STUDENT EVALUATION OF TEACHING IN AN ENGINEERING CLASS AND COMPARISON OF RESULTS BASED ON INSTRUCTOR GENDER

Abstract

A sophomore core chemical engineering course was co-taught by two different 4 instructors in Spring 2016 and Spring 2017 with approximately 90 students both semesters via an 5 active learning environment in a collaborative learning space. Both instructors were present for 6 almost all lectures and each instructor delivered approximately 50% of the lectures. The learning 7 environment consisted of students working in three to four person teams supported by pre- 8 and/or post-recorded content with pre-quizzes to hold students accountable for pre-class content 9 material.