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Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Faculty Development Medley!

Tagged Division

Faculty Development Division

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--34643

Permanent URL

https://peer.asee.org/34643

Download Count

53

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Paper Authors

biography

Cassie Wallwey Ohio State University

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Cassie Wallwey is currently a Ph.D. student in Ohio State University's Department of Engineering Education. She is a Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering classrooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017) and M.S. (2018) in Biomedical Engineering from Wright State University.

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biography

Rachel Louis Kajfez Ohio State University Orcid 16x16 orcid.org/0000-0001-9745-1921

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Dr. Rachel Louis Kajfez is an Assistant Professor in the Department of Engineering Education at The Ohio State University. She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity of undergraduate and graduate students, first-year engineering programs, mixed methods research, and innovative approaches to teaching.

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Abstract

This theory paper submitted to the Faculty Development ASEE Division will organize and frame literature around feedback and research related to the impact of feedback in engineering courses. Student learning is monitored, informed, and measured by instructors using a variety of instruments and methods that have been developed, iterated upon, and improved through educational research. One classroom practice that has been shown to be beneficial to students is providing appropriate feedback. This paper will explore what is known about the impact of feedback on student learning and how that research is being applied in an engineering education setting. This literature review was used to create a conceptual model of feedback’s role and impact in an engineering classroom and will inform future research exploring the relationships between feedback, how students perceive and act on feedback, and how these perceptions and actions related to given feedback can be modeled using motivational theories. This literature review and model relating feedback to its impact on student motivation will be presented through a traditional lecture with the hope of informing practicing engineering educators of positive and effective methods of feedback that can be utilized in an engineering classroom to improve student learning.

Wallwey, C., & Kajfez, R. L. (2020, June), Exploring Literature on How Instructor Feedback Impacts STEM Student Motivation Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34643

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015