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Student Reflections Encourage Self-Regulated Learning and Faculty Just-In-Time Teaching

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Engineering Design Graphics Division Technical Session 3

Page Count

12

Permanent URL

https://peer.asee.org/41604

Download Count

23

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Paper Authors

biography

Lulu Sun Embry-Riddle Aeronautical University - Daytona Beach

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Dr. Lulu Sun is a Professor of the Engineering Fundamentals Department at Embry-Riddle Aeronautical University (ERAU) in Daytona Beach, Florida. She received her Ph.D. degree in Mechanical Engineering from University of California, Riverside in 2006. Before joining ERAU in 2006, she worked for Arup, a multinational professional services firm at Los Angeles office as a fire engineer.
She has published over 50 peer reviewed journal and conference articles nationally and internationally. Her current research interest focuses on engineering education including flipped classroom, gamification, Virtual Reality, Augmented Reality, and the integration of innovation and entrepreneurship into engineering courses.

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biography

Chad Rohrbacher Embry-Riddle Aeronautical University - Daytona Beach

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Chad Rohrbacher is an Associate Director for the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University in Daytona Beach FL. He is currently embedded in the College of Engineering. His research interest include assessment of student learning and faculty peer observation to improve teaching and learning.

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Abstract

Due to the COVID-19 pandemic, a first-year engineering graphics course at a southeastern private institution was flipped in 2020. To understand students’ needs and address their concerns immediately, weekly reflection surveys were implemented. Multiple choice, and open-ended questions were available to students at the end of each weekly study and closed by Sunday midnight. Results were shared with students on the first day of the following week. The results indicated that students often took ownership of their learning, or lack thereof, and saw the benefit of the flipped design. The faculty member could be more timely and responsive with adjusting course materials based on student’s needs and built a mutual constructive communication between the students and the instructor accordingly.

Sun, L., & Rohrbacher, C. (2022, August), Student Reflections Encourage Self-Regulated Learning and Faculty Just-In-Time Teaching Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41604

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