Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Glenn R. Gaudette, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

humanitarian approach toengineering. Each team was asked to:  Identify a problem, and frame it in a way that it can be solved;  Propose and evaluate several possible solutions before selecting one;  Write a problem statement;  Identify what is not known, decide on a methodology for learning more;  Write an annotated bibliography;  Conduct the research and develop a viable solution;  Assess the pros and cons of the chosen solution vis à vis other solutions;  Develop an assessment plan for the solution;  Write a project report and design a project poster  Present the project, explaining the problem and how the approach effectively addresses the problem.Although the task is challenging

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G. M. Rogers and J. K. Sando, “Stepping Ahead: An Assessment Plan Development Guide,”Rose-Hulman Institute of Technology, Terre Haute, Indiana, 1996.[2] M. J. Allen, Assessing Academic Programs in Higher Education. John Wiley & Sons, 2007.National Academy of Engineering Committee on the Engineer of 2020 Phase I, “The engineer of2020: Visions of engineering in the new century,” National Academy of Engineering,Washington, D.C., 2004.[3] T. Curran, C. Doyle, E. Cummins, K. McDonnell, and N. Holden, “Enhancing the first yearlearning experience for biosystems engineering

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and Their Impacts on StudentsA growing strand of scholarly dialogue in higher education explores connections betweenstudents’ emotional experiences with pressures and stress, and student achievement andretention. Relevant studies identify general academic pressures including parental expectations,grades, test taking, time pressures, and future plans [19] as well as those unique to engineeringstudents, such as family pressure to study the major [20]. Some studies specifically focus onstudent stress [21, 22] and impacts on students’ mental health [19, 23].Students often experience anxiety due to the stress of these expectations as well as fear of failureto fulfill them [24]. In the context of a study of psychological distress in college

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Gary Lichtenstein, Stanford University; Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Colorado School of Mines; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

. Dr. Loshbaugh taught in CSM's EPICS program, for which she developed extensive course and faculty-support materials, and designed and implemented a leadership course and overseas summer field session. She has recently been appointed to develop a diversity plan for CSM, and has experience in international education, corporate training and coaching, and academic editing.Brittany Claar, Colorado School of Mines Heidi G. Loshbaugh is an Assistant Research Professor in the Center for the Advancement of Engineering Education at Colorado School of Mines. She is also the Associate Director for CSM's Center for Engineering Education. Within the CAEE, Dr. Loshbaugh has been responsible for

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Kelley Racicot, Washington State University; Charles Pezeshki, Washington State University

Tagged Divisions

Educational Research and Methods

principles that the students are expected to learn and use for mapping theserelationships and assessment results. A House of Quality (HOQ) format [20] is used to keeptrack of industry, ABET, institution, program and course goals (Figure 2). The House of Qualityis a design tool used by industry to create a conceptual map of customer and engineeringrequirements and is used for planning and communication. In the Design Clinic, the HOQmatrix is used to illustrate the relationship between and across learning outcomes, trackassessments, identify areas for improvement, and create action plans.As a general rule, the definitions become more specific as you move from left to right. Forexample, cultural objectives are the important— and often undisclosed

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

(Question 4). A separate study is planned for freshman to be executedduring the fall 2013 semester. Students were asked about their parents’ educational achievementlevel and results are shown in Figure 2 (Question 5). 40% Percentage of Participatats 30% 20% 10% 0% My mother and father At least one of my One of my parents is a Both of my parents are have never attended parents attended college graduate. college graduates. college. college, but

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

about the purpose of supplemental material given? Questions · Did the participants clarify what questions they were supposed to answer? · Did the participants have a plan of action to answer the questions that they identified? Points of View · Did the participants ask whether there were other relevant viewpoints that should be considered? · Did the participants ask about the viewpoints expressed in

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, University of Colorado; Alyssa Nicole Berg, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

, University of Colorado, Boulder Alyssa Nicole Berg is currently an undergraduate in mechanical engineering at the University of Colorado, Boulder. She is interested in the energy field and plans on attending graduate school. Page 25.678.1 c American Society for Engineering Education, 2012 Graduate Students Mentoring Undergraduates in Research: Attitudes and Reflections about These ExperiencesOne-on-one mentoring relationships between 1st or 2nd year engineering undergraduate studentsand graduate student mentors were established and monitored during a semester-long formalresearch

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Brett D. Jones, Virginia Tech; Philip R. Brown, Virginia Tech

Tagged Divisions

Educational Research and Methods

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Kara Santelli, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

involve the tradeoff between the environmentand human life; and how this may change depending on the type of trees.Dam Construction. This MEA concerns the actual proposed construction of a dam in the SouthEastern Anatolia in Turkey. Having approved the initial plans, the Turkish government, for Page 15.499.6economic reasons, now must reduce the dam’s budget. Alternatives include reducing the dam’ssafety factor by either decreasing its height, substituting certain material or lengthening the timefor completing the project. Targeted concepts include: multi-criteria decision making, economicanalysis, and international perspectives in economic decision

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

discussing future goals, Sugar Cone studentsgenerated detailed descriptions of their future possible selves and the steps needed to achieve theseselves: I’m going to stick with the undergraduate Bioengineering program, pursue a Master’s and then, my goal is to ultimately work for a medical device company in research and design so, yeah, that’ll be the ultimate goal. Probably a Ph.D. also after I start working too. (Jeremy, male bioengineer junior) I plan to do the five year Master’s program here. And then, I’m thinking about med school. I’ve taken the practice MCAT a couple of times, but I’m not sure that’s really something I want to do, but I know that I’m very interested in the imaging, bioimaging type

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

being able to graduate. According to them,disengaged students who are mainly focused on their grades or in graduating without takingadvantage of the whole learning experience often struggle in many areas. One participantspecifically reflected on this issue: ―[Disengaged students] don‘t have long term plans, [they are] waiting for you to tell them what to do and when. [There is] no initiative or creativity. Everything is a means to an end: to pass or to graduate. You wonder what will happen to students like these – how will they cope? In a program like ours, they are the ones who consistently struggle with their engineering identity.‖This section of the interview provides insightful information on faculty members

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

classified them as an engineer or non-engineer, the participants weregiven the opportunity to self-identify as an engineer or non-engineer at the end of the interviewprocess. Page 23.240.12Interview Process Interviews were conducted at locations that were convenient to each participant. Allinterviews were audio recorded for the purpose of review by the researcher. Field notes were alsorecorded during each interview. For the purpose of this study, interviews were not transcribeddue to the limited time in which this study was conducted. In future research, I will conduct moreinterviews with participants and plan to transcribe and code

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

assignments).In preparation for our research, we classified the nineteen overt activities that were used as beingactive, constructive or interactive and based on Chi’s 24 framework.We selected two units, atomic bonding and crystal structures, to be used for this study. Afternegotiating with the faculty, we agreed on the type of activities (active, constructive, orinteractive) that would be offered within each unit. We planned only one type of activity perclass period, regardless of how many activities were offered, so that we could test for learningthat could be attributed to one particular type of activity. We planned the types of activities sothat a contrast could be made between active and interactive learning in the atomic bonding unit,and

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

diagram simulation. Asking her about that duringthe interview provided further insight into how hands-on activities benefited her learning. Inaddition to the planned questions, additional questions were asked during the interview toexplore additional topics that arose. In some cases these led to questions that were added to theinterview guides for the remaining students. Each interview lasted 20-30 minutes and wasdigitally recorded.All interviews were transcribed verbatim by an external transcriptionist. Analysis was conductedby coding each significant statement in the transcript with a brief descriptive tag. These codeswere generated by asking of the data questions such as “What is this an example of?” or “Howdid learning occur in this instance

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. However, there are many examples cited in the literature that point to alack of understanding of the user or an understanding of the way in which the product would beused that contributed to its failure8,10-11. According to Damadaran8: Without effective user involvement in all stages of planning and design the organization is simply storing up problems for the future. When the problems emerge post- implementation they are likely to be serious and more intractable because system changes become more expensive as the design progresses and ‘hardens’. (p. 365)How is it, then, that engineering programs should go about developing “design thinking” and theskills needed for human-centered design? What experiences contribute

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

time. Thus we are conducting an investigation of how pedagogical choices influencestudent attitudes and behaviors related to self-regulated learning in engineering classrooms.Research BaseDefining Self-Regulated LearningSelf-regulated learning has been defined by Boekaerts as “a complex, interactive process involvingnot only cognitive self-regulation but also motivational self-regulation” 14( p.161). Alternatively,Zimmerman8 defines SRL as “…self-generated thoughts, feelings, and actions that are planned andcyclically adapted to the attainment of personal goals” (p. 14). Pintrich 15 defined four assumptionsof self-regulated learning (SRL) models. The four are (a) learners are active participants inlearning, constructing meaning from

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

required to accomplish an authentic task(maximize reactor performance) with very little procedural or strategic information provided.This increase in cognitive demand in the strategic domain is facilitated by a decrease in demandin the haptic domain. Instead of spending time and cognitive resource setting up equipment andensuring functionality of instrumentation for a limited experiment, students are able to use theresources previously dedicated to these types of actions on other activities. Students mustmanage a budget, create and carefully plan the project strategy, and analyze and assimilate theinformation from multiple experiments that were easily run; the process of running the reactoronce, measuring selected wafers, and exporting the

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

about teaching in general. Page 22.693.11Although it was not an initial objective of this exercise, it was useful for students to learnvaluable teaching strategies as well as validate what they were learning in the class. Studentscame back with a robust set of observations and indicated that they learned teaching techniquesthat they plan to use. Plans are in place to repeat this exercise with a new set of students andfaculty members. Caution will be used such that faculty interviewed and emailed in this studywill not be contacted again.Bibliography1. ENGAGE Strategy Research Brief2. Astin, A. W. (1993). What Matters in College: Four Critical

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Rosa Goldstein, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, entrepreneurship, and modeling. She has served as an associate editor for the JEE and is currently associate editor for the AEE Journal.Rosa Goldstein , University of Pittsburgh Rosa Goldstein is an Undergraduate Industrial Engineering student at the University of Pittsburgh. Ms. Goldstein has been an active member of the University of Pittsburgh’s SHPE (Society of Hispanic Pro- fessional Engineers) chapter and currently holds the position as President. She recently studied abroad for a semester in Spain at Saint Louis University in Madrid. She will be starting her career this summer at Accenture and is hoping that her research experience this past year will reinforce her plans to attend graduate school in a few years

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

AC 2010-373: COMPUTATIONAL THINKING: WHAT SHOULD OUR STUDENTSKNOW AND BE ABLE TO DO?Dianne Raubenheimer, North Carolina State University Dr. C. Dianne Raubenheimer received her PhD from the University of Louisville and is Director of Assessment in the College or Engineering and Adjunct Assistant Professor in the Department of Adult and Higher Education at NC State University. Within the College of Engineering she serves as the coordinator of ABET and other accreditation processes, acts as an assessment & evaluation resource/consultant to faculty in different programs, develops and implements assessment plans, and serves as the primary educational assessment data analyst on the Dean’s

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

' Educational Engineering 2008 survey student Experiences and College and Career Education interviews Plans in an Ethnically Diverse Learning Environment5 Characterizing Design Learning: A Journal of July closed-ended design Mixed Methods Study of Engineering 2008 survey scenarios and Engineering Designers' Use of Education questions lab problems Language6 K-12 Outreach: Identifying the Journal of July pre-post test, focus groups Broader Impacts of Four Outreach

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

granted to domestic students is declining? These questions are fundamentalto the work of engineering educators and engineering educational researchers. At universitieslike the University of Michigan (U-M), recent curriculum plans have been developed to helpfaculty think about reshaping and revamping the curriculum to best train and developundergraduate students for the 21st century.7In an attempt to understand how to recruit and retain Millennial engineers, Chubin et al. (2008)analyzed data from the Academic Pathways Study to describe the Millennial generation’s—students born between 1982-2002—knowledge of engineering prior to college, their motivationfor choosing engineering, and their perceptions of their needed and gained skills.8

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. Page 24.1200.1 c American Society for Engineering Education, 2014 The Distribution of Family Friendly Benefits Policies across Higher Education Institutions: A Cluster AnalysisAbstractAlthough the underrepresentation of women in science and engineering tenure

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

Educational Research and Methods

and what challenges they faced in thehybrid and fully remote LEs. While it was planned to send at least two iterations of the survey tothe faculty, based on the feedback from the first iteration, the wording of the items was modifiedfurther and was created in Qualtrics for administration the last week in November of 2020. Thesurvey was made available to students for one week.Analysis: The data from the Delphi method was analyzed descriptively in Excel and the textualdata was analyzed to identify challenges and strategies that would be retained using basic manualcontent analysis. The quantitative part of the SES was analyzed descriptively using Excel andSPSS. The first section of the survey, which included all the strategies specifically used

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Singh Batra, Texas A&M University; Sunay Palsole, Texas A&M University

Tagged Divisions

Educational Research and Methods

validated through further testing in the futurewith different populations. Because of the qualitative nature of responses collected in the survey,we plan to further validate the results by conducting focus groups for the engineering populationin the future. This paper presented the survey design and testing in order to investigate the studentinteraction with instructors/TAs and with other students in online courses. To assess the studentinteraction with instructors/TAs and with other students in online vs. face-to-face courses, thestudents who took summer 2020 courses were asked to take an online survey which askedquestions related to summer 2020 (online courses) and fall 2019 (face-to-face courses). Thesurvey questions were related to tools

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

biology and chemistrycourses: A parallel approach.” Journal of Mathematics and Science: Collaborative Explorations,vol. 6, no. 1, pp. 11-20, 2003.[18] J. W. Creswell & J. C. Guetterman, Educational research: Planning, conducting, andevaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall, 2017.[19] R. W. Lent, “A social cognitive view of career development and counseling,” in Careerdevelopment and counseling: Putting theory and research to work, S. D. Brown & R. W. Lent(Eds.), John Wiley & Sons, Inc., 2005, pp. 101–127.[20] R. W. Lent & S. D. Brown. “On conceptualizing and assessing social cognitive constructsin career research: A measurement guide”. Journal of career assessment, vol. 14, no. 1, pp

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34012Who Benefits from Equitable Grading? A Case Study from a Core Electricaland Computer Engineering CourseMs. Lauren Singelmann, North Dakota State University Lauren Singelmann is a PhD Student in Electrical and Computer Engineering and STEM Education at North Dakota State University. Her research interests are innovation-based-learning, learning analytics, and K-12 Outreach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area. American

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joshua D. Marquit, Penn State Brandywine

Tagged Divisions

Educational Research and Methods

informationand surveys via the Canvas LMS, and appreciation for the generous gift cards as a majorincentives. Another important observation was made that course incentivized and/or orchestratedgroups would have a positive impact on some students by helping them overcoming socialbarriers (aligning with previous findings [5]): “It would actually be way cool if you took this opportunity to help make groups for people like me. I don’t know where to go to search for friends, so it would be a good thing to have people make groups. I really don’t know where to go to search for friends, so it would be a good thing to have people make groups.” Along with implementing the survey feedback, we plan to develop and implement asmaller scale longitudinal

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheena Miao Ying Tan, Simon Fraser University; Taco Niet Ph.D., P.Eng., School of Sustainable Energy Engineering, Simon Fraser University; Kamaria Kuling, Simon Fraser University

Tagged Divisions

Educational Research and Methods

usingWeBWorK prelab problems to support students’ learning. Specifically, our study seeks toaddress the question: What is the impact of the WeBWorK prelab problem sets on students’preparedness for lab sessions, students’ learning and students’ engagement during labsessions?(Due to the COVID-19 pandemic, the course was moved entirely online and the format andthe structure of the original lab sessions implemented were affected. Although the shifts inthe format and structure may not fully reflect the usual state of the original lab sessions andthe corresponding observations, the study was carried out mostly as planned.)Utilizing Online Homework SystemsOne of the key advantages of online homework systems is that students can receiveimmediate feedback