Promoting Student Success: Goodbye to Graded Homework and Hello to Homework Quizzes
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
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Innovations in Aero Curriculum and Program Level Administration
- Tagged Division
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Aerospace
- Page Count
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8
- DOI
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10.18260/1-2--28774
- Permanent URL
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https://strategy.asee.org/28774
- Download Count
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911
Paper Authors
Kathy Schmidt Jackson Pennsylvania State University, University Park
Kathy Jackson is a Faculty Programs Researcher at the Pennsylvania State University’s Teaching and Learning with Technology. In this position, she collaborates with faculty on the Scholarship of Teaching and Learning through various research projects. Particular current areas of collaboration include instructional design, evaluation, engineering education and learner support. In addition, Dr. Jackson is an Affiliate Faculty in Penn State’s Higher Education Department.
Mark D. Maughmer Pennsylvania State University, University Park
Dr. Mark D. Maughmer received his B.S. and Ph.D. degrees in Aeronautical and Astronautical Engineering from the University of Illinois, and an M.S.E. in Aerospace and Mechanical Sciences from Princeton. He has been on the faculty in the Department of Aerospace Engineering at Penn State since 1984. His research activities are analytical, experimental, and computational, and generally in the areas of aerodynamics, primarily aircraft and wind turbines, and aircraft design, flight mechanics, and stability and control. He has worked on aircraft designs with a number of companies, and has played a key role in the development of winglets for sailplanes and low-speed aircraft. He is actively involved in the American Institute of Aeronautics and Astronautics (AIAA), the American Helicopter Society (AHS), and the International Organization for the Science and Technology of Soaring (OSTIV). He has served as the Chairman of Aerospace Engineering Division of ASEE and received their Distinguished Service Award in 2006. He was also honored with the ASEE Fred Merryfield Engineering Educator Design Award in 2009, the John Leland Atwood Award from AIAA/ASEE in 2013, and the William T. Piper General Aviation Award from AIAA in 2014.
Abstract
In higher education, an ongoing issue is assessment of student learning. We wonder how to assess, how often to assess, why we are assessing, and even how are we, as faculty, going to handle all the grading and management of assessment. Engineering students are frequently assessed on homework, quizzes, projects, and exams, but given today’s connected world, students may be copying or sharing homework solutions. Frequently, they do not realize how working problems is integral to their success in a class as well as to their understanding of engineering. In addition, across the disciplines we are more aware of how students study and that they often do not select the most productive studying techniques. In an effort to ensure students are studying effectively and working their own problem sets, students in a senior level aerospace engineering course are assigned weekly homework, but instead of turning in the worked problems, they are instead given a quiz relating to the homework material. In this paper, we will share the quiz and overall exam grades of this class compared with a previous class that did not take quizzes, but was given the same exams. In addition, students responded to a pre- and post-survey of their perceptions on studying and using quizzes as homework. We include the professor’s insights on the efficiency of this approach and what to consider before implementing homework quizzes in one of your classes.
Jackson, K. S., & Maughmer, M. D. (2017, June), Promoting Student Success: Goodbye to Graded Homework and Hello to Homework Quizzes Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28774
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