Improvement In Learning Experiences By Adopting Student Centered Teaching Practices

The objective of this article is to emphasize the need to establish a strong first impression in the classroom for students’ successful learning experience and their retention in the curriculum. Teaching is an art that every instructor should master in order to help students learn efficiently and apply that knowledge in real world applications. Undergraduate students are very enthusiastic and eager to learn new concepts in a well-structured learning environment. In this paper, the authors investigate a freshman course of “Introduction to Metals and Metallurgy” as a baseline model in order to identify the need for making the connection with students on day one and providing guidelines to new engineering educators to successfully implement teaching practices that include use of modern technology, course redesign, grade distributions, and pedagogical techniques. The authors also report improved student evaluations and performance data, and correlate them to the continually improved teaching practices adopted by a new faculty member, who was mentored by a senior faculty member and the department chair. The percentage of DFW grades earned by students were improved from 60% for Fall 2013 to 24% in Spring 2014 and further to 8% in Summer 2014. The midsemester feedback and suggestions received from the students are also presented in this paper. The outcomes of this study over a period of three semesters emphasize: (1) connecting early with students, (2) using adequate modern technology to assist classroom teaching, (3) giving timely feedback to students, and (4) identifying clear expectations. In addition to the aforementioned measures, the new faculty member made extra efforts by meeting with students struggling in the course and assisted them with one-on-one tutoring. Authors believe that the findings of this study will help new engineering educators identify the Do’s and Don’ts of best teaching practices.