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

Autor/in	Gaskins, Whitney
Titel	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
Quelle	(2014), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Cincinnati
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-3626-5
Schlagwörter	Hochschulschrift; Dissertation; College Science; Engineering Education; Undergraduate Students; Science Instruction; Educational Environment; Student Centered Learning; College Faculty; Equipment; Problem Based Learning; Technology; Teacher Education; Teacher Education Programs; Classroom Techniques; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ingenieurausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Problem-based learning; Problemorientiertes Lernen; Technologie; Lehrerausbildung; Lehrerbildung; Klassenführung
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01