An Advanced Teaching Methodology to Improve Student Learning Outcomes in Core Discipline Content and Soft Skills

Abstract

is an Assistant Professor in Operations Management. She teaches several courses, including Operations and Supply Chain Management, Manufacturing Cost Analysis, and Decision Making in Management. She has several years of industry experience as an analyst-consultant for manufacturing companies and as a leading manager in supply chain and logistics. Her research interests are in engineering education, including learner-centered teaching strategies, inductive teaching and learning, and development of students' soft skills.

Transforming Curriculum to Improve STEM Learning and Advance Career Readiness

“…The researchers utilized a codebook previously developed by one of the authors using several a priori codes derived from the theoretical model, research question, research hypothesis, and results of the previous research in the first phase of the pilot study [15]. Two independent coders used the codebook to complete the initial round of coding of five journals.…”

“…It utilizes the approaches like active learning, collaborative learning, and project/problem-based learning, which require students to work in teams and extensively communicate with peers to complete assignments. While the extensive teamwork experience should create high proficiency in student professional communication and collaboration skills, the primary focus of the assignments and the instructional support still remains on the core technical knowledge and skills and often lacks direct instructor's interventions with respect to the communication and collaboration skills [14], [15]. However, the best results in student learning outcomes are achieved with an instructor's continuous support and feedback, to help the learning process and address students' misconceptions about their proficiency levels [16] - [18].…”

“…This research project aims to test the inductive teaching framework developed in the previous research project [15] to understand students' self-perceptions of their professional communication skills and explore how these perceptions change under different teaching intervention regimes. Methodologically, the paper describes the second phase of the multi-stage research project.…”

“…Methodologically, the paper describes the second phase of the multi-stage research project. At the previous pilot stage, three classes within one academic program were successfully integrated into a role-playing business simulation using a novel inductive teaching framework [15]. This next stage expands the application of the proposed framework to the multidiscipline level, to examine and compare the learning processes and outcomes of the engineering and business-major students participating in the collaborative student-centered project.…”