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Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students.

Gaskins, Whitney
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191

Abstract Details

2014, PhD, University of Cincinnati, Engineering and Applied Science: Biomedical Engineering.
Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the College of Engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. This study developed a “preparing the future” faculty program that gave graduate students at the University of Cincinnati a unique training experience that helped them understand the students they will educate. They received educational training, developed from a future educator’s curriculum that covered classroom management, standards, and pedagogy. Graduate students who participated in the training program reported increases in self-efficacy and student understanding. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.
Anant Kukreti, Ph.D. (Committee Chair)
Beverly Davenport, Ph.D. (Committee Member)
Catherine V. Maltbie, Ed.D. (Committee Member)
Cheryll Dunn, Ed.D. (Committee Member)
Jeffrey Johnson, Ph.D. (Committee Member)
Joy Moore, Ph.D. (Committee Member)
131 p.
Engineering
Challenge Based Learning; Learning Environments; Student Experience; Preparing Future Faculty; Teaching Self-Efficacy

Recommended Citations

Citations

  • Gaskins, W. (2014). Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students. [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191

    APA Style (7th edition)

  • Gaskins, Whitney. Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students. 2014. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191.

    MLA Style (8th edition)

  • Gaskins, Whitney. "Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students." Doctoral dissertation, University of Cincinnati, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191

    Chicago Manual of Style (17th edition)

ucin1396533191
599
© 2014, some rights reserved.Creative Commons License Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students. by Whitney Gaskins is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.