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Assessment of Student Learning in Undergraduate Engineering Courses Using Quizzes In Lieu of Homework

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Assessment of Student Work

Tagged Division

Educational Research and Methods

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Paper Authors


James H. Allen III University of Evansville

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Associate Professor of Civil Engineering at the University of Evansville in Evansville, IN.

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Jared Fulcher University of Evansville

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Dr. Fulcher is an assistant professor of mechanical engineering at the University of Evansville. He is faculty adviser of the student chapter of the Society of Automotive Engineers (SAE) and faculty adviser to the UE SAE Baja Design Team. He is also the faculty adviser of Tau Delta Kappa, the University of Evansville Engineering Honor Society. He earned a B.S. in Mechanical Engineering at the University of Kentucky Extended Campus in Paducah, KY. He received both a M.S. and a PhD. in Mechanical Engineering from the University of Kentucky in Lexington, KY.

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Suresh Immanuel Selvaraj University of Evansville

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Dr. Suresh Immanuel Selvaraj is an associate professor of civil engineering at the University of Evansville, IN. He holds a PhD degree from Auburn University and a licensed professional engineer. His research interests are in engineering education, pavement design and analysis, pavement management, and pavement instrumentation. At the University of Evansville, he teaches courses such as transportation engineering, soil mechanics, geotechnical engineering, advanced pavement design and management, and surveying.

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The paper is an Evidence-Based Practice Paper that presents the justification and challenges of a group of instructors in a mechanical and civil engineering program at the University of Evansville, located in Evansville, IN. During a multi-year study in undergraduate engineering courses, the effectiveness of daily homework assignments is investigated and a comparison of an alternative “quiz only” approach is made for undergraduate basic mechanics and pre-engineering classes including statics and dynamics. Results of a course offering a hybrid quiz and homework approach are then explored. Effective teachers continue to search for evidence that the topics they teach are being easily received and clearly processed by their students. In recent years, as student behaviors have changed and access to information has become more mainstream, teachers are faced with new challenges to classical learning techniques. Educators at engineering universities across the United States have employed a variety of different ideas related to homework and quizzes in their attempts to improve student learning. A specific comparison of cohort groups that have progressed through basic engineering classes such as statics and dynamics into upper-level major specific classes such as soil mechanics are also presented. Several cohorts starting as freshmen in statics and progressing through upper-level design classes provide a broad overview of the impact of this teaching pedagogy. Comparisons and correlations for each of these approaches are made to their corresponding in-class exams. Potential improvements as well as current limitations to this study are then revealed.

Allen, J. H., & Fulcher, J., & Selvaraj, S. I. (2017, June), Assessment of Student Learning in Undergraduate Engineering Courses Using Quizzes In Lieu of Homework Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27640

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