Student Collaboration as a Strategy to Achieve Learning Outcomes in Biomaterials Courses

Dosmar, Emily; Ferro, Patrick

doi:10.18260/1-2--35221

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…We include Spring of 2020 in the pre-pandemic paradigm and Fall of 2020 in post-pandemic. The ungraded approach is generally well received by students, echoing findings by others [33], and has held consistent during and since the pandemic.…”

Section: Ungradedsupporting

confidence: 66%

“…Like others [33], our impulse to go gradeless came from a shared belief that students should have a more active role in their learning and assessment. When we compared the deep learning observed in experts to the relatively shallow learning evidenced by students forgetting much of their A-level work over a quick winter break, we thought that there must be something that can be done to deepen learning beyond the end of the semester.…”

Section: The Ungraded Classroommentioning

confidence: 99%

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Ungraded Classrooms: A Pattern for Learning in Engineering Modeled after Expert Practitioners

Lingwall,,

Surovek,

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Practitioners have knowledge bases in the subject matter that can be both deep and broad, while researchers often have knowledge bases that are very deep yet narrow. Interestingly, practitioners develop a deep and broad mastery of the subject matter most often during their practice rather than in the University setting that they were educated in. Most experts in academia will also readily concede that their mastery of the subject matter came not in a conventional classroom but in the daily struggle to study their subject in great detail, i.e., in the course of their practice. How can we help students learn in the University classroom setting like practitioners learn and develop both deep and broad knowledge bases? In our view students can best learn in much the same way that experts learn (as Marshall M. Lib strongly suggested in 1996 to ASEE). We propose that conscious implementation of ungraded classrooms is an ideal means to deepen engineering formation. This paper examines the impact of ungraded classrooms in geotechnical engineering classrooms at the junior and senior undergraduate levels. Throughout this time period student opinion surveys and student learning outcomes data have been collected to evaluate the effectiveness and reception of ungraded classrooms. These classrooms have a final grade, but the individual homework, quizzes, projects, and exams are treated as assignments in the engineering office. They are submitted, reviewed, and then revised. Revisions occur as many times as needed until mastery is demonstrated, or the semester ends. At the end of the semester, the final grade is determined by instructor and student in one-on-one conference, in which the student's overall learning and effort are evaluated holistically rather than an accumulation of points. This approach has help shift student attitudes away from "the grade is what matters" towards "it's the learning that matters." The ungraded approach has been well received by the students, while student final exam scores have significantly risen as a consequence of semesterlong mastery of content rather than point accumulation.

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Section: Ungradedsupporting

confidence: 66%

Section: The Ungraded Classroommentioning

confidence: 99%

Ungraded Classrooms: A Pattern for Learning in Engineering Modeled after Expert Practitioners

Lingwall,,

Surovek,

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“…In an effort to encourage more active participation by students in the overall learning (and not just active learning activities in the classroom), the courses were graded under varying grading schema. Specifications grading [17][18][19], contract grading [20][21][22], mastery grading [23][24][25], and ungrading [26][27][28][29][30][31][32][33][34] were all attempted to various levels of success. These changes in grading schema are an acknowledged variable.…”

Section: Table 1 Structure Of Flipped Classroom Versus Conventional C...mentioning

confidence: 99%

Post-Pandemic Student Reception of Flipped Classrooms in Civil Engineering Education

Lingwall,,

Surovek,

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Before the COVID-19 SARS-COV pandemic of 2020, significant momentum had occurred in the engineering education community for use of flipped classrooms. For engineering educators seeking to develop more time and space in the classroom for active learning activities, flipped classrooms are an attractive pedagogical tool. The concept of a flipped classroom is to provide students with a pre-class video viewing and pre-class reading assignment to prime them for inclass interactive learning experiences. The engineering education literature has many positive examples of flipped classrooms. In our curricula, flipped classrooms were used to positive effect in geotechnical engineering courses within the Department of Civil and Environmental Engineering for several years, with student learning outcomes and student opinion surveys used to document the effectiveness and reception of the flipped classroom format. However, the COVID-19 pandemic provided a 2-year change in student learning unprecedented in recent memory. Instruction for much of the undergraduate curricula went online to at least some extent during the pandemic. Although there was a range of virtual learning tools used to varying effect over the pandemic, with different approaches utilized by faculty, students found themselves in a virtual environment for an extended period. In the aftermath of the pandemic, engineering educators have observed a markedly changed student reception of the flipped classroom concept. Despite not changing the tools and techniques utilized in the same classes pre-and postpandemic, student reception of the flipped classroom format has decreased. Data collected from flipped classrooms post-pandemic are compared in this paper to data collected pre-pandemic. The results of this comparison of student feedback and learning outcomes has shown that the effects of the pandemic induced virtual campus experience has changed the landscape, perhaps just temporarily, and that students' post-pandemic are overwhelmingly desirous of in-class instruction with no videos. They are tired of videos and online modules! They want to interact face-to-face. This paper helps provide a balanced examination of the times and seasons for effective use of the flipped classroom format.

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Student Collaboration as a Strategy to Achieve Learning Outcomes in Biomaterials Courses

Cited by 2 publications

References 4 publications

Ungraded Classrooms: A Pattern for Learning in Engineering Modeled after Expert Practitioners

Ungraded Classrooms: A Pattern for Learning in Engineering Modeled after Expert Practitioners

Post-Pandemic Student Reception of Flipped Classrooms in Civil Engineering Education

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