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CE 150: Principles of Environmental Engineering

Focused Learning, Exam Anxiety, Assessment

Reflection on Instructional Change for Equity-Minded Instruction:

As my course covers several topics, students are usually overwhelmed by the information in the lecture. To reduce the students' anxiety and distraction during the lecture, I prepared a set of skeleton notes (fill-in-the-blank worksheets) and provided them on Canvas and students are encouraged to complete these worksheets during the lecture. Skeleton (guided) notes are partial lecture note handouts, and I used them in my course to maintain student engagement throughout a class period. I used the skeleton notes as an interactive tool to support the focus of the students and keep them active in a dialog with me as they complete the notes as the lecture progresses. This active role in their learning process empowers them and instills a sense of responsibility.

Another strategy I implemented in my course is providing practice exams. As my course covers several topics, I found critical benefits in using this technique to reduce test anxiety for the students. One of the primary benefits of practice exams is familiarity with the exam pattern. Each exam has its unique format, and knowing what to expect can significantly reduce anxiety. Familiarity with the types of questions and time allocation allows students to strategize their approach effectively. In addition, the practice exams enhance long-term memory retention to re-consolidate knowledge and improve students' ability to recall information. Also, the practice exams allow students to monitor their understanding, gauge their knowledge, and enhance their metacognitive skills, so they know what topics they have mastered or areas that require more attention in their studies.

The third strategy I implemented in my course is providing a question bank for their preparation for the exams. One invaluable tool in enhancing student exam readiness is incorporating a question bank that the students write. The question bank engages students in the learning process by contributing a question to a curated collection of practice questions designed to mirror the challenges students are likely to face in a real exam setting. Through consistent practice using the question bank, students develop the ability to analyze information critically, make informed decisions, and solve problems.

The students' feedback about these strategies has been overwhelmingly positive, with many reporting that the sample exams and question bank significantly helped them focus their efforts and reduced their anxiety during the exam. The use of skeleton notes was also praised, with many students acknowledging that it helped them to focus on the lecture and learn more during the session. Importantly, the feedback on the question bank technique indicated that students not only felt more confident and less stressed during exams but also performed better academically. This reassures us of the effectiveness of these strategies in improving student learning outcomes.

Overall, the project has not only improved student learning outcomes but also fostered a supportive environment that encouraged students to pursue STEM subjects with greater enthusiasm and resilience. This is a testament to the positive impact of these strategies and should make us all proud of the work we are doing to enhance student learning.

**Evidence of Instructional Change**
Skeleton (guided) note	Question bank
Skeleton (guided) notes are partial lecture note handouts used in my course to maintain student engagement throughout a class period.	Each student writes a problem for the final exam, and I compiled it into a question bank.

Changes in Course Syllabus and Schedules:

Pre Minigrant - Syllabus and Schedule

Post Minigrant - Syllabus and Schedule

Minigrant Impact Data:

Pre Minigrant - DFW rate, Equity gap data

CE150 DFW attribute by ethnicity

Post Minigrant - DFW rate, Equity gap data (*To be completed for FINAL report)

**Faculty Bio**
	Dr. Amir Motlagh is an Assistant Professor in the Department of Civil Engineering at California State University, Sacramento. He holds a Ph.D. in Environmental Engineering from the University of Utah. His previous experiences include working as a research assistant at the University of Toledo and as a postdoctoral researcher at the University of Central Florida.

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.