June 15, 2019
June 15, 2019
June 19, 2019
New Engineering Educators
An engineering program at The Citadel has demonstrated favorable results from both the faculty and students with an innovative homework process. The process requires the students to review and submit their homework twice. The first submission consists of the students’ independent effort on the homework problems submitted online by the initial due date. The faculty member provides solutions after the due date. The students then review their work using the solutions provided, making corrections in a different color. This grading forces the students to look at the homework and determine where he or she made any mistakes. The second submission is a hard copy. If the students meet all of these requirements, they receive a 100% on the homework. With only an online initial submission, the students receive 70%. Turning in only a hard copy, after reviewing solutions, the students receive 50%. This paper provides results from a survey of a group of students who took a two-class sequence with the same instructor; the first class used a traditional homework process, and the second class used the innovative homework process. The students report they experience less stress and better comprehension using the innovative process. Multiple faculty members were able to reduce their time spent grading homework using this process. A survey of several classes involving multiple professors and disciplines indicates student preference for the innovative homework system. The student author describes his experience with the homework processes. Faculty members saw a significant increase in homework engagement. This innovative homework process encourages formative learning through practice and immediate feedback.
Bierman, E. K., & Wood, T. A., & Plumblee, J. M. (2019, June), Student and Faculty Perspective and Survey Results on an Innovative Homework Process Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33290
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