Dawn Zeligman - Academia.edu (original) (raw)

Papers by Dawn Zeligman

MSU) received a grant from the GE Fund to reform the early undergraduate engineering learning exp... more MSU) received a grant from the GE Fund to reform the early undergraduate engineering learning experience. Focusing on the key service course in Electrical and Computer Engineering (ECE 345), this project developed and implemented over a six-year period a new section based on innovative instructional approaches, including cross-disciplinary experiences in teamwork, design, and the use of advanced teaching technologies. This paper compares student self-assessed outcomes from these innovative sections with those from traditional sections of the course. Results support a central tenet of active and collaborative instruction, namely that student involvement in their own learning significantly improves self-assessed learning outcomes.

Journal of College Student Development, 2005

The topics of technology in higher education and online teaching/learning have for many years rec... more The topics of technology in higher education and online teaching/learning have for many years received increased attention among higher education researchers. Research on student learning abounds with examples of the ways in which technology is influencing teaching and learning in higher education (e.g., Lewis, Coursol, & Khan, 2001; Twigg, 2004). Ways that computers, in particular, have changed faculty and student attitudes, behaviors, and identities have received increasing attention (e.g., Arabasz, Pirani, & Fawcett, 2003; Tapscott, 1998), and a parallel body of research has emerged on how higher education administrators are responding to these changes (e.g., Distance Learning Task Force [DLTF], 2000; Green, 2003). It seems clear that whether students earn degrees completely online, participate in a combination of faceto-face (F2F) and online courses, or take courses that are hybrid F2F/online formats, they will continue to require an array of student services (

34th Annual Frontiers in Education, 2004. FIE 2004.

Michigan State University (MSU) received an educational research grant from the GE Fund in 1997 f... more Michigan State University (MSU) received an educational research grant from the GE Fund in 1997 for the purpose of seeking ways to reform the early undergraduate engineering learning experience. This educational research project-which is now in its seventh year-has investigated strategies for augmenting introductory core courses with innovative instructional approaches, including cross-disciplinary experiences in teamwork, design, and the use of advanced teaching technologies. Project goals include: improving the quality of the undergraduate student learning experience, encouraging faculty use of innovative instructional techniques, and institutionalizing these reforms. This paper presents a description of one of the course's evolution during the project, methods used to evaluate the course, and the effect of instructional innovations on student learning outcomes.

MSU) received a grant from the GE Fund to reform the early undergraduate engineering learning exp... more MSU) received a grant from the GE Fund to reform the early undergraduate engineering learning experience. Focusing on the key service course in Electrical and Computer Engineering (ECE 345), this project developed and implemented over a six-year period a new section based on innovative instructional approaches, including cross-disciplinary experiences in teamwork, design, and the use of advanced teaching technologies. This paper compares student self-assessed outcomes from these innovative sections with those from traditional sections of the course. Results support a central tenet of active and collaborative instruction, namely that student involvement in their own learning significantly improves self-assessed learning outcomes.

Journal of College Student Development, 2005

The topics of technology in higher education and online teaching/learning have for many years rec... more The topics of technology in higher education and online teaching/learning have for many years received increased attention among higher education researchers. Research on student learning abounds with examples of the ways in which technology is influencing teaching and learning in higher education (e.g., Lewis, Coursol, & Khan, 2001; Twigg, 2004). Ways that computers, in particular, have changed faculty and student attitudes, behaviors, and identities have received increasing attention (e.g., Arabasz, Pirani, & Fawcett, 2003; Tapscott, 1998), and a parallel body of research has emerged on how higher education administrators are responding to these changes (e.g., Distance Learning Task Force [DLTF], 2000; Green, 2003). It seems clear that whether students earn degrees completely online, participate in a combination of faceto-face (F2F) and online courses, or take courses that are hybrid F2F/online formats, they will continue to require an array of student services (

34th Annual Frontiers in Education, 2004. FIE 2004.

Michigan State University (MSU) received an educational research grant from the GE Fund in 1997 f... more Michigan State University (MSU) received an educational research grant from the GE Fund in 1997 for the purpose of seeking ways to reform the early undergraduate engineering learning experience. This educational research project-which is now in its seventh year-has investigated strategies for augmenting introductory core courses with innovative instructional approaches, including cross-disciplinary experiences in teamwork, design, and the use of advanced teaching technologies. Project goals include: improving the quality of the undergraduate student learning experience, encouraging faculty use of innovative instructional techniques, and institutionalizing these reforms. This paper presents a description of one of the course's evolution during the project, methods used to evaluate the course, and the effect of instructional innovations on student learning outcomes.