Many college instructors are hesitant to adopt student active teaching approaches. Student activity-based classroom teaching may require a lot of time investment in designing and conducting student activities. Also, student activities during the class period may lead to inadequate coverage of the course content mentioned in the syllabus. Incomplete course coverage and the amount of effort required on the part of an instructor for designing active teaching strategies are cited as the common hindrances in adopting active student teaching. To address these widely recognized inhibiting factors, we recently implemented a new student-active teaching approach. This approach is based on the students’ presentation and hence termed as student presentation based effective teaching (SPET). The SPET approach is designed to address the key components of effective teaching. However, to understand the efficacy of SPET for different instructors we implemented it in five courses offered during the same semester. The Learning Resource Division faculty analyzed the data and interviewed the instructors that implemented SPET. Here we present the response and insights garnered from different instructors. Participating instructors reflected their views about the advantages and challenges associated with the adaptation of SPET.
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ASME 2018 International Mechanical Engineering Congress and Exposition
November 9–15, 2018
Pittsburgh, Pennsylvania, USA
Conference Sponsors:
- ASME
ISBN:
978-0-7918-5206-4
PROCEEDINGS PAPER
Experience of Multiple Instructors About Student Presentation Based Teaching (SPET) Approach
Pawan Tyagi,
Pawan Tyagi
University of the District of Columbia, Washington, DC
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Jiajun Xu,
Jiajun Xu
University of the District of Columbia, Washington, DC
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Lara Thompson,
Lara Thompson
University of the District of Columbia, Washington, DC
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Morris Thomas,
Morris Thomas
University of the District of Columbia, Washington, DC
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Carl Moore,
Carl Moore
University of the District of Columbia, Washington, DC
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Sasan Haghani,
Sasan Haghani
University of the District of Columbia, Washington, DC
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Pamela Hampton-Garland
Pamela Hampton-Garland
University of the District of Columbia, Washington, DC
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Pawan Tyagi
University of the District of Columbia, Washington, DC
Jiajun Xu
University of the District of Columbia, Washington, DC
Lara Thompson
University of the District of Columbia, Washington, DC
Morris Thomas
University of the District of Columbia, Washington, DC
Carl Moore
University of the District of Columbia, Washington, DC
Sasan Haghani
University of the District of Columbia, Washington, DC
Pamela Hampton-Garland
University of the District of Columbia, Washington, DC
Paper No:
IMECE2018-88410, V005T07A034; 4 pages
Published Online:
January 15, 2019
Citation
Tyagi, P, Xu, J, Thompson, L, Thomas, M, Moore, C, Haghani, S, & Hampton-Garland, P. "Experience of Multiple Instructors About Student Presentation Based Teaching (SPET) Approach." Proceedings of the ASME 2018 International Mechanical Engineering Congress and Exposition. Volume 5: Engineering Education. Pittsburgh, Pennsylvania, USA. November 9–15, 2018. V005T07A034. ASME. https://doi.org/10.1115/IMECE2018-88410
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