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Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using

Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS), based on expectancy theory, was designed, tested, and validated for this purpose.

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    Date Created
    • 2017-03-29
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  • Text
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    Identifier
    • Digital object identifier: 10.3991/ijep.v7i2.6808
    • Identifier Type
      International standard serial number
      Identifier Value
      2192-4880
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    This is a suggested citation. Consult the appropriate style guide for specific citation guidelines.

    Judson, E., Ross, L., Middleton, J., & Krause, S. (2017). Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies. International Journal of Engineering Pedagogy (iJEP), 7(2), 65. doi:10.3991/ijep.v7i2.6808

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