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

Ghanat, Simon Thomas; Kaklamanos, James; Selvaraj, Suresh Immanuel; Walton-Macaulay, Corrie; Sleep, Matthew

doi:10.18260/1-2--27642

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…A commonly accepted assessment instrument useful for both diagnostic and formative purposes is the concept inventory [19,20,21], which refers to any kind of research-based assessment technique that measures conceptual understanding [19,20,21]. Use of concept inventories helps instructors measure the effectiveness of their teaching [20,21] and determines if students have the correct understanding of important concepts on specific topics.…”

Section: Assessment Of Prior Knowledge and Learningmentioning

confidence: 99%

“…When the same set of questions is used, concept inventories may help in evaluating students' pre-and post-knowledge on a subject. Pre-tests establish students' prior knowledge on a subject, and post-tests measure the learning at the end of the educational experience [19,20,22]. These types of tests are also helpful in distinguishing between learning and performance [22].…”

Section: Assessment Of Prior Knowledge and Learningmentioning

confidence: 99%

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

Ghanat

Davis

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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His academic experience includes: transportation infrastructure planning and design, infrastructure resilience, traffic operations, highway safety, and geographic information systems. His research interests include: constructing spatial databases for better management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment for improved public health. He teaches courses in interchange design, transportation engineering, highway design. engineering management, geographic information systems, and land surveying. He has served in numerous leadership positions in ITE, ASCE and TRB.

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Section: Assessment Of Prior Knowledge and Learningmentioning

confidence: 99%

Section: Assessment Of Prior Knowledge and Learningmentioning

confidence: 99%

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

Ghanat

Davis

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Students who have to play catch-up may become disenchanted with their engineering degree program [6]. Past research used both qualitative and quantitative approaches to demonstrate positive correlations between prerequisite knowledge and performance in subsequent courses [7][8][9][10][11][12][13]. The observed positive correlations indicate progressive knowledge development from course to course, which is reflected in the engineering curriculum in the form of prerequisites [14].…”

Section: Introductionmentioning

confidence: 99%

Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation

et al. 2023

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Previous research has demonstrated a link between prior knowledge and student success in engineering courses. However, while course-to-course relations exist, researchers have paid insufficient attention to internal course performance development. This study aims to address this gap—designed to quantify and thus extract meaningful insights—by examining a fundamental engineering course, Statics, from three perspectives: (1) progressive learning reflected in performance retention throughout the course; (2) critical topics and their influence on students’ performance progression; and (3) student active participation as a surrogate measure of progressive learning. By analyzing data collected from 222 students over five semesters, this study draws insights on student in-course progressive learning. The results show that early learning had significant implications in building a foundation in progressive learning throughout the semester. Additionally, insufficient knowledge on certain topics can hinder student learning progression more than others, which eventually leads to course failure. Finally, student participation is a pathway to enhance learning and achieve excellent course performance. The presented analysis approach provides educators with a mechanism for diagnosing and devising strategies to address conceptual lapses for STEM (science, technology, engineering, and mathematics) courses, especially where progressive learning is essential.

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“…This end-of-the-semester concept inventory survey assesses fundamental concepts in soil mechanics and geotechnical engineering, as well as material from prerequisite courses (such as Mohr's Circle). This concept inventory survey was implemented in two previous studies [11,12] at both the beginning and end of the semester in undergraduate geotechnical engineering courses at multiple institutions; in another study [13], a similar concept inventory was applied to upper-level geotechnical engineering courses. These studies assessed students' learning of geotechnical engineering topics as a result of various pedagogical techniques and educational factors at the institutions.…”

Section: Assessment Measure and Grading Criteriamentioning

confidence: 99%

Bias and Precision in Instructor Grading of Concept Inventories in Geotechnical Engineering Courses

Ghanat

Kaklamanos

Kunberger

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Jim received his M.S. and Ph.D. in Civil and Environmental Engineering from Tufts University, along with a B.S. in Civil Engineering from the same institution. He specializes in geotechnical engineering, and his published work has included research on site response analyses, ground-motion prediction equations, uncertainty in earthquake engineering, and engineering education. At Merrimack, Jim has taught courses in geotechnical engineering, foundation engineering, earth retaining structures, earthquake engineering, engineering mechanics, and engineering probability and statistics.

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

Cited by 5 publications

References 8 publications

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

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

Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation

Bias and Precision in Instructor Grading of Concept Inventories in Geotechnical Engineering Courses

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