1. Redesign STEM Courses to Maximize Assessment …to collect and use data…
Jeffery S. Thomas
Assistant Teaching Professor
Civil, Architectural & Environmental Engineering

2. Inverted Classes
- watch videos outside of class
- work on homework during class
- do experiments during class

3. mechanics of materials
Quick Summary
1. more flexibility
2. lecture hall replaced by open/laboratory/computer space
3. opportunity for learning analytics
4. no significant change in student performance …yet
Class
Pages
Images
Videos
mechanics of materials
1750
5000
230
materials testing
1300
5500 42
structural analysis
500
590 10

4. Concepts
Demonstrations
Problems
Experiments

5. videos replace lecture
Effect of Video
Performance
Measure
Video Condition
traditional lecture
(n = 50)
videos replace lecture
(n = 195)
lecture + videos
(n = 668)
inverted
(n = 150)
mean final exam score
71.74
73.92
75.85
73.14
Effect of Ability
Performance
Measure
GPA group
Video Condition
traditional
lecture
(n = 50)
inverted
(n = 150)
mean final exam score
high GPA
76.66
81.63
low GPA
66.06
63.91

6. Effect of Instructor/Format Performance Measure
Instructor/Format Condition
instructors that use traditional format in mechanics of materials
instructor that uses
inverted format in mechanics of materials
mean score on common final exam in mechanics of materials
67.5
(n = 513)
66.9
(n = 556)
mean class grade
in structural analysis
86.1
(n = 40)
86.5
(n = 44)

7. to track resource usage
Google Analytics
to track resource usage

8. IDE 110
IDE 120
CivEng 217

9. GA-IDE 120

10. GA-IDE 120

11. GA-IDE 120

12. GA-IDE 120

13. GA-IDE 110
Navigation Patterns

14. GA-IDE 110
Comparing Content Usage per Quiz

15. GA-IDE 110
Comparing Semesters

16. GA-IDE 110
Comparing Semesters

17. GA-IDE 110
Conclusion:
43 hours of measured
engagement per student
Does not include:
textbook
MecMovies
WileyPLUS
etc

18. A New Way
of Grading

19. 2031 Short open-response questions
693 Processed into multiple choice
Variations
220 Categories
132 Enabling objectives
12 Terminal objectives

21. Individual Question Performance

22. Data, data, data…

29. Things I’ve been pondering…

30. Does (optional) attendance matter?

31. What about students that finish early?

32. How much do students need to write down?

33. What about gender and major?

34. Class rank?

35. How have textbooks changed?

36. How have textbooks changed?

37. How have textbooks changed?

38. Conclusions
student performance
student/instructor flexibility
student/instructor satisfaction
ability to evaluate future innovations

39. Missouri S&T EdTech, many student assistants
Questions?
Acknowledgements
Missouri S&T EdTech, many student assistants