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Work in Progress: Students’ Reflection Quality and Effective Team Membership

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Tagged Division

First-Year Programs

Page Count

12

Permanent URL

https://peer.asee.org/31306

Download Count

65

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Paper Authors

biography

Saira Anwar Purdue University, West Lafayette

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Saira Anwar is a second-year Ph.D. student at School of Engineering Education, Purdue University. Before joining the doctoral program, she had the masters degree in computer science and had served for about eight years as assistant professor in a university at Pakistan. She has taught several courses in computer programming and software engineering. She received various awards for her teaching at Pakistan and was also awarded the Outstanding Teacher Award 2013 from Forman Christian College. Her research interest revolves around technology innovations in education, software estimation, software design and curriculum design of software engineering course(s).

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biography

Muhsin Menekse Purdue University, West Lafayette

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Muhsin Menekse is an Assistant Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse’s primary research investigates how classroom activities affect conceptual understanding in engineering and science for all students. His second research focus is on verbal interactions that can enhance productive discussions in collaborative learning settings. And his third research focus is on metacognition and its implications for learning. Much of this research focuses on learning processes in classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education.

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Damji Heo Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-2213-4280

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Damji Heo received B. A. degrees in Educational Technology and Psychology from Ewha Womans University in 2012 and M. Ed. degree in Educational Psychology from the University of Texas at Austin in 2014 respectively. Currently, she is doing her Ph. D. in Learning, Design, and Technology program at Purdue University since 2015 and a graduate research assistant in School of Engineering Education at the same university. Her main areas of research interest are self-regulated learning, motivation, and developing educational tools.

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Dayoung Kim Purdue University-Main Campus, West Lafayette (College of Engineering)

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Dayoung Kim is a Ph.D. student in the School of Engineering Education at Purdue University. Her current research interest includes engineering ethics, curriculum development for socially-responsible engineers, and cultural studies for engineers in a global context. She earned her B.S. degree in Chemical Engineering at Yonsei University, South Korea in 2017.

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Abstract

This work in progress paper is to investigate the relationship between two self-regulation strategies as self-reflection and collaborative working in teams. Effective instructors employ various strategies to enhance students’ learning outcomes in engineering classes. The primary goal of these strategies is to involve students in the learning process actively, and to promote students’ self-regulated learning strategies. Students’ reflection and ability to work in teams are two such techniques, which could enhance the learning outcomes and self-regulation of students. In this exploratory study, we collected data from 114 First-Year Engineering students and investigated the relationship between students’ reflection quality and their becoming a better and active team member. We used CourseMIRROR mobile learning system to collect students’ reflections during an academic semester. We also evaluated each student reflection based on its quality. The reflection quality here refers to specificity or vagueness of reflections. Based on our prior research on the significance of the reflection quality on student learning [1], we developed a coding schema to specify the degree of reflection’s quality. We further used the Comprehensive Assessment of Team Member Effectiveness (CATME) for peer and self-evaluation on five dimensions. Initial findings reveal statistically significant relations between five aspects of CATME and reflection’s quality. We also conducted linear regression analyses to explore how these five CATME dimensions predict reflection quality scores.

Anwar, S., & Menekse, M., & Heo, D., & Kim, D. (2018, June), Work in Progress: Students’ Reflection Quality and Effective Team Membership Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31306

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015