Anderson, P. M., & Hamel, C. M. (2024, July), GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48613

\bibitem{asee_peer_48613}
  Anderson, P. M., \& Hamel, C. M. (2024, July), \emph{GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool}
  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts.
  10.18260/1-2--48613

Paul Marcus Anderson and Catherine Marie Hamel.  "GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool".  15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July.  ASEE Conferences, 2024.  https://peer.asee.org/48613 Internet.  30 Dec, 2024

\bibitem{asee_peer_48613}
  Paul Marcus Anderson and Catherine Marie Hamel.
  "GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool".
  \emph{15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48613 Internet.  30 Dec, 2024

@INPROCEEDINGS{asee_peer_48613
author = "Paul Marcus Anderson and Catherine Marie Hamel"
title = "GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool"
booktitle = "15th Annual First-Year Engineering Experience Conference (FYEE)"
year = "2024"
month = "July"
address = "Boston, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48613}
number = {10.18260/1-2--48613}
}

TY  - CPAPER
AB  - In this GIFTS paper, the authors discuss the use of web-based, in-class polling platforms for active learning and formative assessments in fundamental engineering courses. Referred to by various terms, such as polling software, clickers, and audience engagement platforms, the in-class delivery of interactive questions to students’ internet-enabled devices is an established pedagogical tool. Having used such applications in a variety of courses over multiple years, both online and in-person, the authors offer several observations and best practices that are broadly applicable to all engineering courses, including those in a student’s first year. We highlight the use of two tools that have been used to deliver a roughly even mixture of active learning activities (which extend comprehension of new concepts) and formative assessments (which check understanding of past material). We have found that the timing of the questions can assist with achieving desired student behaviors, such as administering a question at the beginning of the class to incentivize student attendance. Additionally, the tools have aided in enhancing student engagement in both in-person and online courses, especially when delivered with a predictable rhythm.
AU  - Paul Marcus Anderson
AU  - Catherine Marie Hamel
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - GIFTS: An example implementation of web-based, in-class polling  as an active learning and formative assessment tool
UR  - https://peer.asee.org/48613
DO  - 10.18260/1-2--48613
ER  -