Hertz, J. L., & Whalen, R., & Mukasa, C., & Sangster, J. (2020, June), Fourth Time Around: Do Classes Get Better with Instructor Repetition?  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34690

\bibitem{asee_peer_34690}
  Hertz, J. L., \& Whalen, R., \& Mukasa, C., \& Sangster, J. (2020, June), \emph{Fourth Time Around: Do Classes Get Better with Instructor Repetition?}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34690

Joshua L. Hertz, Richard Whalen, Constantine Mukasa, and John Sangster P.E..  "Fourth Time Around: Do Classes Get Better with Instructor Repetition?".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34690 Internet.  24 Jun, 2024

\bibitem{asee_peer_34690}
  Joshua L. Hertz, Richard Whalen, Constantine Mukasa, and John Sangster P.E..
  "Fourth Time Around: Do Classes Get Better with Instructor Repetition?".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34690 Internet.  24 Jun, 2024

@INPROCEEDINGS{asee_peer_34690
author = "Joshua L. Hertz, Richard Whalen, Constantine Mukasa, and John Sangster P.E."
title = "Fourth Time Around: Do Classes Get Better with Instructor Repetition?"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34690}
number = {10.18260/1-2--34690}
}

TY  - CPAPER
AB  - This complete, evidence-based practice paper presents a study that compares student learning outcomes and perceptions of class experience for students enrolled in different sections of a course taught by the same instructor in the same semester. For a variety of reasons, instructors in first-year engineering programs are particularly likely to lead multiple sections of a course each semester.  A commonly held perception among instructors is that student grades and student course evaluations improve, on average, in sections that are taught during later repetitions within their daily or weekly schedule. Relatedly, instructors (and students) commonly think of an early morning class as less effective than a class later in the day; however, the cause may be—at least in part—due to the fact that an earlier class is more likely to be the first time this semester that the instructor is teaching that day’s content. In this paper, we describe our findings in a study that compiles data from multiple instructors and multiple years. Final semester grades were used as a metric of student learning outcomes, and responses to quantitative questions in the end-of-semester student course evaluation surveys were used as a metric of student perceptions of their class experience. Contrary to instructor perceptions, only a slight improvement of a few percentage points in the student perceptions was found for the third section in the instructor’s week. This increase was found across multiple metrics and, though small, is found to be statistically significant. A case study of a new instructor teaching new content is included, examining the confounding factors that may be masking the expected impact of improvement with repetition.
AU  - Joshua L. Hertz
AU  - Richard Whalen
AU  - Constantine Mukasa
AU  - John Sangster P.E.
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Fourth Time Around: Do Classes Get Better with Instructor Repetition?
UR  - https://peer.asee.org/34690
DO  - 10.18260/1-2--34690
ER  -