modeling software), that they need to know. This study builds on prior work to assess engineering students’ conceptual and procedural knowledge. The results provide an insight into how the use of authentic online learning modules influence engineering students’ conceptual knowledge and procedural skills. We designed online active learning modules to support and deepen undergraduate students’ understanding of key concepts in hydrology and water resources engineering (e.g., watershed delineation, rainfall-runoff processes, design storms), as well as their technical skills (e.g., obtaining and interpreting relevant information for a watershed, proficiency using HEC-HMS and HEC-RAS modeling tools). These modules integrated instructional content, real data, and modeling resources to support students’ solving of complex, authentic problems. The purpose of our study was to examine changes in students’ self-reported understanding of concepts and skills after completing these modules. The participants in this study were 32 undergraduate students at a southern U.S. university in a civil engineering senior design course who were assigned four of these active learning modules over the course of one semester to be completed outside of class time. Participants completed the Student Assessment of Learning Gains (SALG) survey immediately before starting the first module (time 1) and after completing the last module (time 2). The SALG is a modifiable survey meant to be specific to the learning tasks that are the focus of instruction. We created versions of the SALG for each module, which asked students to self-report their understanding of concepts and ability to implement skills that are the focus of each module. We calculated learning gains by examining differences in students’ self-reported understanding of concepts and skills from time 1 to time 2. Responses were analyzed using eight paired samples t-tests (two for each module used, concepts and skills). The analyses suggested that students reported gains in both conceptual knowledge and procedural skills. The data also indicated that the students’ self-reported gain in skills was greater than their gain in concepts. This study provides support for enhancing student learning in undergraduate hydrology and water resources engineering courses by connecting conceptual knowledge and procedural skills to complex, real-world problems. 

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2. Assessments of students’ gains in conceptual understanding and technical skills after using authentic, online learning modules on hydrology and water resources

   https://doi.org/10.3389/feduc.2022.953164  

   Byrd, Jenny; Gallagher, Melissa A.; Habib, Emad (October 2022, Frontiers in Education)

   The need to adapt quickly to online or remote instruction has been a challenge for instructors during the COVID pandemic. A common issue instructors face is finding high-quality curricular materials that can enhance student learning by engaging them in solving complex, real-world problems. The current study evaluates a set of 15 web-based learning modules that promote the use of authentic, high-cognitive demand tasks. The modules were developed collaboratively by a group of instructors during a HydroLearn hackathon-workshop program. The modules cover various topics in hydrology and water resources, including physical hydrology, hydraulics, climate change, groundwater flow and quality, fluid mechanics, open channel flow, remote sensing, frequency analysis, data science, and evapotranspiration. The study evaluates the impact of the modules on students’ learning in terms of two primary aspects: understanding of fundamental concepts and improving technical skills. The study uses a practical instrument to measure students’ perceived changes in concepts and technical skills known as the Student Assessment of Learning Gains (SALG) survey. The survey was used at two-time points in this study: before the students participated in the module (pre) and at the conclusion of the module (post). The surveys were modified to capture the concepts and skills aligned with the learning objectives of each module. We calculated the learning gains by examining differences in students’ self-reported understanding of concepts and skills from pre- to post-implementation on the SALG using paired samples t -tests. The majority of the findings were statistically at the 0.05 level and practically significant. As measured by effect size, practical significance is a means for identifying the strength of the conclusions about a group of differences or the relationship between variables in a study. The average effect size in educational research is d = 0.4. The effect sizes from this study [0.45, 1.54] suggest that the modules play an important role in supporting students’ gains in conceptual understanding and technical skills. The evidence from this study suggests that these learning modules can be a promising way to deliver complex subjects to students in a timely and effective manner. 

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3. 3D plants: the impact of integrating science, design, and technology on high school student learning and interests in STEAM subjects and careers

   https://doi.org/10.1186/s43031-025-00120-4  

   Arango-Caro, Sandra; Langewisch, Tiffany; Ying, Kaitlyn; Haberberger, Michelle_Arellano; Ly, Nate; Branton, Christopher; Callis-Duehl, Kristine (January 2025, Disciplinary and Interdisciplinary Science Education Research)

   Abstract STEAM education is an educational approach of interdisciplinary teaching of science, technology, engineering, art, and mathematics. STEAM education, however, is often viewed as only including art elements into STEM teaching. Without true integration of the disciplines in STEAM curricula, students rarely are exposed to the connection among disciplines, and self-identify as solely scientists, artists, or technophiles. STEAM curricula also infrequently integrate design, which promotes creativity and innovation. Effective STEAM curriculum and practices are needed to prepare students to face 21st century challenges and work demands. We designed a high school STEAM educational module that integrated plant science, design, and emergent technologies through the creation of 3D models of plants and augmented and virtual reality (AVR) experiences and investigated its impact on students’ understanding of the intersection of art and design with science, learning and skills gains, and interests in STEAM subjects and careers. The module used a project-based learning approach that relied on student teamwork and facilitation by educators. In this 3D plant modeling module, students: (1) investigated plants under research at a plant science research center, (2) designed and created 3D models of those plants, (3) learned about the application of 3D modeling in AVR platforms, and (4) disseminated project results. We used qualitative and quantitative research methods both before and after the implementation of the model to assess the impact of the 3D modeling module. Student responses revealed that approximately half of the students had a good understanding of the intersection of art and design with science prior to the implementation of the module, while the other half gained this understanding after completing their projects. Students saw art and design playing a role in science mainly by facilitating communication and further understanding and fostering new ideas. They also reported that science influenced art and design through the artistic creation process. The most common learning gains were in plant science and 3D modeling, with 35% and 20% of the students reporting these themes only after completing their projects, respectively. The skill gains most cited were research, teamwork, and communication skills. Over 25% of the students reported these skill gains only after the completion of their projects. Paired comparisons of survey responses indicated a significant increase in students’ interest in science, mathematics, and design subjects after they completed their projects. At the end of the module, 40% of the students were more interested in STEAM careers. Another 13% of the students indicated they already had an interest in STEAM careers before beginning the module. Our findings indicate that our STEAM module effectively integrated science, art, design, and technology, enhancing student literacy in these fields, and providing students with essential 21st century skills. The module led to interdisciplinary learning and development of interest in STEAM subjects and careers. The combination of pedagogical strategies used in our module for active, collaborative, authentic, and meaningful learning exemplifies an effective STEAM curriculum with valuable instructional tools for educators, inspiring new ways of teaching and learning, contributing to the practice and applications in STEAM education. 

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4. Low-Barrier Strategies to Increase Student-Centered Learning Low-Barrier Strategies to Increase Student-Centered Learning

   Friend, Nicole Erin Woodcock (July 2021, ASEE annual conference exposition proceedings)

   Evidence has shown that facilitating student-centered learning (SCL) in STEM classrooms enhances student learning and satisfaction [1]–[3]. However, despite increased support from educational and government bodies to incorporate SCL practices [1], minimal changes have been made in undergraduate STEM curriculum [4]. Faculty often teach as they were taught, relying heavily on traditional lecture-based teaching to disseminate knowledge [4]. Though some faculty express the desire to improve their teaching strategies, they feel limited by a lack of time, training, and incentives [4], [5]. To maximize student learning while minimizing instructor effort to change content, courses can be designed to incorporate simpler, less time-consuming SCL strategies that still have a positive impact on student experience. In this paper, we present one example of utilizing a variety of simple SCL strategies throughout the design and implementation of a 4-week long module. This module focused on introductory tissue engineering concepts and was designed to help students learn foundational knowledge within the field as well as develop critical technical skills. Further, the module sought to develop important professional skills such as problem-solving, teamwork, and communication. During module design and implementation, evidence-based SCL teaching strategies were applied to ensure students developed important knowledge and skills within the short timeframe. Lectures featured discussion-based active learning exercises to encourage student engagement and peer collaboration [6]–[8]. The module was designed using a situated perspective, acknowledging that knowing is inseparable from doing [9], and therefore each week, the material taught in the two lecture sessions was directly applied to that week’s lab to reinforce students’ conceptual knowledge through hands-on activities and experimental outcomes. Additionally, the majority of assignments served as formative assessments to motivate student performance while providing instructors with feedback to identify misconceptions and make real-time module improvements [10]–[12]. Students anonymously responded to pre- and post-module surveys, which focused on topics such as student motivation for enrolling in the module, module expectations, and prior experience. Students were also surveyed for student satisfaction, learning gains, and graduate student teaching team (GSTT) performance. Data suggests a high level of student satisfaction, as most students’ expectations were met, and often exceeded. Students reported developing a deeper understanding of the field of tissue engineering and learning many of the targeted basic lab skills. In addition to hands-on skills, students gained confidence to participate in research and an appreciation for interacting with and learning from peers. Finally, responses with respect to GSTT performance indicated a perceived emphasis on a learner-centered and knowledge/community-centered approaches over assessment-centeredness [13]. Overall, student feedback indicated that SCL teaching strategies can enhance student learning outcomes and experience, even over the short timeframe of this module. Student recommendations for module improvement focused primarily on modifying the lecture content and laboratory component of the module, and not on changing the teaching strategies employed. The success of this module exemplifies how instructors can implement similar strategies to increase student engagement and encourage in-depth discussions without drastically increasing instructor effort to re-format course content. Introduction. 

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5. Validity of a self-report measure of student learning in active learning statics courses

   https://doi.org/10.1177/03064190241253509  

   LeChasseur, Kimberly; Wodin-Schwartz, Sarah_Jane; Sloboda, Andrew; Powell, Adam (May 2024, International Journal of Mechanical Engineering Education)

   Although faculty-centered pedagogies are endemic across undergraduate science, technology, engineering, and mathematics education, there is increasing interest in active learning approaches. As discipline-based educational research in mechanical engineering continues to assess strategies for improving student learning and development, researchers need data collection tools that ameliorate issues of bias, minimize costs (e.g. time and student attention), and provide reliable data that has been validated within the disciplinary context. This study analyzes the validity and reliability of a commonly used survey, the Students’ Assessment of their Learning Gains (SALG). Data from seven Introduction to Statics courses at two universities were used to identify and confirm the latent constructs of the measure and to assess their reliability and criterion validity. Results demonstrated that four scales—active learning, concept knowledge and skills, self-efficacy, and feedback mechanisms—explain the majority of variation in the SALG survey in relation to the teaching and learning of statics. These scales were statistically validated and shown to accurately capture the criterion they represent. The primary advantage of the SALG is that it is less burdensome to students, who are only required to spend 10 to 15 min once at the end of the course to complete the survey, rather than spending more time with longer surveys or with those that require completion at multiple points in time. The tool is therefore also less disruptive to the class, which may make it more likely that faculty will be willing to include data collection efforts in their courses. 

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