Ramo, N. L., & Nejad, J. E., & Popat, K. C., & Catton, K. (2018, June), Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31000

\bibitem{asee_peer_31000}
  Ramo, N. L., \& Nejad, J. E., \& Popat, K. C., \& Catton, K. (2018, June), \emph{Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31000

Nicole L Ramo, Jasmine Erin Nejad, Ketul C. Popat, and Kimberly Catton P.E..  "Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31000 Internet.  08 Jun, 2024

\bibitem{asee_peer_31000}
  Nicole L Ramo, Jasmine Erin Nejad, Ketul C. Popat, and Kimberly Catton P.E..
  "Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31000 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_31000
author = "Nicole L Ramo, Jasmine Erin Nejad, Ketul C. Popat, and Kimberly Catton P.E."
title = "Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31000}
number = {10.18260/1-2--31000}
}

TY  - CPAPER
AB  - This study describes the results of implementing intermittent active group learning sessions in a traditional lecture-only introductory course. Approximately 1 out of every 5 class periods was devoted entirely to group active learning focused on reviewing, applying, or otherwise emphasizing important topics from the lectures. This approach required little modification of previously prepared lecture materials and minimized the in-class time lost to student group formation. At the mid-point and conclusion of the semester-long course, students were asked to complete surveys which assessed their opinion on the course structure, the value of the various types of learning activities used and the benefit of the active learning sessions in general. Results show that students felt the problem-solving activities helped them “understand/apply course material and/or learn more about biomedical engineering” better than the research-based and hands-on activities. Correlating student assessments with demographical information revealed significant effects of gender, age group, learning style, and study habits. This study provides an example of an initial step instructors can take to transition from a lecture-only to a more active course structure and suggests that this method may be best received by younger, male students, and/or those who are already predisposed to social learning. The significant effects of social study habits (e.g., working on homework or studying with their activity group instead of alone) underscore the benefits of consistent activity groups over the course of the semester.
AU  - Nicole L Ramo
AU  - Jasmine Erin Nejad
AU  - Ketul C. Popat
AU  - Kimberly Catton P.E.
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Student Assessment of Active Learning Elements in 100-level Introductory Biomedical Engineering Course
UR  - https://peer.asee.org/31000
DO  - 10.18260/1-2--31000
ER  -