Abstract
Real-time, pedagogical feedback can be useful for instructors and graduate teaching assistants in assessing the effectiveness of their instructional activities. This is especially useful in first-year engineering classes, where laboratory and team activities may be more common. The G-RATE, Global Real-Time Assessment Tool for Teaching Enhancement, is a tool to provide research-based feedback for instructors about their classroom interactions across four areas based on the "How People Learn" framework1: knowledge-centeredness, community centeredness, learner-centeredness, and assessment-centeredness. The G-RATE provides a teaching profile across these categories, as well as a chronological profile of teaching interactions. Given the huge amounts of classroom data captured over large spans of time, the process of effectively representing the depth and breadth of classroom activities becomes messy. How can data be represented in a detailed, meaningful manner that can inform educators' teaching practices? Using data collected among 7 instructors in a first-year engineering course at a large Midwestern university, the authors present an overview of data collection techniques used to inform faculty about their pedagogical instruction. Implications for translating this data into feedback are presented along with sample profiles of faculty instruction using the G-RATE.
| Original language | English (US) |
|---|---|
| Title of host publication | 122nd ASEE Annual Conference and Exposition: Making Value for Society |
| Publisher | American Society for Engineering Education |
| State | Published - 2015 |
| Event | 2015 122nd ASEE Annual Conference and Exposition - Seattle, United States Duration: Jun 14 2015 → Jun 17 2015 |
Other
| Other | 2015 122nd ASEE Annual Conference and Exposition |
|---|---|
| Country | United States |
| City | Seattle |
| Period | 6/14/15 → 6/17/15 |
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All Science Journal Classification (ASJC) codes
- Engineering(all)
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Making meaning of data : Exploring representations of classroom activities from a first year engineering course. / Sambamurthy, Nikitha; Berdanier, Catherine G P.; Cox, Monica Farmer; Lv, Miss Jing; Maeda, Yukiko; Johari, Syafiah Mahfuzah.
122nd ASEE Annual Conference and Exposition: Making Value for Society. American Society for Engineering Education, 2015.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Making meaning of data
T2 - Exploring representations of classroom activities from a first year engineering course
AU - Sambamurthy, Nikitha
AU - Berdanier, Catherine G P.
AU - Cox, Monica Farmer
AU - Lv, Miss Jing
AU - Maeda, Yukiko
AU - Johari, Syafiah Mahfuzah
PY - 2015
Y1 - 2015
N2 - Real-time, pedagogical feedback can be useful for instructors and graduate teaching assistants in assessing the effectiveness of their instructional activities. This is especially useful in first-year engineering classes, where laboratory and team activities may be more common. The G-RATE, Global Real-Time Assessment Tool for Teaching Enhancement, is a tool to provide research-based feedback for instructors about their classroom interactions across four areas based on the "How People Learn" framework1: knowledge-centeredness, community centeredness, learner-centeredness, and assessment-centeredness. The G-RATE provides a teaching profile across these categories, as well as a chronological profile of teaching interactions. Given the huge amounts of classroom data captured over large spans of time, the process of effectively representing the depth and breadth of classroom activities becomes messy. How can data be represented in a detailed, meaningful manner that can inform educators' teaching practices? Using data collected among 7 instructors in a first-year engineering course at a large Midwestern university, the authors present an overview of data collection techniques used to inform faculty about their pedagogical instruction. Implications for translating this data into feedback are presented along with sample profiles of faculty instruction using the G-RATE.
AB - Real-time, pedagogical feedback can be useful for instructors and graduate teaching assistants in assessing the effectiveness of their instructional activities. This is especially useful in first-year engineering classes, where laboratory and team activities may be more common. The G-RATE, Global Real-Time Assessment Tool for Teaching Enhancement, is a tool to provide research-based feedback for instructors about their classroom interactions across four areas based on the "How People Learn" framework1: knowledge-centeredness, community centeredness, learner-centeredness, and assessment-centeredness. The G-RATE provides a teaching profile across these categories, as well as a chronological profile of teaching interactions. Given the huge amounts of classroom data captured over large spans of time, the process of effectively representing the depth and breadth of classroom activities becomes messy. How can data be represented in a detailed, meaningful manner that can inform educators' teaching practices? Using data collected among 7 instructors in a first-year engineering course at a large Midwestern university, the authors present an overview of data collection techniques used to inform faculty about their pedagogical instruction. Implications for translating this data into feedback are presented along with sample profiles of faculty instruction using the G-RATE.
UR - http://www.scopus.com/inward/record.url?scp=84941997752&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84941997752&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84941997752
BT - 122nd ASEE Annual Conference and Exposition: Making Value for Society
PB - American Society for Engineering Education
ER -