Student Perceptions of Learning Experiences in Large Mechanics Classes: An Analysis of Student Responses to Course Evaluation Surveys

Michelle Soledad is a doctoral student and graduate research assistant in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining AdDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture, where she worked on and managed systems maintenance and enhancement projects.

[1]  David B. Knight,et al.  Understanding the Effects of Transferring In Statics Credit on Performance in Future Mechanics Courses , 2016 .

[2]  Michael R. PHILLIPS,et al.  Secondary analysis of existing data: opportunities and implementation , 2014, Shanghai archives of psychiatry.

[3]  Erik Blair,et al.  Improving higher education practice through student evaluation systems: is the student voice being heard? , 2014 .

[4]  M. Parry.  "Supersizing" the College Classroom: How One Instructor Teaches 2,670 Students. , 2012 .

[5]  Catherine Mulryan-Kyne,et al.  Teaching large classes at college and university level: challenges and opportunities , 2010 .

[6]  Johnny Saldaña,et al.  The Coding Manual for Qualitative Researchers , 2009 .

[7]  L. Hongyan.  THE TEN GENERATIONS OF AMERICAN HIGHER EDUCATION , 2006 .

[8]  Hsiu-Fang Hsieh,et al.  Three Approaches to Qualitative Content Analysis , 2005, Qualitative health research.

[9]  Barbara M. Moskal,et al.  Qualitative Methods Used in the Assessment of Engineering Education , 2004 .

[10]  Nahid Golafshani,et al.  Understanding Reliability and Validity in Qualitative Research , 2003 .

[11]  Elisa Carbone,et al.  Students Behaving Badly in Large Classes , 1999 .

[12]  Elisa Carbone,et al.  Teaching Large Classes: Unpacking the Problem and Responding Creatively , 1998 .

[13]  J. Tagg,et al.  From Teaching to Learning — A New Paradigm For Undergraduate Education , 1995 .

[14]  A. Huberman,et al.  Qualitative Data Analysis: A Methods Sourcebook , 1994 .

[15]  J. Hammons,et al.  PROFESSIONAL AND ORGANIZATIONAL DEVELOPMENT NETWORK IN HIGHER EDUCATION , 2017 .

[16]  Susan M. Lord,et al.  Cambridge Handbook of Engineering Education Research: Curriculum Design in the Middle Years , 2014 .

[17]  L. Theobalt.  THE EMPIRICAL CASE AGAINST LARGE CLASS SIZE: ADVERSE EFFECTS ON THE TEACHING, LEARNING, AND RETENTION OF FIRST YEAR STUDENTS , 2010 .

[18]  Brett D. Jones.  Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. , 2009 .

[19]  Joseph B. Cuseo.  The Empirical Case against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students. , 2007 .

[20]  R. Calfee.  Methods of educational and social science research: An integrated approach (2nd ed.) , 1999 .

[21]  Alan Jenkins,et al.  Teaching Large Classes in Higher Education : How to Maintain Quality with Reduced Resources , 1992 .

[22]  Francis J. DeMatteo,et al.  Human Learning , 2020, Delivering Psycho-educational Evaluation Results to Parents.