Asee peer logo
advanced search
Displaying all 2 results

Board 107: Communicating Findings about Online Forum Use among Undergraduates in Distance-delivered Calculus: Developing a Help Seeking Usage Model

Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray
Tagged Topics
NSF Grantees Poster Session
, nontraditional, and veteran undergraduates in engineering.Mr. Matthew Paul Jouffray c American Society for Engineering Education, 2018Communicating Findings about Online Forum Use among Undergraduates in Distance-delivered Calculus: Developing a Help seeking Usage ModelAbstractThis paper reports on the synthesis of multiple user-centered design (UCD) tools to develop amodel for student help seeking in STEM courses. Data used to construct the model was gatheredamong science, technology, engineering, and mathematics (STEM) undergraduates enrolled indistance-delivered calculus. The resultant help seeking “usage model” serves as a final projectoutcome of an NSF sponsored TUES Type I project entitled “Online Learning Forums
Relevance Score: 0.7579366

Board 139: Investing in Instructors: Creating Intelligent Feedback Loops in Large Foundational Courses for Undergraduate Engineering

Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech
Tagged Topics
NSF Grantees Poster Session
similar sentiments: “Theother thing that we don't really do and we haven't done this anywhere that I've worked and itwould be really nice if we could is get these instructors of different courses together to talk aboutexactly what to cover, to even just look over the syllabus. What's covered, what they expect theirstudents to know, and what they don't expect their students to know as well.” This participantalso shared: “For all I know, whoever teaches next semester's course that follows [course], theymight expect that their students understand one topic really very well and students are coming inwith no idea how to do it because I don't spend any time on it because I don't think it's thatimportant.”These statements are further supported by
Relevance Score: 0.415364