Abstracts – Browse Results
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Adekunle, O O (2019) A linear programming-based optimization model to address skilled labor shortages through strategic investments in the construction industry, Unpublished PhD Thesis, , Morgan State University.
Graham, T E (2002) Infrastructure engineering evaluation and assessment using geographic information system and the analytic hierarchy process: A cross-discipline approach, Unpublished PhD Thesis, , Morgan State University.
Owolabi, O V (2021) The use of active learning pedagogy in two undergraduate remote civil engineering classrooms: A mixed methods study, Unpublished PhD Thesis, , Morgan State University.
- Type: Thesis
- Keywords: motivation; active learning; civil engineering; learning; teaching; focus group; professional; interview
- ISBN/ISSN:
- URL: https://www.proquest.com/docview/2541353200
- Abstract:
Engineering leaders around the world are concerned about the decrease in skilled professionals in engineering fields. This concern led to the exploration of active learning in two undergraduate civil engineering courses. The purpose of this mixed-methods study is to investigate the impact of active learning on engineering students’ motivation to persist in civil engineering. This study employed the principles of constructivist learning theory to define an ideal academic environment for civil engineering undergraduate students. Using a convergent parallel multiphase mixed approach, this study aimed to answer three research questions: 1. To what extent do civil engineering instructors employ active learning pedagogy in teaching engineering students? 2. How does active learning impact undergraduate civil engineering students’ motivation to persist in civil engineering courses? 3. What is the nature of undergraduate students’ motivation in two civil engineering remote classes? The COPUS instrument was used to observe two 12 week long 2020 summer remote classrooms, documenting activities that students and instructors were implementing in the classrooms. MSLQ survey was administered at the end of the semester to the 30 students from both classes. Also, data were collected by conducting interviews with instructors of both classes throughout the semester. A focus group discussion was also carried out with seven students from the two observed classrooms. Findings show that the dominating pedagogy in the two selected undergraduate engineering classrooms is teacher-centered as the teachers lectured for more than 50% of the class sessions. Also, findings of the study showed that the nature of the students’ motivation in the selected courses was intrinsic. The data also showed that student-centered instructional practices motivate the students in their courses. Recommendations were given to promote an active learning remote classroom. Theoretical and practical implications were also discussed.
Sabellano, R E (2023) Development of a decision-making tool for bridge preservation and maintenance, Unpublished PhD Thesis, , Morgan State University.