Asee peer logo

Providing a new space for student learning: A pilot implementation of self-generated student stories and informal peer assessments in mechanical engineering technology education

Download Paper |

Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Engineering Technology Division (ETD) Technical Session 5

Tagged Division

Engineering Technology Division (ETD)

Tagged Topic

Diversity

Page Count

17

DOI

10.18260/1-2--44117

Permanent URL

https://peer.asee.org/44117

Download Count

185

Paper Authors

biography

Carmen Cioc The University of Toledo

visit author page

Dr. Carmen Cioc is Associate Professor in the Engineering Technology Department, College of Engineering, at the University of Toledo. She received her Master in Aerospace Engineering from The University Politehnica of Bucharest, her Master in Physics - P

visit author page

visit author page

Dr. Sorin Cioc is a clinical associate professor and undergraduate program director in the Department of Mechanical, Industrial, and Manufacturing Engineering (MIME).

visit author page

Download Paper |

Abstract

The COVID-19 pandemic and ongoing fallout have increased the need for learning spaces that can support learning through alternate pedagogies and assessment strategies. An example is self-generated stories in which students develop their own story related to instructional content. Stories, along with informal assessments, support learning while providing a lower stake learning space. Moreover, strategies such as peer assessment within these alternate spaces can increase student involvement and interest in the instructional content. The integration of informal peer assessments provides additional opportunities for students to engage with academic content vicariously and to learn from their peers’ stories. The informal assessment process lowers the stakes, focuses on students’ learning as reflected in each story’s narrative, and encourages participation and creativity. This paper describes the ongoing implementation, effectiveness, and pedagogical value of student-generated stories in a fluid mechanics course part of the mechanical engineering technology curriculum. This application, which addressed Accreditation Board for Engineering and Technology (ABET)’s Criterion 3 and Criterion 5c, was implemented in a four-credit hour (ch) senior-level applied fluid mechanics course, with a 3ch lecture and 1ch laboratory component. The course is the second in fluid mechanics’ sequence and covers topics like pipeline systems design, pump selection, flow of air in ducts, lift and drag, etc. The original instructional design used a blend of traditional in-class lectures and problem-based learning focused on project-based and other laboratory exercises.

Cioc, C., & Cioc, S. (2023, June), Providing a new space for student learning: A pilot implementation of self-generated student stories and informal peer assessments in mechanical engineering technology education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44117

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: © 2023 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