Asee peer logo

Work in Progress: The Development and Implementation of Self-reflection Participation Logs in an English-taught Engineering Program in China

Download Paper |


2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Factors Influencing Curriculum Development: International Division Technical Session 4

Tagged Division


Tagged Topic


Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Nicole L. Ramo University of Michigan Orcid 16x16

visit author page

Nicole earned a B.Sc. degree in mechanical engineering with a concentration in bioengineering from Kettering University (Flint, MI, USA) in 2012. The experiential learning program at Kettering allowed her to work as a research assistant at Henry Ford Hospital’s Bone and Joint Center (Detroit, MI, USA) for 2.5 years where she developed a deep interest in orthopedic biomechanics. Nicole went on to earn her PhD in bioengineering from Colorado State University (Fort Collins, CO, USA) in 2018. There, she gained experience working as a graduate teaching assistant for computer aided engineering, biomedical engineering capstone design, and biomedical engineering introductory classes. She also served as a Graduate Teaching Fellow for the Walter Scott, Jr. College of Engineering during the 2016/2017 academic year. Nicole is currently an instructional post-doctoral fellow in the Transforming Engineering Education Laboratory within the Biomedical Engineering Department at the University of Michigan. Through this fellowship, she spent the 2019/2020 academic year teaching and assisting in curriculum development at Shantou University (Guangdong Province, China). Her engineering education interests include student perceptions of engineering disciplines, student engagement strategies, and program accreditation.

visit author page


Eric Scott Hald Shantou University

visit author page

Eric S. Hald is Lecturer and Director of Undergraduate Teaching at Shantou University in Shantou, Guangdong, China. As part of an ongoing collaboration between the University of Michigan, Shantou University, and the Li Ka Shing Foundation, his instructional focus is on developing forward thinking biomedical engineering curriculum in the new biomedical engineering department at Shantou University. He holds a Ph.D. in Biomedical Engineering from the University of Minnesota and a B.S. in Bioengineering from the University of Pittsburgh.

visit author page


Aileen Huang-Saad University of Michigan

visit author page

Aileen is faculty in Engineering Education and Biomedical Engineering. Previously, Aileen was the Associate Director for Academics in the Center for Entrepreneurship and was responsible for building the Program in Entrepreneurship for UM undergraduates, co-developing the masters level entrepreneurship program, and launching the biomedical engineering graduate design program. Aileen has received a number of awards for her teaching, including the Thomas M. Sawyer, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University of Michigan faculty, she worked in the private sector gaining experience in biotech, defense, and medical device testing at large companies and start-ups. Aileen’s current research areas include entrepreneurship engineering education, impact and engaged learning. Aileen has a Bachelor’s of Science in Engineering from the University of Pennsylvania, a Doctorate of Philosophy from The Johns Hopkins University School of Medicine, and a Masters of Business Administration from the University of Michigan Ross School of Business. Aileen is also a member of Phi Kappa Phi and Beta Sigma Gamma.

visit author page


Qiang Fang Shantou University

visit author page

QIANG FANG received the B.S. degree in applied physics form Tsinghua University, Beijing, China, in 1991, and the Ph.D. degree in biomedical engineering from Monash University, Melbourne, Australia, in 2000. He is currently the Founding Chair of the Biomedical Engineering Department and a Full Professor with Shantou University, China. Before he moved to Shantou University, in 2017, he was a permanent Academic Staff of RMIT University, Melbourne, Australia, for 15 years. His major research interests include intelligent and miniaturized medical instrumentation, wearable and implantable body sensor networks, and pervasive computing technologies. He is also active in researching and promoting education in biomedical engineering.

visit author page

Download Paper |


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

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: © 2020 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