STUDENT EVALUATION OF TEACHING IN AN ENGINEERING CLASS AND COMPARISON OF RESULTS BASED ON INSTRUCTOR GENDER

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Abstract

 Abstract 

A sophomore core chemical engineering course was co-taught by two different instructors in Spring 2016 and Spring 2017 with approximately 90 students both semesters via an active learning environment in a collaborative learning space. Both instructors were present for almost all lectures and each instructor delivered approximately 50% of the lectures. The learning environment consisted of students working in three to four person teams supported by pre- and/or post-recorded content with pre-quizzes to hold students accountable for pre-class content material.

Author Biography

Byron R Hempel, University of Arizona

Chemical and Environmental Engineering

PhD Graduate Student

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Published

2019-03-06

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Manuscripts