Evaluation of Student Reflection As a Route To Improve Oral Communication

Authors

  • Kenneth Mineart North Carolina State University • Raleigh, North Carolina 27695-7905
  • Matthew Cooper North Carolina State University • Raleigh, North Carolina 27695-7905

Abstract

 

 This study describes the use of guided self-reflection and peer feedback activities to improve student oral communication in a large ChE class (n ≈ 100) setting. Student performance tracked throughout an experimental semester indicated both reflection activities accelerated improvement in oral communication over control; student perception of the method is also positive. Use of guided reflection activities as described here was found to add a modest 8.5 minutes/student group of active time investment for instructors.

Author Biographies

Kenneth Mineart, North Carolina State University • Raleigh, North Carolina 27695-7905

Kenneth Mineart received his B.S.E. in the Department of Chemical and Biochemical Engineering from the University of Iowa. Currently, he is a Ph.D. student in the Department of Chemical and Biomolecular Engineering at North Carolina State University where he works in the field of block copolymers with Dr. Richard Spontak. Mr. Mineart has taken an active interest in chemical engineering education and has regularly served as a co-instructor and teaching assistant. His educational research interests focus around improving engineering students’ oral and written communication abilities.

Matthew Cooper, North Carolina State University • Raleigh, North Carolina 27695-7905

Matthew Cooper is a teaching assistant professor in the Department of Chemical and Biomolecular Engineering at North Carolina State University where he teaches Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical/Computational Methods. He is the recipient of the 2014 NCSU Outstanding Teacher Award, 2014 ASEE Southeastern Section Outstanding New Teacher Award, and currently serves as the ASEE Chemical Engineering Division’s newsletter editor. Dr. Cooper’s research interests include effective teaching, conceptual and inductive learning, integrating writing and speaking into the curriculum, and professional ethics.

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Published

2016-08-01

Issue

Vol. 50 No. 3 (2016): Summer 2016

Section

Manuscripts