Universal Journal of Educational Research Vol. 4(2), pp. 426 - 431
DOI: 10.13189/ujer.2016.040217
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Redesigning the Student Learning Approach through Personality Types and Pedagogies, A Case Study in an Undergraduate Engineering Course


Corinna Fleischmann 1, Elizabeth Nakagawa 1, Tyler Kelley 2,*
1 Civil Engineering Section, United States Coast Guard Academy, USA
2 Department of Management, United States Coast Guard Academy, USA

ABSTRACT

As the National Science Foundation and engineers throughout the world seek to strengthen the future of the engineering profession, the Civil Engineering (CE) program at the United States Coast Guard Academy embodies this initiative with a student focused approach. One course in particular, Materials for Civil and Construction Engineers (CE Materials), was restructured focusing on multiple pedagogies (e.g. traditional chalkboard writing, presentations, field trips, labs, etc.) to appeal to different student learning preferences and create a more inclusive learning environment. Utilizing the Myers-Briggs Type Indicator, instructors focused on the first two dichotomies, Extroversion vs. Introversion and Sensing vs. Intuition. With an innovative approach towards CE Materials, the goal of stimulating independent thinkers and assisting students with the retention of core course material is being achieved across a range of student learning preferences. By teaching the course in a way that encompasses all learning preferences, a greater breadth of students can succeed in and enjoy a civil engineering curriculum.

KEYWORDS
Pedagogy, Learning Types, Civil Engineering, Undergraduate

Cite this paper
Corinna Fleischmann , Elizabeth Nakagawa , Tyler Kelley . "Redesigning the Student Learning Approach through Personality Types and Pedagogies, A Case Study in an Undergraduate Engineering Course." Universal Journal of Educational Research 4.2 (2016) 426 - 431. doi: 10.13189/ujer.2016.040217.