The Effect of Active Learning Methods on Student Retention in Engineering Statistics

Kvam, Paul H.

doi:10.1080/00031305.2000.10474526

Cited by 79 publications

(64 citation statements)

References 7 publications

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“…Service learning has also been applied in a wide variety of disciplines and courses including macroeconomics (Hervani and Helms, 2004), writing and composition (Adler-Kassner et al, 1997), finance (Dahlquist, 1998), engineering (Kvam, 2000), psychology (Wilson, 2003), science and mathematics (Mogk and King, 1995;Duke, 1999), accounting (Cruz, 2001), nursing (Narsavage et al, 2003), sociology (Mooney and Edwards, 2001), Spanish (Plann, 2002), political science (Robbins, 2001), and liberal education (Bloom, 2003;DeVitis et al, 1998;Battistoni, 1995), geography education (Longan, 2005), communication (Bullard et al, 2001), computer technology (Schuler, 2001), urban geography community activism 427 Service learning projects and planning (Dorsey, 2001), environmental conservation (Ward, 1999), and web-based geography (France and Ribchester, 2004).…”

Section: Topics For Service Learning Projectsmentioning

confidence: 99%

The service learning projects: stakeholder benefits and potential class topics

Rutti

LaBonte

Helms

et al. 2016

Education + Training

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Purpose -The purpose of this paper is to summarize the benefits of including a service learning project in college classes and focusses on benefits to all stakeholders, including students, community, and faculty. Design/methodology/approach -Using a snowball approach in academic databases as well as a nominal group technique to poll faculty, key topics for service learning across college disciplines are presented. Findings -Findings include a wide range of service learning projects across disciplines. Research limitations/implications -Areas for future research are identified to expand the service learning topic list as well as guide studies on the long-term benefit of service learning for each identified stakeholder. Practical implications -For new faculty or faculty new to service learning, the list of paper ideas is a good first step to identify projects. While not comprehensive, the list serves to stimulate topic ideas and fills a void in the service learning literature. Social implications -Service learning exists to provide real-world learning for students, but the projects provide benefits for community groups, agencies, and organizations. Societal benefits from the student effort are numerous and there are little or no costs to the agencies who participate. Originality/value -The abundance of service learning literature has studied learning across disciplines and has quantitatively and qualitatively presented benefits, but no studies have worked to compile project ideas across major college disciplines. This research addresses this issue and provides the key first step to implement the service learning pedagogy: the topic idea.

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Section: Topics For Service Learning Projectsmentioning

confidence: 99%

The service learning projects: stakeholder benefits and potential class topics

Rutti

LaBonte

Helms

et al. 2016

Education + Training

View full text Add to dashboard Cite

show abstract

“…In addition, students who conducted a case study expressed more positive attitude towards the subject of statistics. Student retention rates in an introductory engineering statistics course, where student teams completed projects during a 10-week class and were compared to a control group, were studied by Kvam (2000). According to the author, the results of the study indicated that compared to students who had not participated in projects, those who had completed the projects on average demonstrated higher retention rates of the studied material when evaluated towards the end of the course and then again eight months later.…”

Section: Accepted Manuscriptmentioning

confidence: 98%

Incorporating Statistical Consulting Case Studies in Introductory Time Series Courses

Khachatryan¹

2015

The American Statistician

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Established as a rigorous pedagogical device at Harvard University, the case method has grown into an indispensable mode of instruction at many business schools. Its effectiveness has been praised for increasing student participation during in-class discussions, providing hands-on engagement in real-world business problems, and increasing long-term retention rates. This article illustrates how novel case studies that mimic real-life statistical consulting engagements can be incorporated in the curriculum of an undergraduate, introductory time series course. The assessment of learning objectives as well as pedagogical implications when teaching using statistical consulting case studies is elucidated. The article also lays out guidelines for adopting statistical consulting case studies should the readers choose to incorporate the case method into the curricula of courses that they teach. A sample case study which the author has successfully used in his classroom instruction is provided in this article.

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“…On the other hand, active learning demands that students engage immediately with course concepts (Felder & Brent, 2003;Felder et al, 1998;Silberman, 1996). Research has shown that active learning strategies improve learning and knowledge acquisition and retention in STEM disciplines (Hake, 1998;Kvam, 2000;National Research Council, 1999).…”

Section: Guiding Principlesmentioning

confidence: 98%