The drive to encourage young people to pursue degrees and careers in engineering has led to an increase in student populations in engineering programs. For some institutions, such as large public research institutions, this has led to large class sizes for courses that are commonly taken across multiple programs. While this decision is reasonable from an operational and resource management perspective, research on large classes have shown that students suffer decreased academic engagement, motivation and achievement. Instructors, on the other hand, report having difficulty establishing rapport with their students and a growing inability to monitor students' learning gains and provide quality individualized feedback. To address these issues, our project draws from Lattuca and Stark's Academic Plan model, which incorporates a thorough consideration of factors influencing curricular activities that can be applied at the course, program, and institutional levels, and assumes that instructors are key actors in curriculum development and revision. We aim to revitalize feedback loops by productively leveraging institutional data to help instructors and departments continuously improve.
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