Evaluation of evidence-based teaching techniques in a graduate fluid dynamics course

Abstract

This paper explores the use of modern, evidence-based teaching techniques in a graduate fluid dynamics course. Evidence-based learning and teaching techniques have become increasingly popular in undergraduate engineering courses, however, there is less documentation of the efficacy of the techniques in the graduate context. The study focuses on the use of three techniques that integrate well with the author's focus on the use of computer technology in the classroom. The techniques are guided notes, peer discussions (using Piazza), and gamification (using Kahoot!). The efficacy of the techniques in increasing student engagement with the course material and student understanding is self-assessed through a survey administered to the students at the end of the Fall 2019 semester. This assessment method is limited due to the small sample size studied (nine students), however, the data suggests that the use of these strategies may be helpful in student education. From the assessment, it was found that guided notes were considered helpful by students, and they were particularly helpful for studying. Online discussion using Piazza was not appreciated, however, the incorporation of discussion into the gamification framework of Kahoot! was appreciated.