The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally‐Taught Students
Abstract
In a longitudinal study at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. The courses made extensive use of active and cooperative learning and a variety of other techniques designed to address a broad spectrum of learning styles. Previous reports on the study summarized the instructional methods used in the experimental course sequence, described the performance of the cohort in the introductory chemical engineering course, and examined performance and attitude differences between students from rural and urban backgrounds and between male and female students.1–4 This paper compares outcomes for the experimental cohort with outcomes for students in a traditionally‐taught comparison group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical engineering, and many more of the graduates in this group chose to pursue advanced study in the field. Since the experimental instructional model did not require small classes (the smallest of the experimental classes had 90 students) or specially equipped classrooms, it should be adaptable to any engineering curriculum at any institution.
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Cites
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Cooperative learning : increasing college faculty instructional productivity
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Felder, R. M. (1993) · The journal of college science teaching · Cited by 947
Self-citationPromoting Active Learning: Strategies for the College Classroom
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Besterfield‐Sacre, M., Atman, C. J., & Shuman, L. J. (1997) · Journal of Engineering Education · doi:10.1002/j.2168-9830.1997.tb00277.x · Cited by 436
Felder, R. M., Felder, G. N., Mauney, M., Hamrin, C. E., & Dietz, E. J. (1995) · Journal of Engineering Education · doi:10.1002/j.2168-9830.1995.tb00162.x · Cited by 384
Self-citationA Longitudinal Study of Engineering Student Performance and Retention
Felder, R. M., Baker-Ward, L., Dietz, E. J., & Mohr, P. H. (2005) · Proceedings. Twenty-Second Annual conference Frontiers in Education · doi:10.1109/fie.1992.683370 · Cited by 306
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Cited by
Active learning increases student performance in science, engineering, and mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1319030111 · Cited by 9,787
Quantitative, Qualitative, and Mixed Research Methods in Engineering Education
Borrego, M., Douglas, E. P., & Amelink, C. T. (2009) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2009.tb01005.x · Cited by 770
Peer instruction: From Harvard to the two-year college
Lasry, N., Mazur, E., & Watkins, J. (2008) · American Journal of Physics · doi:10.1119/1.2978182 · Cited by 356
Assessment in Engineering Education: Evolution, Approaches and Future Collaborations
Olds, B. M., Moskal, B. M., & Miller, R. L. (2005) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2005.tb00826.x · Cited by 338
A Contribution To Validation Of Score Meaning For Felder Soloman's Index Of Learning Styles
Zywno, M. (2020) · 2003 Annual Conference Proceedings · doi:10.18260/1-2--12424 · Cited by 329
Metadata
- Authors
- Felder, R. M., Felder, G. N., & Dietz, E. J.
- Venue
- Journal of Engineering Education
- Publisher
- Wiley
- Published
- 1998-10
- Volume
- 87
- Issue
- 4
- Pages
- 469-480
- ISSN
- 1069-4730 (ISSN-L)
- 2168-9830
- OpenAlex
- W2078446599
- Cited by
- 428
- References
- 18
- FWCI
- 228.87
- Type
- journal article
- Language
- en
- Open access
- closed
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- Felder, R. M., Felder, G. N., & Dietz, E. J. (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally‐Taught Students. Journal of Engineering Education. https://doi.org/10.1002/j.2168-9830.1998.tb00381.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
