A Multi-Institutional Study of Pre- and Post-Course Knowledge Surveys in Undergraduate Geotechnical Engineering Courses

Assessing Students’ Prior Knowledge and Learning in an Engineering Management Course for Civil Engineers

“…Students learn more effectively by actively analyzing, discussing, and applying content in meaningful ways rather than by passively absorbing information [13]. Various teaching and learning techniques were employed to improve the student learning of key concepts in engineering management.…”

Assessment of Students’ Prior Knowledge and Learning in an Undergraduate Foundation Engineering Course

“…At the end of each lesson, the One-Minute Paper 5 was used to monitor student learning and address students' misconceptions and preconceptions. Students were typically asked to write a concise summary of the presented topic, write an exam question for the topic, or answer a big-picture question from the material that was presented in the current or previous lesson in 60 seconds 4 .…”

“…Concept inventories are used in a variety of courses 1 . Ghanat et al (2016) 4 assessed the usage of concept inventories in introductory geotechnical engineering courses. However, there are no studies on using concept inventories to assess pre-and post-course knowledge in upper-level geotechnical engineering courses such as Foundation Engineering.…”

Study of Pre- and Post-Course Knowledge Surveys in an Engineering Economy Course

“…on the course website. Student responses were examined, and the in-class activities were tailored to meet their actual needs 9 . Also prior to each lesson, a song about money was played from a list of all-time greatest hits (i.e., "Money" by Pink Floyd, "Money For Nothing" by Dire Straits, "Take the Money and Run" by Steve Miller Band, etc.)…”

“…This activity not only assisted the students by providing relevancy of the course material to real-life issues, but also actively engaged students in thinking, analyzing, and interacting intellectually with one another. At the end of each lesson, the One-Minute paper 9,12 or Muddiest point paper 9, 13 was used to monitor student learning and address students' misconceptions and preconceptions. Students were typically asked to write a concise summary of the presented topic, write an exam question for the topic, or answer a big-picture question from the material that was presented in the current or previous lesson in 60 seconds.…”