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Exploring Student Perceptions Of Behavioral, Cognitive, And Emotional Engagement At The Activity Level In General Chemistry, Nicole Naibert, Elizabeth Vaughan, Kylee Brevick, Jack Barbera
Exploring Student Perceptions Of Behavioral, Cognitive, And Emotional Engagement At The Activity Level In General Chemistry, Nicole Naibert, Elizabeth Vaughan, Kylee Brevick, Jack Barbera
Chemistry Faculty Publications and Presentations
Although active learning strategies are being incorporated into many higher-education STEM courses, not all students benefit from these activities to the same extent. As these types of activities are designed to engage students in their learning, differences in student engagement may explain some of the differences in learning outcomes. However, before student engagement in active learning activities can be meaningfully measured using a self-report survey, it is important to evaluate if students perceive engagement similarly to the literature definitions on which these measures are based. Therefore, this study sought to explore students’ perceptions of the behavioral, cognitive, and emotional dimensions …
Development And Evaluation Of A Survey To Measure Student Engagement At The Activity Level In General Chemistry, Nicole Naibert, Jack Barbera
Development And Evaluation Of A Survey To Measure Student Engagement At The Activity Level In General Chemistry, Nicole Naibert, Jack Barbera
Chemistry Faculty Publications and Presentations
Student engagement is an important consideration when incorporating active learning activities into a classroom. To facilitate the large-scale assessment of students’ engagement in activities, a survey measure must first be developed and evaluated. Therefore, the goal of this study was to create a self-report measure of student engagement for use with active learning activities in general chemistry classes. The Activity Engagement Survey (AcES) was modified from an existing survey of engagement of middle and high school science students that contained behavioral, cognitive, emotional, and social engagement items. Multiple rounds of response process interviews and factor analyses were used to modify …
Cive 440: Reinforced Concrete Design I: Faculty-Led Inquiry Into Reflective And Scholarly Teaching (First) Course Portfolio, Chungwook Sim
Cive 440: Reinforced Concrete Design I: Faculty-Led Inquiry Into Reflective And Scholarly Teaching (First) Course Portfolio, Chungwook Sim
UNL Faculty Course Portfolios
This Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) Course Portfolio documents the instructor’s teaching practices and student learning for Reinforced Concrete Design I (CIVE 440) course. The contents of this course portfolio captures the CIVE 440 course that was taught on the Lincoln campus during the semester of Fall 2022. CIVE 440 is a structural engineering design elective offered every year in the Department of Civil and Environmental Engineering on both Lincoln and Omaha campus at University of Nebraska-Lincoln (UNL). The course objective is to help students to be able to use theory and experience to proportion and detail …