Facilitating Learning in Large Foundational Engineering Courses: Instructors' Needs and Aspirations

• In Event: 61.071 - Sheraton Roundtable Session 10 - Grand Centre
  In Roundtable Session: 61.071-2 - Faculty Work Environments

Abstract

Large foundational engineering courses (LFEC) are a reality in some institutions, despite evidence that they are detrimental to student learning. Challenges related to large classes (e.g., inability to provide meaningful feedback) adversely affect instructors’ and students’ ability to create effective learning environments. This research strives to understand instructors’ experiences teaching LFECs to build a learning organization ecosystem that will transform student learning, anchored on Lattuca & Stark’s Academic Plan Model. Data collection and analysis focused on semi-structured interviews with 8 instructors from departments teaching LFECs. Results suggest that despite instructors’ knowledge of productive pedagogical techniques, large class sizes hinder implementation. Participants identified collaboration with other departments as a key resource towards their success. Future work from salient findings are discussed.

Authors

• Michelle Soledad, Virginia Polytechnic Institute and State University

• Homero Murzi, Virginia Polytechnic Institute and State University

• Jacob R Grohs, Virginia Polytechnic Institute and State University