Leonard Springer

Bio: Leonard Springer is an academic researcher. The author has contributed to research in topics: Creativity & Higher education. The author has an hindex of 2, co-authored 2 publications receiving 3229 citations.

Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis:

Abstract: Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.

value of sketching in teaching graphic design.

Abstract: Design is a comprehensive discipline encompassing several processes, tools, and methodologies, to create and communicate solutions. This requires research, gathering evidence, creative thinking, designing, refining, testing and, foremost, conveying an idea to a specific audience with a purpose. Over the past decades, higher education institutions and, especially, design schools have deployed Computer Aided Design (CAD) software into the curricula. This undertaking provided students with new tools to design, develop and implement in a fast-paced society. Digital technology has undoubtedly caused changes to the design process that have still to be fully understood. (Oxman, 2006, pp. 229-265).

ESSAY The value of sketching in the teaching of graphic design. Developing skills in a higher education institution

Abstract: Design is a comprehensive discipline encompassing several processes, tools, and methodologies, to create and communicate solutions. This requires research, gathering evidence, creative thinking, designing, refining, testing and, foremost, conveying an idea to a specific audience with a purpose. Over the past decades, higher education institutions and, especially, design schools have deployed Computer Aided Design (CAD) software into the curricula. This undertak-ing provided students with new tools to design, develop and implement in a fast-paced society. Digital technology has undoubtedly caused changes to the design process that have still to be fully understood. (Oxman, 2006, pp. 229-265).

Fostering creativity to Design Students as a problem-solving process for climate change

Abstract: According to the UN, creativity is a crucial factor to ensure a better world and recognized as a fundamental tool to further develop other abilities and problem-solving skills. Nevertheless, this requires individual curiosity, an open-mind, imagination, problem solving skills and a willingness to take action. Human activity is causing planetary climate change, thus causing destruction, and generating negative consequences for mankind. The explored question is whether creativity can address climate change issues, as regards to innovation, and consequently foster a preferred outcome. This approach provided insights on how students address a given challenge, using creativity and design innovation processes to address issues and create a viable outcome.The UN general secretary acknowledged that education encourages people to change attitudes and behaviours, helping them make informed decisions. This requires equity, inclusion, and relevance, towards the development of prosperous societies inhabiting a healthy planet. Whatever society invests on education, it will return onto society itself. In a classroom, young people can be taught the impact of global warming and learn how to adapt to climate change. Education empowers all people, but especially motivates the young to act. (Guterres, 2022).Designers are at the forefront of those able, and committed, to accomplish change. In addition, design education has significant importance addressing not only design issues but also climate change issues, fostering a viable sustainable change, towards the development of sustainable products and services. This, nonetheless, requires adaptation, resilience, and clear communication to a specific audience conveying a desired message. Design needs to incorporate sustainable practices, focusing on product life cycle, energy consumption, standardization, maintenance, repair, overhaul, reuse, and easy recycling. Thus, reducing waste and using the limited planetary resources.Design students learn by observing, listening, and mostly by doing, encouraged with good examples, hands-on experience, and supported with constructive feed-back. Active teaching methodologies require teachers to act as mediators, encouraging and challenging students to research and acquire knowledge thought applied practice, whereas individually or in group learning, constructing knowledge, exploring, in a process of creation, connection, and transformation.Mitigation of climate change requires global and local action, not only concerning greenhouse gases and natural resources management, but especially regarding complex social behaviours that require a shift towards sustainability.This exploratory research brings insight on higher education design students addressing changes and its implications with Problem Based Learning (PBL) methodologies, addressing design consequences, using creativity as a transformation tool in an interdisciplinary process in a fast-changing world that requires a paradigm shift.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Active learning increases student performance in science, engineering, and mathematics

Abstract: creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Does Active Learning Work? A Review of the Research

Abstract: This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Abstract: Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes