WIP: Get Them to Tell You What Works: Exit Surveys for Formative Feedback

Natalie C.T. Van Tyne; Michelle Soledad; Benjamin Daniel Chambers

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 6
DOI: 10.18260/1-2--48637
Permanent URL: https://peer.asee.org/48637
Download Count: 22

Paper Authors

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Natalie C.T. Van Tyne Virginia Polytechnic Institute and State University orcid.org/0000-0002-7058-9098

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Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State University, where she teaches first year engineering design as a foundation courses for Virginia Tech's undergraduate engineering degree programs. She holds a Ph.D. in Engineering Education, along with masters degrees in chemical and environmental engineering, and in business administration, as well as bachelors degrees in chemical engineering and Russian language.

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Michelle Soledad Virginia Polytechnic Institute and State University orcid.org/0000-0002-2491-6684

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Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Integrated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech.

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Benjamin Daniel Chambers Virginia Polytechnic Institute and State University

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Dr. Ben Chambers is an Assistant Collegiate Professor in the Department of Engineering Education at Virginia Tech, and Director of the Frith First Year Makers program. His research focuses include the interactions of non-humans with the built environment, the built environment as a tool for teaching at the nexus of biology and engineering, and creativity-based pedagogy. He earned his graduate degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning.

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Abstract

First year engineering students find it valuable to share their perspectives on what will make their learning experiences fruitful by having their voices heard about what works for them. Faculty would like to know more about students’ needs by receiving feedback and responding accordingly. This two-way exchange facilitates student input into course planning, both in real time and retrospectively. However, this can be challenging to accomplish, particularly with relatively large class sizes. The answer to addressing all students’ needs lies in the practice of formative assessment. Implementing a formative feedback process has also been documented to increase student motivation and engagement by providing empowerment and caring according to Jones’ MUSIC model.

Exit Surveys have been shown as easily accessible opportunities for students to reflect upon their learning process and share these reflections with their instructor. Our surveys are administered periodically, either after every class, at the end of the week, or at key touch points and milestones in the course. These surveys contain prompts about what was covered in class, the learning strategies that students use to master college-level course material, students’ perspectives about their learning experiences in the course at that point of the semester, and suggestions for how their learning experiences can be supported further.

We also include a sprinkling of topics intended to engage students as real people in addition to being students, such as, “What’s new? or “What’s exciting? or “What’s bothering you?” as part of a single prompt. In addition to providing feedback about student learning in real time, certain prompts in the exit surveys promote reflection for metacognition, particularly when students are prompted to reflect upon and evaluate their own learning processes and strategies. Some surveys are assigned for participation credit to encourage greater participation and feedback.

Instructors present a summary of the results after the end of each survey period and are careful to note students’ suggestions for course improvement that either have been or will be implemented in real time or during the next term. By giving them a voice in how the course is conducted, instructors impart empowerment, and demonstrate caring because instructors not only seek areas for course improvement, but care about students’ well-being and success.

For example, we often ask students to identify how difficult a particular unit was for them, or its most important elements, to reinforce their learning. Specific suggestions for how to improve the course have included feasible changes to grading scales, more hands-on activities during class, and more class time to discuss ideas and issues with their design teams. All these suggestions have been easy to implement in real time, leading to greater student engagement and continuous course improvement resulting from implementing formative feedback and assessment.  

Citation
Format

Van Tyne, N. C., & Soledad, M., & Chambers, B. D. (2024, July), WIP: Get Them to Tell You What Works: Exit Surveys for Formative Feedback Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48637

TY  - CPAPER
AB  - First year engineering students find it valuable to share their perspectives on what will make their learning experiences fruitful by having their voices heard about what works for them. Faculty would like to know more about students’ needs by receiving feedback and responding accordingly. This two-way exchange facilitates student input into course planning, both in real time and retrospectively. However, this can be challenging to accomplish, particularly with relatively large class sizes. The answer to addressing all students’ needs lies in the practice of formative assessment. Implementing a formative feedback process has also been documented to increase student motivation and engagement by providing empowerment and caring according to Jones’ MUSIC model.  

Exit Surveys have been shown as easily accessible opportunities for students to reflect upon their learning process and share these reflections with their instructor. Our surveys are administered periodically, either after every class, at the end of the week, or at key touch points and milestones in the course. These surveys contain prompts about what was covered in class, the learning strategies that students use to master college-level course material, students’ perspectives about their learning experiences in the course at that point of the semester, and suggestions for how their learning experiences can be supported further.  

We also include a sprinkling of topics intended to engage students as real people in addition to being students, such as, “What’s new? or “What’s exciting? or “What’s bothering you?” as part of a single prompt. In addition to providing feedback about student learning in real time, certain prompts in the exit surveys promote reflection for metacognition, particularly when students are prompted to reflect upon and evaluate their own learning processes and strategies. Some surveys are assigned for participation credit to encourage greater participation and feedback.  

Instructors present a summary of the results after the end of each survey period and are careful to note students’ suggestions for course improvement that either have been or will be implemented in real time or during the next term. By giving them a voice in how the course is conducted, instructors impart empowerment, and demonstrate caring because instructors not only seek areas for course improvement, but care about students’ well-being and success.   

For example, we often ask students to identify how difficult a particular unit was for them, or its most important elements, to reinforce their learning. Specific suggestions for how to improve the course have included feasible changes to grading scales, more hands-on activities during class, and more class time to discuss ideas and issues with their design teams.  All these suggestions have been easy to implement in real time, leading to greater student engagement and continuous course improvement resulting from implementing formative feedback and assessment.    
AU  - Natalie C.T. Van Tyne
AU  - Michelle Soledad
AU  - Benjamin Daniel Chambers
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - WIP: Get Them to Tell You What Works: Exit Surveys for Formative Feedback 
UR  - https://peer.asee.org/48637
DO  - 10.18260/1-2--48637
ER  -