Fitzsimmons, E. J., & Tucker-Kulesza, S. E., & Li, X., & Jeter, W., & Fallin, J. R. (2016, June), The Engineering Classroom is Still Relevant  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26152

\bibitem{asee_peer_26152}
  Fitzsimmons, E. J., \& Tucker-Kulesza, S. E., \& Li, X., \& Jeter, W., \& Fallin, J. R. (2016, June), \emph{The Engineering Classroom is Still Relevant}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26152

Eric J. Fitzsimmons, Stacey E. Tucker-Kulesza, Xiongya Li, Whitney Jeter, and Jana R. Fallin.  "The Engineering Classroom is Still Relevant".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26152 Internet.  08 May, 2024

\bibitem{asee_peer_26152}
  Eric J. Fitzsimmons, Stacey E. Tucker-Kulesza, Xiongya Li, Whitney Jeter, and Jana R. Fallin.
  "The Engineering Classroom is Still Relevant".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26152 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_26152
author = "Eric J. Fitzsimmons, Stacey E. Tucker-Kulesza, Xiongya Li, Whitney Jeter, and Jana R. Fallin"
title = "The Engineering Classroom is Still Relevant"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26152}
number = {10.18260/p.26152}
}

TY  - CPAPER
AB  - THE ENGINEERING CLASSROOM IS STILL RELEVANT

ABSTRACT
Attrition in engineering is a complex issue with dynamically linked variables related to teaching methods in the classroom, student learning behaviors, and student perceptions of difficult material. Extensive research has been conducted in order to understand common, yet ineffective teaching practices in engineering that result in the loss of numerous future engineers. The objective of this study was to determine student actions necessary to achieve a desired grade in any engineering course, regardless of course delivery method and instructor effectiveness in the classroom. An anonymous survey was disseminated and logistic regression models were developed in order to determine relationships between self-regulated learning behaviors and final grades in seven freshman to senior engineering classes taught by faculty in the civil engineering department. A total of five prediction models were developed for each letter grade, with the failing grade “F” serving as the baseline condition, or null model. The models found three significant variables that affect a student’s final grade: regular class attendance, note-taking during class, and if he or she could keep up with the instructor during lecture. These interactive learning behaviors were all identified as critical for success, defining success as receiving an “A” in an engineering course. The combination of students taking notes and attending class showed the highest probability of a student receiving an “A” without which the probability of receiving an “A” dropped by 28%. Results of this study have been summarized into a graphic that the authors show and discuss during the first class with students.  This powerful graphic shows students what they can do in classes of all levels of civil engineering to succeed in their ever-changing learning environment.

AU  - Eric J. Fitzsimmons
AU  - Stacey E. Tucker-Kulesza
AU  - Xiongya Li
AU  - Whitney Jeter
AU  - Jana R. Fallin
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - The Engineering Classroom is Still Relevant
UR  - https://peer.asee.org/26152
DO  - 10.18260/p.26152
ER  -