No abstract

No abstract

No abstract

No abstract

Brazil. Claudio's research focuses on understanding cross-cultural factors impacting student learning process as well as design curriculum based on engineering classes to empower engineering skills through hands-on activities and blended learning environment. He is also interested in design methods which are based on the technology tools usage to stimulate engineering thinking for diverse students. Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for nearly 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success. Since their inception, Freeform dynamics courses have seen a drastic drop in the rate at which students are earning a D grade, failing, or withdrawing from the course (the so-called DFW rate). On-going work examines the actions and behaviors of students and faculty, in addition to a variety of other variables, as a way of understanding the drastic improvement in DFW rate. For this study, each relevant in-class meeting (i.e., not including cancelled classes, those involving exams, etc.) taught by two experienced Freeform instructors was video recorded over the course of the Spring 2016 semester and subsequently analyzed with respect to instructor actions. Continuous video coding analysis was used to capture how much time these two instructors dedicated to various instructional activities such as assessments, traditional lecturing, demonstrations, and writing notes or examples in real-time. The analysis provides a clearer picture of how and when these two veteran instructors employed active, blended, and collaborative approaches in their classrooms. Prof. Charles MortonThe implications of the analysis are two-fold. First, we strive to improve Freeform instruction at our institution by providing instructors with an opportunity to reflect on their instructional practices in the context of rigorously-derived, quantitative summaries of real-time teaching actions. Second, we establish a benchmark characterization of ABC instructional elements in engineering mechanics, and discuss its potential implications for undergraduate STEM education at large. Through the evidence developed in this study about specific instructor actions in Freeform classrooms we expect to inform and encourage the implementation of ABC pedagogical practices by other faculty in other courses and at other institutions, as well as to provide an assessment framework suitable for the analysis of STEM in-class instructional practices.