When Students Keep Timesheets during a First-Year Engineering Project: Assignment Evolution and Student Perceptions
- Conference
- Location
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Daytona Beach, Florida
- Publication Date
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August 6, 2017
- Start Date
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August 6, 2017
- End Date
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August 8, 2017
- Conference Session
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WIP: Engineering Education Research - Focus on Problem Solving
- Tagged Topic
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FYEE Conference - Works in Progress Submission
- Page Count
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4
- DOI
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10.18260/1-2--29444
- Permanent URL
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https://peer.asee.org/29444
- Download Count
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316
Paper Authors
Krista M Kecskemety Ohio State University
Krista Kecskemety is an Assistant Professor of Practice in the Department of Engineering Education at The Ohio State University. Krista received her B.S. in Aerospace Engineering at The Ohio State University in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between the two.
Lauren Corrigan Ohio State University
Lauren Corrigan is a lecturer in the Department of Engineering Education at The Ohio State University. She earned both her Bachelor’s and Master’s in Civil and Environmental Engineering from Ohio State. She has two years of industry experience as an environmental engineering consultant. Her responsibilities included solid waste design, construction quality assurance, and computer aided design in support of various environmental projects. Lauren currently engages in teaching and curriculum development within the First-Year Engineering Program. Her research interests include the retention and success of students in STEM fields, with a particular focus on under-represented populations.
Paul Alan Clingan The Ohio State University
Abstract
Using timesheets to keep track of work is a common task for engineers. In a first-year engineering course, students were asked to track the time spent on their design and build robot project. Students had different category choices to select. Based on these timesheets the students were to use this data when reporting on their project. The results from the timesheet tracking were valuable for instructors to provide real-time feedback to the teams about workload. Students were then asked to provide feedback about the timesheet process. Students were generally positive in the survey results about the timesheets. The survey indicated that the timesheets met the components of the MUSIC Model of Motivation. Improvements to the process were made for a second year implementation, which included a more streamlined reporting process. Results of this work-in-progress will help inform areas for future investigations.
Kecskemety, K. M., & Corrigan, L., & Clingan, P. A. (2017, August), When Students Keep Timesheets during a First-Year Engineering Project: Assignment Evolution and Student Perceptions Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. 10.18260/1-2--29444
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