DocumentCode :
387248
Title :
Applying learner-centered pedagogy to an engineering circuit-theory class at Smith College
Author :
Voss, Susan E. ; Ellis, Glenn W.
Author_Institution :
Picker Eng. Program, Smith Coll., Northampton, MA, USA
Volume :
2
fYear :
2002
fDate :
2002
Abstract :
This paper discusses examples of learner-centered activities that have been incorporated into a circuit-theory course at Smith College. The learner-centered activities are organized around the structures of community, knowledge, and assessment. Specific examples include the use and ongoing development of "concept tests", frequent assessment of the students and the course, a peer-editing process facilitated by using class time to edit lab reports, and discussions and readings related to the social context within which electrical engineering concepts reside. This course is part of a program-wide effort to integrate learner-centered pedagogy into the entire engineering science curriculum.
Keywords :
circuit theory; educational courses; electrical engineering education; teaching; USA; circuit-theory course; electrical engineering; engineering circuit-theory class; engineering science curriculum; learner-centered pedagogy; peer-editing process; Circuit testing; Context-aware services; Councils; Educational institutions; Educational programs; Electrical engineering; Engineering education; Feedback; Resistors; Societies;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
Frontiers in Education, 2002. FIE 2002. 32nd Annual
ISSN :
0190-5848
Print_ISBN :
0-7803-7444-4
Type :
conf
DOI :
10.1109/FIE.2002.1158167
Filename :
1158167
Link To Document :
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