Sun, L., & Rohrbacher, C. (2023, June), What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44613

\bibitem{asee_peer_44613}
  Sun, L., \& Rohrbacher, C. (2023, June), \emph{What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44613

Lulu Sun and Chad Rohrbacher.  "What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44613 Internet.  15 Dec, 2024

\bibitem{asee_peer_44613}
  Lulu Sun and Chad Rohrbacher.
  "What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44613 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_44613
author = "Lulu Sun and Chad Rohrbacher"
title = "What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44613}
number = {10.18260/1-2--44613}
}

TY  - CPAPER
AB  - The authors report on a pedagogical feedback strategy employed in a first-year engineering graphics course, which implemented a flipped classroom model for self-regulated learning. Class time was reserved for activities and content clarifications. To encourage self-regulated learning and just-in-time teaching modifications, students completed a weekly mixed methods survey in the fall semester of 2022. Over each semester, 12 weeks of student data were collected. To further understand students’ concerns and capture potentially different voices, an anonymous midterm survey was administered by the Center of Teaching and Learning Excellence (CTLE) in the middle of the fall semester of 2022. A comparison of weekly reflection surveys to the midterm survey offered the instructor an opportunity to further understand the effectiveness of weekly reflection surveys and identify how to use weekly reflection surveys more efficiently. 
AU  - Lulu Sun
AU  - Chad Rohrbacher
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - What do we learn from formative feedback? A comparison of weekly reflection surveys to a midterm survey in a graphical communication course
UR  - https://peer.asee.org/44613
DO  - 10.18260/1-2--44613
ER  -