Homework Assignment Submission: Gauging Student Responsiveness and Behavior
- Conference
- Location
-
Corvallis, Oregon
- Publication Date
-
March 20, 2019
- Start Date
-
March 20, 2019
- End Date
-
March 22, 2019
- DOI
-
10.18260/1-2--31880
- Permanent URL
-
https://peer.asee.org/31880
Paper Authors
Kevin Chang P.E. University of Idaho, Moscow
Kevin Chang, Ph.D., P.E., is an assistant professor in the Department of Civil Engineering at the University of Idaho, where he is focusing on traffic operations and safety, transportation security, and engineering education. Prior to his current position, Kevin was a traffic engineer with the King County Department of Transportation where he managed the Traffic Management Center and supervised the implementation of neighborhood transportation plans, livable communities, and pedestrian and school safety programs. Kevin is the past Chair of the ITE Transportation Education Council, Chair of the TRB School Transportation Subcommittee, member of the TRB Safety Management Committee, and Past President for the Washington State Section of ITE. He is registered as a Professional Engineer in Washington, Idaho, and California, and received his undergraduate and graduate degrees from the University of Washington.
Abstract
This abstract has been submitted for presentation-only consideration.
One of the inherent challenges with student learning is gauging the degree to which that learning is occurring in real-time. For this reason, the assignment of homework problems or writing assignments serves as one way to determine how well the student is comprehending the information provided during in-class lectures or following their own self-study of assigned reading materials. The homework assignment also enables the professor to determine, to some degree, how well individual students and the class as a whole seem to be comprehending the information.
The self-initiated task of completing and submitting homework assignments, however, can significantly vary from person to person. As a case study to examine student responsiveness and perceived procrastination behaviors, students taking the Introduction to Civil Engineering (CE 115) course at the University of Idaho were evaluated based on their electronic submission of a weekly writing assignment for seven weeks. This presentation will discuss: how this process was administered, the challenges associated with this approach, student outcomes based on this form of assessment, and lessons learned from the professor. This presentation will also highlight the changes, if any, to student behavior after the introduction of a module focused on the urgency and importance of daily academic activities was introduced.
Chang, K. (2019, March), Homework Assignment Submission: Gauging Student Responsiveness and Behavior Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. 10.18260/1-2--31880
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: © 2019 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