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Student and Faculty Perspective and Survey Results on an Innovative Homework Process

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Tagged Division

New Engineering Educators

Page Count

10

Permanent URL

https://peer.asee.org/33290

Download Count

3

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Paper Authors

biography

Emily Kate Bierman The Citadel

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Dr. Emily Book is an Assistant Professor in the Department of Mechanical Engineering at The Citadel. She received her B.S. in Mechanical Engineering from Purdue University, her M.B.A. from Clarke College, her M.S. in Mechanical Engineering from University of Wisconsin, and her Ph.D. in Mechanical Engineering from North Carolina State University. Her research and interests’ areas include high pressure combustion, internal combustion engines, and engineering education.

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biography

Timothy Aaron Wood Ph.D. The Citadel

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Timothy A Wood is an Assistant Professor of Civil and Environmental Engineering at The Citadel. He acquired a Bachelor's in Engineering Physics Summa Cum Laude with Honors followed by Civil Engineering Master's and Doctoral degrees from Texas Tech University. His technical research focuses on the intersection of soil-structure interaction and structural/geotechnical data. He encourages students pushing them toward self-directed learning through reading, and inspiring enthusiasm for the fields of structural and geotechnical engineering. Dr. Wood aims to recover the benefits of classical-model, literature-based learning in civil engineering education.

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biography

Jeffery M Plumblee II The Citadel

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Dr. Jeffery Plumblee is an Assistant Professor in the Department of Engineering Leadership and Program Management (ELPM) in the School of Engineering (SOE) at The Citadel. Dr. Plumblee earned his BS in Civil Engineering at Clemson University (2008), Masters in Civil Engineering at Clemson University (2009), Masters of Business Administration at Clemson University (2013), and Doctorate of Philosophy in Civil Engineering at Clemson University (2013). Dr. Plumblee’s dissertation research sought to better understand the relationship between sustainability and resilience in residential construction. He continued his work in resilience by helping to kick start a new business line at Fluor Corporation in Business Continuity and Disaster Management Solutions, where he primarily worked as a consultant with Fortune 100 aerospace and pharmaceutical clients.

Plumblee’s research interests focus on building a more resilient society, as well as innovation in resource constrained settings (primarily humanitarian technology and delivery). Plumblee founded an international award winning organization (Clemson Engineers for Developing Countries), which has successfully completed over $2 million of infrastructure improvements in rural Haiti. He continues his research to drive innovation of experiential learning within engineering education.

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Abstract

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

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: © 2019 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