A Corporate Organizational Model for Scaling Class Size

Recktenwald, Geoffrey; Godwin, Allison; Sahai, Anant; West, Matthew

doi:10.18260/1-2--29669

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…Dropout from faculties is an international phenomenon that negatively impacts not only students, their families, and faculty but also society in general [4], [5]. Research shows that engineering students withdraw from engineering during their first year, in which case the main reasons for dropout are insufficient student suitability for the study program related to previous educational performance [6]- [11]. Dropout refers to situations in which students who are enrolled in a certain study program continue their studies for a brief period, perhaps even several months or years, and subsequently leave the university without obtaining a diploma [12]- [17].…”

Section: Industrialmentioning

confidence: 99%

“…Dropout has broad negative impacts on the emotional status of students and can result in involuntary transfer to other study programs during the following academic year or permanent withdrawal from studies; in addition, dropout has negative impacts on society. Academic dropout may be related to the difficulties that students experience in transitioning and adapting to their new academic context [11], [18]. This phenomenon is complex and multidimensional, especially when academic dropout occurs during the first year of study [5], [18].…”

Section: Industrialmentioning

confidence: 99%

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Analysis of the Student Dropout Rate at the Faculty of Electrical and Computer Engineering of the University of Prishtina, Kosovo, From 2001 to 2015

2022

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This study analyzed the student dropout rate at the Faculty of Electrical and Computer Engineering (FECE) of the University of Pristina, Kosovo, from 2001 to 2015. This phenomenon is a concern for many countries, not only for students due to its emotional effects and further consequences for their university careers but also for institutions and society in general due to its broader negative impact on their authority. Over the past two decades, a significant number of students have been enrolled in these programs. However, we identified several factors that influenced young people to abandon their studies. The high dropout rate associated with FECE programs results in a lack of professionals in these areas and negatively affects the country's economy. The main reasons given by students for such dropout were unrelated to whether students were from urban or rural areas or economic factors but were strongly related to high school programs and, to a somewhat lesser degree, to poor academic performance in certain courses. This research suggests opportunities for reducing dropout rates, as improvement in this context can be achieved by updating curricula, employing contemporary literature, applying modern teaching methodologies, improving laboratories, and reforming the behavior of certain professors. The main purpose of this study is to find a compromise between the large number of students enrolled in FECE and dropout rates; however, the findings highlight a phenomenon that is very complex and multidimensional, especially when dropout occurs after the first year of study.

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Section: Industrialmentioning

confidence: 99%

Section: Industrialmentioning

confidence: 99%

Analysis of the Student Dropout Rate at the Faculty of Electrical and Computer Engineering of the University of Prishtina, Kosovo, From 2001 to 2015

2022

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“…First, faculty autonomy is one important context in influencing how they design their courses. Articles have mentioned that faculty autonomy exists, and faculty autonomy seems to be important to maintain among faculty members while working toward promoting innovative teaching practices (Aberbach & Christensen, 2018;Angelo & Cross, 1993;Recktenwald et al, 2018). Gaff (1978), when discussing overcoming faculty resistance toward teaching improvements, specifically mentioned that some faculty think "proponents of teaching improvement might pressure them to use some particular methods or techniques and thereby limit their own autonomy" (pg.…”

Section: Literature Reviewmentioning

confidence: 99%

Illuminating Contexts that Influence Test Usage Beliefs and Behaviors among Instructors of Fundamental Engineering Courses

Chew,

Matusovich

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper illuminates the different contexts elicited by seven instructors who taught fundamental engineering courses (FECs) when discussing their test usage beliefs and behaviors, beginning to address a gap in engineering education research on instructors' beliefs and behaviors and test usage in engineering courses. Tests and exams are typically heavily used in FECs like statics, dynamics, thermodynamics, and other courses in various engineering disciplines. Understanding why engineering instructors heavily rely on tests to assess student learning in these courses can be crucial in promoting the use of more diverse types of assessments, such as portfolios, concept inventory, reflection-based practices, project-based practices, and intentionality in terms of designing, administering, and interpreting tests, but research has been scarce on documenting research on this topic.Conversations around why instructors make certain course decisions typically involve the contexts these instructors are situated in, emphasizing how important contexts are in terms of influencing decision-making in these courses. Illuminating some of these contexts can be helpful to further understand instructors' beliefs and behaviors in course decision-making, specifically on heavily using tests in fundamental courses. We answered the research question: What are some of the contexts that seven instructors of fundamental engineering courses raise when discussing their test usage in their courses? The data are collected as part of a larger multi-case study that explores test usage beliefs and behaviors of seven individual engineering instructors (seven cases). Multiple sources of data and evidence triangulate to shape the case profiles for these seven instructors, with contexts emerging as an important element of these profiles.Our findings show several key contexts discussed substantially by some of these seven instructors, though not all instructors discussed the same contexts. These contexts include the influence of inertia to continue using tests, course context that includes large enrollment, and the limited autonomy for some instructors to make changes to assessment in the courses. These contexts show some intertwining characteristics to influence test usage among the participants. In addition, our findings support existing literature on inertia and course context and prominent contexts to influence course decision-making, and this paper focuses on the test usage as a form of course design decision.

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“…Also, online courses can easily have a bigger class size as the physical class constraints do not govern them. The bigger class size can then impact the impacts student learning [5,6]. Literature indicates that the bigger class size can increase problems between students and faculty, impacting lower interaction, retention, and academic success [7,8,9].…”

Section: Introductionmentioning

confidence: 99%

Construction Education Delivery Method Changes During COVID-19: Student Perspectives

Adhikari

Mosier

Langar

2021 ASEE Virtual Annual Conference Content Access Proceedings

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A Corporate Organizational Model for Scaling Class Size

Abstract: where he teaches courses in in mechanics and mathematical methods. He completed his degree in Theoretical and Applied Mechanics at Cornell University in stability and parametric excitation. His active areas of research are dynamic stability, online assessment, and instructional pedagogy.

Cited by 3 publications

References 21 publications

Analysis of the Student Dropout Rate at the Faculty of Electrical and Computer Engineering of the University of Prishtina, Kosovo, From 2001 to 2015

Analysis of the Student Dropout Rate at the Faculty of Electrical and Computer Engineering of the University of Prishtina, Kosovo, From 2001 to 2015

Illuminating Contexts that Influence Test Usage Beliefs and Behaviors among Instructors of Fundamental Engineering Courses

Construction Education Delivery Method Changes During COVID-19: Student Perspectives

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