Rynearson, L. K. (2024, July), GIFTS: Awards & Recognition to Shape Values & Drive Behavior   Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48614

\bibitem{asee_peer_48614}
  Rynearson, L. K. (2024, July), \emph{GIFTS: Awards \& Recognition to Shape Values \& Drive Behavior }
  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts.
  10.18260/1-2--48614

Lee Kemp Rynearson.  "GIFTS: Awards & Recognition to Shape Values & Drive Behavior ".  15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July.  ASEE Conferences, 2024.  https://peer.asee.org/48614 Internet.  24 Jan, 2025

\bibitem{asee_peer_48614}
  Lee Kemp Rynearson.
  "GIFTS: Awards \& Recognition to Shape Values \& Drive Behavior ".
  \emph{15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48614 Internet.  24 Jan, 2025

@INPROCEEDINGS{asee_peer_48614
author = "Lee Kemp Rynearson"
title = "GIFTS: Awards \& Recognition to Shape Values \& Drive Behavior "
booktitle = "15th Annual First-Year Engineering Experience Conference (FYEE)"
year = "2024"
month = "July"
address = "Boston, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48614}
number = {10.18260/1-2--48614}
}

TY  - CPAPER
AB  - Extrinsic motivation in higher education environments including FYE classes is frequently provided by grades and their follow-on effects such as the ability to progress through the curriculum. While providing powerful extrinsic motivation in many circumstances, grades have limitations. For instance, FERPA prevents public discussion of student grades, which can limit the ability to publicly recognize students for specific exceptional work. Other limitations include that it is not realistically possible to grade all elements of student behavior that may be desirable, and that grades are limited to classwork when desired behavior or outcomes could be taking place outside of the context of specific classes or over longer time periods than a single marking period.

Awards and public recognition, inside or outside of specific classes, are potentially useful in ways that grades can be limited – awards are not limited by FERPA and can be publicly recognized, and they can be targeted at areas that may be difficult, inappropriate, or logistically infeasible to grade.  

The engineering program at [University Name] has created a set of awards that are given each year to selected students or teams in each year level (first-year, sophomore, etc.) that align with targeted values and behaviors to allow the program to repeatedly recognize and emphasize the outcomes we wish to see in students. The awards program is integrated closely with key classes in some cases (including first-year design and senior design sequences). The author looks forward to sharing details of this program and enumerating methods that comparable processes could be integrated into other classes or programs. This may be of interest at the level of individual instructors and classes, concentrations / majors, or entire engineering schools depending on the targeted outcomes and the resources available. While the concept of awards for students is not novel, there remain opportunities to benefit from wider discussion and more creative implementation of awards and recognition for students to shape values and drive behavior.

AU  - Lee Kemp Rynearson
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - GIFTS: Awards & Recognition to Shape Values & Drive Behavior 
UR  - https://peer.asee.org/48614
DO  - 10.18260/1-2--48614
ER  -