International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 1, January 2009

Return to current issues pageReturn to current issues page

Research Article

Excerpt

Operationalization of Innovative and Traditional Pedagogical Practices within Undergraduate Bioengineering Courses


This study operationalizes pedagogical practices using classroom observation data collected in twenty-eight bioengineering courses at a southeastern research university over five semesters. Using an index that distinguishes pedagogy reflecting principles of the “How People Learn” framework and pedagogy representing traditional, lecture-based instruction, the author presents five “How People Learn” instructional practices (i.e., guidance by the instructor, comments, praise, monitoring, and question and response) and four statistically significant subcategories representing traditional instructional practices (i.e., instruction by media, lecture, praise, and no response) that were most likely to occur within observed How People Learn-oriented classes and traditional, lecture-based classes, respectively. Included are details about classroom activities that occurred to make up the code strings representing each of these statistically significant subcategories within both types of courses. The operationalization of the code strings confirms the alignment of the subcategories with pedagogical practices that are most likely to occur within innovative
and traditional courses.

Read full article - Adobe Acrobat FileView Full Article

Bio

Monica Cox
Purdue University
West Lafayette, Indiana, USA
mfc@purdue.edu

I am an Assistant Professor in the School of Engineering Education at Purdue University. I obtained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. Current projects incorporate my research and teaching interests. I am a 2008 NSF Faculty Early Career (CAREER) award winner.
Website: https://engineering.purdue.edu/people/monica.f.cox.1

 

Return to current issues pageReturn to current issues page
International Journal for the Scholarship of Teaching & Learning is a publication of the Center for Excellence in Teaching at Georgia Southern University, Statesboro, Georgia, USA.