Self Reflection of Engineering Majors in General Chemistry II
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
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Tools to Enhance Student Learning of Undergraduate Engineering Content
- Tagged Division
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Educational Research and Methods
- Page Count
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14
- DOI
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10.18260/1-2--37704
- Permanent URL
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https://peer.asee.org/37704
- Download Count
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658
Paper Authors
Patricia Muisener Stevens Institute of Technology
Dr. Patricia Muisener is an Associate Teaching Professor and Associate Chair of Graduate and Undergraduate Education in the Chemistry and Chemical Biology Department at Stevens Institute of Technology. She teaches and coordinates the General Chemistry I and II course sequence. She was previously at the University of South Florida as a faculty member and Assistant Chair in the Chemistry Department. She holds a B.S. in Chemical Engineering from University of Massachusetts at Amherst and a M.S. and Ph.D in Chemical Engineering from the University of Connecticut.
Guillermo D. Ibarrola Recalde
Stevens Institute of Technology
orcid.org/0000-0001-8931-0985
Dr. Ibarrola Recalde (he/him) is a Postdoctoral Research Associate at Stevens Institute of Technology. He earned a Ph.D. in STEM Education and Learning Technologies from Drexel University, and both an M.A. in Chemistry and a B.A. Interdisciplinary Studies, with concentrations in Biology and Chemistry, from Queens College of the City University of New York. His research focuses on the integration, implementation, and evaluation of active learning pedagogies and learning technologies in Science and Engineering classrooms, as well as the creation of formal and informal learning environments for STEM Education and outreach for historically underserved communities.
Gail P. Baxter Stevens Institute of Technology
Gail P. Baxter is the Co-Director, Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. Baxter leads CIESE research and evaluation efforts and manages a program to support faculty adoption of evidence-based teaching practices in the core courses in the School of Engineering at Stevens. Before joining CIESE, Baxter was a Senior Survey Researcher at Mathematica Policy Research, Inc., Senior Research Scientist at Educational Testing Service, and an Assistant Professor in the Graduate School of Education at the University of Michigan. In addition, she served on National Academy of Sciences Committees on Foundations of Educational and Psychological Assessment and Evaluation of National and State Assessments of Educational Progress. She earned a PhD in Educational Psychology from UC Santa Barbara.
Abstract
Research indicates that integration of metacognitive instruction with discipline-based learning can enhance student achievement and facilitate self-directed learning. Students must actively participate in knowledge monitoring in order to assess whether or not they understand course material. In this paper, we describe initial efforts in the General Chemistry II course to incorporate opportunities for students to think about and reflect on their learning and understanding of the content taught each week. Students are asked to answer two questions: “What did I learn this past week [from list of chapters covered]?” and “What remains unclear to me and that I need to review further [from list of chapters covered]?” These questions were asked in conjunction with weekly quizzes delivered outside of class via the learning management system. The goal is for students to take action on an on-going basis to address topics they don’t understand either by reviewing the topics and/or asking the instructor or others for clarification. Faculty can also use student reflections to review material with which students are struggling. In this paper, data from the reflections of over 300 students enrolled in one of eight sections is examined with respect to the nature of student responses (e.g., conceptual versus procedural), relationship between student response and exam performance, and variation between sections with different instructors. The focus of this study will be first year engineering majors, since these students comprise approximately 86% of the students enrolled in this course with smaller numbers of science, mathematical sciences, and business majors. Key questions of interest include: What is the nature of student responses (conceptual or procedural)? Do responses vary by course week and/or gender? What is the relationship between student response (conceptual or procedural) and their performance on the exam?
Muisener, P., & Ibarrola Recalde, G. D., & Baxter, G. P. (2021, July), Self Reflection of Engineering Majors in General Chemistry II Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37704
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