Magel P Su
Datos Biográficos
| ID | 9256850 |
|---|---|
| NOMBRE | Magel P Su |
| NOMBRES | Magel P |
| APELLIDO | Su |
| FIRMA | SU M P |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0003-4898-5024 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| OBRAS COMO AUTOR | 2 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2018 |
| ÍNDICE H | 0 |
How a Flexible Classroom Affords Active Learning in Electrical Engineering
Contribution: This paper presents evidence demonstrating ways in which flexible classrooms (which have movable tables and chairs that can be rearranged into different layouts) afford active learning. It highlights the quantitative increase in active learning that occurs for one instructor and discusses how the affordances of the flexible classroom support qualitatively better instructor-student and student-peer interaction during active learning.…
Gendered Risks of Team-Based Learning
Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams' apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students' satisfaction with PBL teams, with t…
Sin obras prominentes en esta página.
How a Flexible Classroom Affords Active Learning in Electrical Engineering
Contribution: This paper presents evidence demonstrating ways in which flexible classrooms (which have movable tables and chairs that can be rearranged into different layouts) afford active learning. It highlights the quantitative increase in active learning that occurs for one instructor and discusses how the affordances of the flexible classroom support qualitatively better instructor-student and student-peer interaction during active learning.…
Gendered Risks of Team-Based Learning
Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams' apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students' satisfaction with PBL teams, with t…
Computer Science (2 obras) · Psychology (2 obras) · Active learning (machine learning) (1 obra) · Affect (linguistics) (1 obra) · Affordance (1 obra) · Applied Psychology (1 obra) · Artificial Intelligence (1 obra) · Artificial Intelligence (1 obra) · Educational Environments and Student Outcomes (1 obra) · Engineering (1 obra)