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Motivating Students for Learning using Scaffolding and a Variety of Assignments and Activities

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Industrial Engineering Division Technical Session 2

Tagged Division

Industrial Engineering

Tagged Topic


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Paper Authors


Nadiye O. Erdil University of New Haven

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Nadiye O. Erdil, an assistant professor of industrial and systems engineering and engineering and operations management at the University of New Haven. She has over twelve years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry for five years. She holds B.S. in Computer Engineering, M.S. in Industrial Engineering. She received her Ph.D. in Industrial and Systems Engineering from Binghamton University (SUNY). Her background and research interests are in quality and productivity improvement using statistical tools, lean methods and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations.

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This paper discusses the impacts of various course assignments and activities that were used to increase student motivation and learning. The courses selected for the study are Quality Analysis and Design of Experiments courses, which are offered as required courses in the industrial engineering graduate program at the University of New Haven. The assignments and activities include term project, term paper, homework, in-class exercises, quizzes, exams, library training and factory visit. In an earlier pilot study in the Quality Analysis course, scaffolding -an instructional strategy that enables students to build on prior experience and knowledge as they work towards mastering higher level skills- was employed using these activities and assignments, and the impact on student motivation and learning was analyzed. The results supported the hypothesis that scaffolding is effective in motivating and engaging students in learning. In the following semesters, the same scaffolding structure was used in a Design of Experiments course in addition to the Quality Analysis course, and data in the form of responses from student feedback surveys, student work and course grades were collected and analyzed. The focus of the analysis was on the following items: What type of activities and assignments do students value the most? Which activities and assignments enhance motivation for learning and contribute to learning?, and Does scaffolding have positive impacts on student outcomes? The sample size was 68, which was generated from three courses offered in fall 2016 and fall 2017. The results reviewed as a whole and individually provided insights on student preferences, engagement and learning particularly from the perspectives of the two courses, Quality Analysis and Design of Experiments, which have substantial practical applications within the Industrial Engineering discipline.

Erdil, N. O. (2019, June), Motivating Students for Learning using Scaffolding and a Variety of Assignments and Activities Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33121

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