Learning/assessment: A tool for assessing liberative pedagogies in engineering education

TitleLearning/assessment: A tool for assessing liberative pedagogies in engineering education
Publication TypeConference Proceedings
Year of Publication2006
AuthorsRiley, D, Claris, L, Paul-Schultz, N, Ngambeki, I
Conference Name113th Annual ASEE Conference and Exposition, 2006, June 18, 2006 - June 21, 2006
Series TitleASEE Annual Conference and Exposition, Conference Proceedings
PaginationDassault Systemes; HP; Lockheed Martin; IBM; Microsoft; et al
PublisherAmerican Society for Engineering Education
Place PublishedChicago, IL, United states
Publication Languageeng
KeywordsENGINEERING , knowledge , LEARNING , STUDENTS
AbstractRecently some engineering educators have introduced liberative pedagogies (including feminist and critical pedagogies) in their classrooms. These pedagogies promise to impact student interest, motivation, and performance as they create democratic classrooms that encourage all voices, grounding learning in the authority of student experience. The author discusses the intent of liberative pedagogies to help students develop critical thinking skills and reflective action, and discusses an assessment tool that uses weblog (blog) technology to measure student learning as well as enhance it, encouraging reflection and enabling students to connect classroom content with personal experience.
NotesCompilation and indexing terms, Copyright 2009 Elsevier Inc.20075210997310ClassroomsEngineering educatorsPedagogiesReflective actions
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