Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course

Abigail T. Stephan; Elizabeth Anne Stephan; Laurel Whisler; Andrew I. Neptune

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: First-Year Programs: Assessment in the First Year
Tagged Division: First-Year Programs
Page Count: 15
DOI: 10.18260/1-2--35047
Permanent URL: https://peer.asee.org/35047
Download Count: 667

Paper Authors

biography

Abigail T. Stephan Clemson University

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Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind.

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Elizabeth Anne Stephan Clemson University

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Dr. Elizabeth Stephan is the Director of Academics for the General Engineering Program at Clemson University. She holds a B.S. and a Ph.D. in Chemical Engineering from the University of Akron. Since 2002, she has taught, developed, and and now coordinates the first-year curriculum. As the lead author of the "Thinking Like an Engineer" textbook, currently in its 4th edition, she has been the primary author team–member in charge of the development of the MyEngineeringLab system.

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Laurel Whisler Clemson University

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Laurel Whisler is Assistant Director and Coordinator of Course Support Programs in Clemson University’s Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineering Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously-documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University.

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Andrew I. Neptune Clemson University

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Andrew Neptune is a lecturer with the General Engineering department at Clemson University. He teaches courses that introduces the engineering disciples, develops problem solving skills, and instructs in computer programming, mainly to first-year engineering students. Andrew has had the opportunity to support the General Engineering Learning Community (GELC) and the Boyd Scholar program in University Success Skills course. His doctoral degree is in Civil Engineering with research interests in Optimization of Porous Pavements based on Aggregate Structure.

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Abstract

This Complete Evidence-Based Practice paper details the use of peer sharing presentations in a learning strategies course designed for first-year engineering students. The learning strategies course is a component of PROGRAM at UNIVERSITY, whose overall goal is to increase the retention of engineering students entering the university with underprepared calculus skills [1, 2]. More specifically, the purpose of the course is to equip students with effective personal and professional skills related to self-regulatory behaviors, learning strategies, and habits of mind, while simultaneously building their awareness of available academic resources. One major, iterative assignment in the course is a series of four journals in which students select a personal or professional strategy of interest and attempt to implement the strategy into their behaviors. Other course components are detailed elsewhere in literature and will be referenced in the complete paper.

Occurring before students select their strategy for each of the four journal assignments, peer sharing presentations allow students to become familiar with a number of potential strategies. The goal of the peer sharing presentations is to provide students with the opportunity to explore evidence-based practices and share their findings with peers. The peer sharing presentations are an innovative way for content to be delivered to and from students, allowing students to engage as active learners in the collaborative construction of new knowledge.

Each journal cycle focuses on a different set of personal or professional development topics. The first journal focused on personal development, with topics such as personal accountability, establishing a routine, organizing materials, eating a balanced diet, and stress relief. The second journal focused on learning strategies, with topics such as creating concept maps, interleaving, crafting study guides, and utilizing the Feynman Technique. The third journal focused on topics related to time and energy management. For the final journal, students could choose one area of interest to them and create their own presentation topic. Students were expected to continue utilizing each of their strategies throughout the semester and document their progress through regular journal check-ins.

The peer sharing presentation process includes students selecting an evidence-based strategy of interest from a list curated by the instructor, learning about the selected strategy, creating a set of informative and engaging slides, presenting their findings to peers, and reflecting on their peers’ presentations. While the purpose of the curated list is to direct students to effective strategies, students have the option of selecting an evidence-based strategy not included on the list with permission from the instructor. Once a topic is selected, students seek out and utilize high quality sources to research their strategy and create two - and only two - presentation slides about the topic. The slides must include why the topic is significant or relevant, tips for applying the strategy, and potential cautions or challenges. The small number of required slides supports critical thinking by forcing students to be selective in determining the most important information related to their topic.

Students present the topics in a modified “SpeedGeek” format [3]. In the adapted format, students have two to three minutes to succinctly present the two slides they have prepared, Presentations occur in rotating pairs or small groups, allowing each student to hear six to eight presentations about various topics during the class period. Following the presentations, students reflect on the two presentations they found had the greatest impact on them personally, as well as what they plan to apply to their behaviors from the presentations. Students are able to see feedback provided to them by their peers anonymously regarding how their presentation impacted the other students in the class.

The effectiveness of peer sharing presentations as a course activity is evaluated through an exploratory qualitative approach. Data collected from student-created presentation slides, observations conducted during in-class presentations, and student reflections on their peers’ presentations is presented. Data are analyzed to identify salient themes and highlight impactful experiences with the peer sharing presentation activity. Anticipated results of the peer sharing presentations are deepened understanding of evidence-based personal and professional strategies, strengthened communication skills, and an enhanced sense of belonging. Best practices and lessons learned for implementation are discussed.

Citation
Format

Stephan, A. T., & Stephan, E. A., & Whisler, L., & Neptune, A. I. (2020, June), Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35047

TY - CPAPER
AB - This Complete Evidence-Based Practice paper details the use of peer sharing presentations in a learning strategies course designed for first-year engineering students. The learning strategies course is a component of PROGRAM at UNIVERSITY, whose overall goal is to increase the retention of engineering students entering the university with underprepared calculus skills [1, 2]. More specifically, the purpose of the course is to equip students with effective personal and professional skills related to self-regulatory behaviors, learning strategies, and habits of mind, while simultaneously building their awareness of available academic resources. One major, iterative assignment in the course is a series of four journals in which students select a personal or professional strategy of interest and attempt to implement the strategy into their behaviors. Other course components are detailed elsewhere in literature and will be referenced in the complete paper.

Occurring before students select their strategy for each of the four journal assignments, peer sharing presentations allow students to become familiar with a number of potential strategies. The goal of the peer sharing presentations is to provide students with the opportunity to explore evidence-based practices and share their findings with peers. The peer sharing presentations are an innovative way for content to be delivered to and from students, allowing students to engage as active learners in the collaborative construction of new knowledge.

Each journal cycle focuses on a different set of personal or professional development topics. The first journal focused on personal development, with topics such as personal accountability, establishing a routine, organizing materials, eating a balanced diet, and stress relief. The second journal focused on learning strategies, with topics such as creating concept maps, interleaving, crafting study guides, and utilizing the Feynman Technique. The third journal focused on topics related to time and energy management. For the final journal, students could choose one area of interest to them and create their own presentation topic. Students were expected to continue utilizing each of their strategies throughout the semester and document their progress through regular journal check-ins.

The peer sharing presentation process includes students selecting an evidence-based strategy of interest from a list curated by the instructor, learning about the selected strategy, creating a set of informative and engaging slides, presenting their findings to peers, and reflecting on their peers’ presentations. While the purpose of the curated list is to direct students to effective strategies, students have the option of selecting an evidence-based strategy not included on the list with permission from the instructor. Once a topic is selected, students seek out and utilize high quality sources to research their strategy and create two - and only two - presentation slides about the topic. The slides must include why the topic is significant or relevant, tips for applying the strategy, and potential cautions or challenges. The small number of required slides supports critical thinking by forcing students to be selective in determining the most important information related to their topic.

Students present the topics in a modified “SpeedGeek” format [3]. In the adapted format, students have two to three minutes to succinctly present the two slides they have prepared, Presentations occur in rotating pairs or small groups, allowing each student to hear six to eight presentations about various topics during the class period. Following the presentations, students reflect on the two presentations they found had the greatest impact on them personally, as well as what they plan to apply to their behaviors from the presentations. Students are able to see feedback provided to them by their peers anonymously regarding how their presentation impacted the other students in the class.

The effectiveness of peer sharing presentations as a course activity is evaluated through an exploratory qualitative approach. Data collected from student-created presentation slides, observations conducted during in-class presentations, and student reflections on their peers’ presentations is presented. Data are analyzed to identify salient themes and highlight impactful experiences with the peer sharing presentation activity. Anticipated results of the peer sharing presentations are deepened understanding of evidence-based personal and professional strategies, strengthened communication skills, and an enhanced sense of belonging. Best practices and lessons learned for implementation are discussed.

AU - Abigail T. Stephan
AU - Elizabeth Anne Stephan
AU - Laurel Whisler
AU - Andrew I. Neptune
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course
UR - https://peer.asee.org/35047
DO - 10.18260/1-2--35047
ER -