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ERIC Number: EJ1089682
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2332-3205
Redesigning the Student Learning Approach through Personality Types and Pedagogies, A Case Study in an Undergraduate Engineering Course
Fleischmann, Corinna; Nakagawa, Elizabeth; Kelley, Tyler
Universal Journal of Educational Research, v4 n2 p426-431 2016
As the National Science Foundation and engineers throughout the world seek to strengthen the future of the engineering profession, the Civil Engineering (CE) program at the United States Coast Guard Academy embodies this initiative with a student focused approach. One course in particular, Materials for Civil and Construction Engineers (CE Materials), was restructured focusing on multiple pedagogies (e.g. traditional chalkboard writing, presentations, field trips, labs, etc.) to appeal to different student learning preferences and create a more inclusive learning environment. Utilizing the Myers-Briggs Type Indicator, instructors focused on the first two dichotomies, Extroversion vs. Introversion and Sensing vs. Intuition. With an innovative approach towards CE Materials, the goal of stimulating independent thinkers and assisting students with the retention of core course material is being achieved across a range of student learning preferences. By teaching the course in a way that encompasses all learning preferences, a greater breadth of students can succeed in and enjoy a civil engineering curriculum.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator
Grant or Contract Numbers: N/A