Moving Beyond "Does Active Learning Work?" with the Engineering Learning Observation Protocol (ELCOT)
Moving Beyond "Does Active Learning Work?" with the Engineering Learning Observation Protocol (ELCOT)
复制标题
超越“主动学习有效吗？”
DOI：
10.18260/1-2--30827
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Jennifer Sherer
中科院分区：
文献类型：
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作者：
M. Sanders;Samuel A. Spiegel;Jennifer Sherer
梅根·桑德斯是科罗拉多矿业学院特雷夫尼创新教学中心的高级评估助理。在加入Mines之前，Megan曾在卡内基梅隆大学的Eberly卓越教学和教学创新中心工作，她的职责主要是支持教师在课程中对学生成绩进行研究。梅根的学科背景是教育心理学。她获得了她的博士学位从俄亥俄州州立大学，她的研究集中在高等教育的相关性的想法，我们如何定义它，学生如何看待它，以及如何衡量它的兴趣，继续通知她的工作。
Megan Sanders is the Senior Assessment Associate at the Trefny Innovative Instruction Center at the Colorado School of Mines. Before joining Mines, Megan worked at the Eberly Center for Teaching Excellence and Instructional Innovation at Carnegie Mellon University, where her role focused on supporting instructors in conducting research about student outcomes in their courses. Megan’s disciplinary background is in educational psychology. She earned her PhD from the Ohio State University, and her research focused on the idea of relevance in higher education—how we define it, how students perceive it, and how to measure it—an interest that continues to inform her work.