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This lessons learned paper delves into the realm of effective student-centered teaching practices within middle and upper-level engineering classes, with the primary goal of enhancing students' acquisition of disciplinary knowledge. The research is anchored by a central inquiry: what student-centered teaching approaches do exemplary engineering faculty employ to promote knowledge-building in their courses, and how do these approaches align with their beliefs about teaching? To address the research question, the study employed the participatory action research (PAR) methodology, which prioritizes the invaluable input and expertise of participants. A diverse group of participants renowned for their teaching excellence was selected from five departments. A total of ten participants were chosen, and data was collected using a variety of methods, including classroom observations, analysis of course materials, surveys, and focus group discussions. Our observations across various courses have revealed common practices employed by instructors to foster effective learning environments. These practices encompass dynamic and diverse class introductions that utilize strategies like revisiting prior content, storytelling, and addressing student well-being to establish a strong foundation for the session. Throughout the class, instructors consistently maintained student engagement through techniques such as group activities, structured interactions, active problem-solving, and thought-provoking question-and-answer sessions. Visual aids and technology were integral in enhancing content delivery. Instructors also ensured the content was relatable by linking lessons to research findings, relatable examples, and familiar landmarks, grounding theoretical concepts in real-life relevance. Personalized support was a priority, with instructors offering targeted feedback to smaller groups and individual students, including one-on-one sessions for additional assistance. Some instructors introduced unique practices such as debate activities, involving students in decision-making processes, cross-course connections, and specialized problem-solving techniques. These diverse approaches collectively underscore the multifaceted strategies instructors employ to create engaging and effective learning experiences. Another significant initiative undertaken in our study involved organizing a summer workshop that provided a platform for instructors to convene and engage in collaborative discussions regarding their teaching practices and their top five teaching priorities. During this workshop, we also deliberated on the preliminary findings from our data collection. The instructors collectively emphasized the importance of getting students engaged in the learning process. We identified several overarching categories of priorities that held relevance for all instructors, including the establishment of personal relationships with students, the effective organization of course content and class activities, strategies for motivating students, and the integration of course content with real-world applications. During the lightning talk, we will share a comprehensive overview of the study's research findings as well as the importance of student-centered teaching practices in engineering education.
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Creating Meaningful Learning Opportunities through Incorporating Local Research into Chemistry Classroom Activities
Incorporating real-life context through connections to research early in the curriculum can create meaningful learning opportunities that encourage students to engage deeply with classroom content to construct chemistry knowledge. Course-based undergraduate research experiences have been successful at integrating real-life context, but are often only incorporated into upper-level courses. To provide an additional pathway to foster interaction with research, four activities from an introductory chemistry discussion class were created to incorporate authentic research connections. Care was taken to incorporate metacognitive questions designed to help students make connections between their preexisting knowledge and course content. Marzano’s taxonomy was used to analyze the cognitive complexity of tasks, which increased in the revised activities, allowing for more opportunities for knowledge construction. Audio and written work of student groups as they worked through activities was collected. Qualitative analysis of student engagement revealed that control over the content of activities to incorporate opportunities for knowledge construction is not enough to facilitate students consciously engaging in meaningful learning. If instructors wish to promote students integrating chemistry knowledge into their existing framework, course instructors, including graduate teaching assistants, need to be trained on how to properly facilitate classroom experiences to increase the likelihood of success.
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- Award ID(s):
- 1915047
- PAR ID:
- 10469137
- Publisher / Repository:
- Education Sciences
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 13
- Issue:
- 2
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 192
- Subject(s) / Keyword(s):
- inquiry-based classroom activities meaningful learning undergraduate chemistry
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci13020192
