Course Quality Improvement in Design Education

Autor/inn/en	Mentzer, Nathan; Mohandas, Lakshmy; Farrington, Shawn; Laux, Dawn
Titel	Course Quality Improvement in Design Education
Quelle	In: Journal of Technology Education, 33 (2021) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-4702
Schlagwörter	Educational Quality; Educational Improvement; Design; Student Motivation; Student Attitudes; Teaching Methods; Technology Education; Engineering Education; Educational Experience; Course Evaluation; Educational Change; Scores; Research Universities; Active Learning; Teacher Evaluation; College Faculty; Undergraduate Students + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Schulische Motivation; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Bildungserfahrung; Bildungsreform; Forschungseinrichtung; Aktives Lernen; Teacher appraisal; Lehrerbeurteilung; Fakultät
Abstract	Teaching design in technology and engineering education is one of the key "Standards for Technological and Engineering Literacy" (International Technology and Engineering Educators Association, 2021). Still, it can be challenging to provide a high-quality educational experience aligned with the standards required in introductory technology and engineering courses. Even after thorough preparation and delivering valuable content to students, students may feel the course was of low quality because it was required or not interesting. Our study investigated how improving the design thinking in technology courses based on the Expectancy Value Theory of motivation can impact students' perceived course quality, as evidenced by course and instructor ratings. This study included nearly 1000 students in 25 sections. Quantitative analysis was completed using a t-test to measure differences in end-of-course evaluation scores for each section, and qualitative analysis of student evaluation responses was done through thematic analysis method. Our study showed that after making changes to a course based on Expectancy Value Theory, students' ratings of both the course and instructor increased significantly. Expectancy Value Theory focuses the instructors' course improvement efforts on three aspects which were manageable and resulted in significant improvement. (As Provided).
Anmerkungen	Journal of Technology Education. Illnois State University. 215 Turner Hall, Campus Box 5100, Normal, IL 61790. Web site: https://jte-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01