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Using More Frequent and Formative Assessment When Replicating the Wright State Model for Engineering Mathematics Education

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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

First-Year Programs: Mathematics in the First Year

Tagged Divisions

First-Year Programs and Mathematics

Page Count

14

Permanent URL

https://www.jee.org/33509

Download Count

11

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Paper Authors

biography

Leroy L. Long III Embry-Riddle Aeronautical University

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Dr. Leroy L. Long III is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, FL. He earned his PhD in STEM Education with a focus on Engineering Education within the Department of Teaching and Learning at The Ohio State University (OSU). He earned his Master’s in Mechanical Engineering at OSU and his Bachelors in Mechanical Engineering at Wright State University. Dr. Long is a native of Dayton, OH. He is a proud graduate of Dayton Public Schools and Wright STEPP - Wright State University's Science, Technology, and Engineering Preparatory Program (STEPP).

Dr. Long’s research interests include: (a) students' technology use, (b) diversity and inclusion, as well as (c) student retention and success, with a particular focus on students in STEM fields. He has helped to lead research, funded by the NCAA Innovations in Research and Practice Grant, to improve the well-being of the student-athlete. Dr. Long has also assisted with research, funded by NSF, to study factors that broaden minority student participation and success in STEM fields. He has conducted and published research with the Movement Lab and Center for Higher Education Enterprise (CHEE) at OSU. Most of Dr. Long's research has focused on the academic and social experiences of Black and Latino men in engineering and related fields. Due to his strong belief in research to practice, he has produced numerous infographics related to his work.

Dr. Long has taught undergraduates in the First-Year Engineering Program and Department of Mechanical Engineering at OSU. He has served as a facilitator for both the University Center for the Advancement of Teaching (UCAT) and Young Scholars Program (YSP) at OSU. Furthermore, Dr. Long has worked in industry at Toyota through participation in INROADS. He has a high record of service with organizations such as the American Society of Engineering Education (ASEE) and National Society of Black Engineers (NSBE). To contact Dr. Long, email: Leroy.Long@erau.edu.

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biography

Claudia Morello Embry-Riddle Aeronautical University

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Claudia Morello graduated from Embry-Riddle Aeronautical University with a B.S. in Astronomy and Astrophysics in 2018. She is now a graduate student in physics at Kansas State University, where she does light scattering research. She has helped teach many science and engineering classes, and wants to increase the diversity in STEM fields.

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Abstract

A mid-sized private university in the Southeast has created an experimental first-year engineering course based on the Wright State Model for Engineering Mathematics Education. The course aims to increase student retention, motivation and success in engineering through an application-oriented, hands-on introduction to engineering mathematics. When compared to the traditional Wright State Model for Engineering Mathematics Education, the new course also focused on student communication (written, oral), teamwork, self-regulated learning and professionalism. The new experimental course also uses more frequent and formative assessment techniques. Faculty used Wright State’s sample homework assignments to provide students’ with formative feedback and Wright State’s sample exams to provide summative feedback. However, the format of the experimental course had faculty use more frequent and formative assessments to better understand what and how students learn the course content. Preliminary qualitative data was collected from students via one-minute papers, mid-term evaluations, exam wrappers, and final course evaluations. Preliminary quantitative data was gathered from student course grades and cumulative GPAs (CGPAs). Thus far, students taking the experimental first-year engineering course believe they gain confidence and skills such as problem-solving, time management, study habits, computer programming, as well as real-world applications of math and physics. Thus far, over 80% of students have earned a grade of C or better in the experimental first-year engineering course along with their pre-calculus or calculus class. More than 80% of students have also maintained a CGPA above a 2.0. This study is part of larger overall assessment of an experimental first-year engineering course based on the Wright State Model for Engineering Mathematics Education at a mid-sized private university in the Southeast. Preliminary quantitative and qualitative data have been collected from the experimental course but this paper will focus on qualitative data that has come from formative assessment techniques.

Long, L. L., & Morello, C. (2019, June), Using More Frequent and Formative Assessment When Replicating the Wright State Model for Engineering Mathematics Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://www.jee.org/33509

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