The Impact of High Context Untimed Exams and Mandatory Office Hours in an Engineering Fundamental Course Equity Indices (Work in Progress)

Aldo R Pinon Villarreal

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Minorities in Engineering Division(MIND) Technical Session 2
Tagged Division: Minorities in Engineering Division(MIND)
Tagged Topic: Diversity
Page Count: 13
Permanent URL: https://peer.asee.org/57229

Paper Authors

biography

Aldo R Pinon Villarreal Angelo State University

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Dr Aldo Pinon-Villarreal is an associate professor of water resources at Angelo State University in San Angelo, Texas. He obtained his MS and PhD in Civil Engineering from New Mexico State University. He has published eight research articles and a book chapter from his work done in the use of remote sensing and GIS to characterize crop field evapotranspiration, riparian revegetation, and using soil amendments to increase water and fertilizer retention in agricultural soils and to reclaim brine-contaminated soils.

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Abstract

Different cultures view the purpose of learning through different frameworks. The high context (integrated) cultural framework views the purpose of learning as a means for improving the lives of those close (e.g., family, tribe) while the low context (individuated) framework views it as an individual journey towards goals and the betterment of humanity. Although it is well known that time-limited tests are less valid, inclusive, and equitable than untimed tests, the effects of the later have not been assessed with course equity indices for underrepresented engineering students. Evidence also shows that mandatory office hours result in student’s higher satisfaction levels and openness to participate in class. The objectives were to assess the effects of untimed exams including high context questions versus timed exams with only low context questions and problems, and qualitatively determine the benefits on student learning of requiring office hours as an exam component. It was observed that LatinX and female underrepresented students were not served with equality in an Introduction to Fluid Mechanics course which is taken by mechanical and civil engineering undergraduate majors. During the 2021-2022 academic year an equity index analysis showed that both groups were underrepresented in the A-grade category, and overrepresented in the C-grade. A pedagogical intervention was carried out in the fall semester of 2022. Out of three partial and one cumulative final exam, the first and third partial exams were modified from in-class 50-minute closed-notes format to untimed take-home. The untimed exams were individual, open notes, closed browsing with a two-week deadline. Thirty percent of the grade was assigned to high-context essay or fill-in-the-gap questions. One mandatory office visit with the instructor was required to discuss test questions which accounted for 5% of the exam grade. To deter students from copying or collaborating with others, three different exam versions were used, and the numeric problems had not been published. The results showed that the class score in the untimed exams was in average 16.6% higher than the timed ones (n = 14; LatinX = 7; female = 3). The LatinX equity index for the A-grade increased from 0 (no representation) to 0.57 (half representation) from the prior year, and for the C-grade it decreased from 3.5 (overrepresented) to 1.14. For females the A-grade equity index increased from 0 to 1.33, and the index for the C-grade decreased from 6.5 to 1.33. End of semester surveys indicated mixed feelings of the high context questions, with twice as many responses stating that the questions were easy and relatable. Out of twelve respondents, 5 students provided positive comments about the untimed exams while 2 had negative comments. Common positive answers were: Not having a timed exam increased confidence and reduced stress (6 answers), It allowed to think and comprehend better the questions/problems (4 answers), It allowed rechecking the work (2 answers) among other positive ones. The LatinX equity index could improve further by changing the format of all tests. More research is needed to determine the effects of high versus low context exam questions in cultural subgroups.

Citation
Format

Pinon Villarreal, A. R. (2025, June), The Impact of High Context Untimed Exams and Mandatory Office Hours in an Engineering Fundamental Course Equity Indices (Work in Progress) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57229

TY - CPAPER
AB - Different cultures view the purpose of learning through different frameworks. The high context (integrated) cultural framework views the purpose of learning as a means for improving the lives of those close (e.g., family, tribe) while the low context (individuated) framework views it as an individual journey towards goals and the betterment of humanity. Although it is well known that time-limited tests are less valid, inclusive, and equitable than untimed tests, the effects of the later have not been assessed with course equity indices for underrepresented engineering students. Evidence also shows that mandatory office hours result in student’s higher satisfaction levels and openness to participate in class. The objectives were to assess the effects of untimed exams including high context questions versus timed exams with only low context questions and problems, and qualitatively determine the benefits on student learning of requiring office hours as an exam component. It was observed that LatinX and female underrepresented students were not served with equality in an Introduction to Fluid Mechanics course which is taken by mechanical and civil engineering undergraduate majors. During the 2021-2022 academic year an equity index analysis showed that both groups were underrepresented in the A-grade category, and overrepresented in the C-grade. A pedagogical intervention was carried out in the fall semester of 2022. Out of three partial and one cumulative final exam, the first and third partial exams were modified from in-class 50-minute closed-notes format to untimed take-home. The untimed exams were individual, open notes, closed browsing with a two-week deadline. Thirty percent of the grade was assigned to high-context essay or fill-in-the-gap questions. One mandatory office visit with the instructor was required to discuss test questions which accounted for 5% of the exam grade. To deter students from copying or collaborating with others, three different exam versions were used, and the numeric problems had not been published. The results showed that the class score in the untimed exams was in average 16.6% higher than the timed ones (n = 14; LatinX = 7; female = 3). The LatinX equity index for the A-grade increased from 0 (no representation) to 0.57 (half representation) from the prior year, and for the C-grade it decreased from 3.5 (overrepresented) to 1.14. For females the A-grade equity index increased from 0 to 1.33, and the index for the C-grade decreased from 6.5 to 1.33. End of semester surveys indicated mixed feelings of the high context questions, with twice as many responses stating that the questions were easy and relatable. Out of twelve respondents, 5 students provided positive comments about the untimed exams while 2 had negative comments. Common positive answers were: Not having a timed exam increased confidence and reduced stress (6 answers), It allowed to think and comprehend better the questions/problems (4 answers), It allowed rechecking the work (2 answers) among other positive ones. The LatinX equity index could improve further by changing the format of all tests. More research is needed to determine the effects of high versus low context exam questions in cultural subgroups.
AU - Aldo R Pinon Villarreal
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - The Impact of High Context Untimed Exams and Mandatory Office Hours in an Engineering Fundamental Course Equity Indices (Work in Progress)
UR - https://peer.asee.org/57229
ER -