San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.999.1 - 25.999.14
One or Many? Assessing different delivery timing for information resources relevant to assignments during the semester.An opportunity for a small study occurred when the authors were asked to come speak withdifferent sections of the same first year course – Fundamentals of Speech Communication – thatwere associated with engineering learning communities. The course instructors were interested indifferent delivery models, one choosing a single, 50 minute lecture early in the semester; theother choosing four, approximately 12 minute lectures to be offered just before each assignmentwas given. The authors coordinated what material would be presented to the students tominimize variation between the sections.The goal of the project was to determine if the timing of the library content presentation made adifference in what resources students used for each of the four assignments in the class. Toaccomplish this, the citations for each section were rated for overall quality and compared toeach other to determine if a difference was evident.Each speech assignment required students to turn in an outline and list of references. The list ofreferences for each student were appropriately anonymized, then analyzed using the first 3sections of the citation coding protocol presented by Wertz, et al (2011).ReferenceWertz, R. E. H., Ross, M. C., Fosmire, M. J., Purzer, S., & Cardella, M. E. (2011). Do Students Gather Information to Inform Design Decisions? Assessment with an Authentic Design Task in First-Year Engineering (Session #M421). In Proceedings of the ASEE Annual Conference and Exposition. ASEE.
Van Epps, A. S., & Sapp Nelson, M. R. (2012, June), One or Many? Assessing Different Delivery Timing for Information Resources Relevant to Assignments During the Semester. A Work-in-Progress Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21756
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