2023 ASEE Annual Conference & Exposition

Many graduate courses are the ideal size for active learning to take place, and although the literature has shown that students may be resistant to student-centered approaches, we propose that active learning can be effectively introduced with appropriate supports. To build trust within the class and reduce barriers to student participation, a three-pronged approach towards active learning was implemented: not-for-credit socialization activities including a field trip and snack breaks, game-based student response systems including Kahoot and Pear Deck, and small group collaborations. Here, we use an end-of-course survey to understand student perceptions of this approach in a graduate Structure and Diffraction course of 13 students. Overall, the results of the student survey provide some evidence to support the use of multiple strategies to facilitate a sense of community, comfort with active participation and knowledge of course material. However, there was variation in student perceptions by activity (socialization, GSRS, small group collaboration) and by gender. Given their ease of use and potential to impact community building, learning, and comfort with active participation, a multi-pronged approach merits consideration in all graduate courses.