Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Active student participation has been correlated with a variety of positive outcomes including improved critical thinking, development of important professional skills (including communication and interpersonal interaction skills), increased understanding of course material, and better academic performance across diverse disciplines, including engineering. Put simply by Weaver and Qi, “students who actively participate in the learning process learn more than those who do not.” In order to motivate students to take advantage of these benefits, participation has increasingly been included in course syllabi as an expected student behavior, often as a formally graded requirement. However, formally assessing participation requires at least an implicit decision on the part of the instructor as to what constitutes “participation” for their course.
Further complication to the process of fairly assessing participation occurs when instructors seek to encourage participation from students who are less familiar with the expectations of an active learning environment. The purpose of this work-in-progress paper is to describe a recent effort to standardize the assessment of course engagement through self-reflection logs in an English-taught engineering program in China. The objective was to encourage and reward impactful participation behaviors without creating exorbitant extra work for students or instructors. This paper focuses on the conceptualization and initial implementation of the assessment scheme and also includes preliminary analysis of student impressions of its impact on their behavior and performance.
Ramo, N. L., & Hald, E. S., & Huang-Saad, A., & Fang, Q. (2020, June), Work in Progress: The Development and Implementation of Self-reflection Participation Logs in an English-taught Engineering Program in China Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35692
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