Work It Baby, Work It! Reworking the Worksheet in Camtasia

Tanya Kunberger; Kristine R. Csavina

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Use of Technology in Civil Engineering Education
Tagged Division: Civil Engineering
Page Count: 11
Page Numbers: 22.1710.1 - 22.1710.11
DOI: 10.18260/1-2--18394
Permanent URL: https://strategy.asee.org/18394
Download Count: 315

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Paper Authors

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Tanya Kunberger Florida Gulf Coast University

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Dr. Tanya Kunberger is an Assistant Professor in the Department of Environmental and Civil Engineering in the U.A. Whitaker School of Engineering at Florida Gulf Coast University.
Dr. Kunberger received her B.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D. in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas of specialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in engineering and development of an interest in STEM topics in K-12 students.

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Kristine R. Csavina Florida Gulf Coast University

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Dr. Kristine Csavina is an Assistant Professor of Bioengineering in the U. A. Whitaker School of Engineering at Florida Gulf Coast University. Dr. Csavina received a B.E. in Mechanical Engineering from University of Dayton and the Ph.D. in Bioengineering from Arizona State University. Her research interests range from motion analysis of human movement in movement disorders, orthopedics and sports to engineering education research in student learning, pedagogical approach, and K-12 outreach initiatives.

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Abstract

Work It Baby, Work It! Reworking the Worksheet in CamtasiaAbstractFaculty teaching Engineering Mechanics at XXX University continuously seek means toimprove student learning and respond to student feedback in this integrated lecture-lab course.Worksheets are available on the online Course Management System (CMS) for students to print,and each lesson has a worksheet with typically two or three problems to be worked throughduring class. The instructors encourage students to work at white boards that surround theperimeter of the room (which includes rolling white boards to accommodate all students). Boardwork not only allows the instructor to see the work as they walk around the room to assist eachgroup, it also encourages students to discuss each step of the problem solving process with theirpeers encouraging some to become the “teachers” for the problem. A common student critiqueof this course is the lack of time to copy work from their board work into their notes. Thechallenge for the faculty is balancing between those students that finish quickly and have time tocopy board work onto their worksheets and those that are still working at the board when theclass comes back together at their tables. Though the worksheet solution is briefly discussed, it isoften the students that need the solution in their notes that do not have time to completely recordthe material from their board work as the instructors continue with new course material.The instructors propose using Camtasia Studio, wireless Slates, and voice-over recordings, toprovide step-by-step solutions to many of the worksheets that the students solve in groups at thewhiteboard. These solutions will then be posted to the computer management sites for thestudents to reference as necessary. The authors will assess how students do on Exams 3-5 andcompare their performance to Exams 1 and 2, especially for those students scoring lower on thefirst two exams. The authors will also compare exam scores of this group with previous threeyears of data. Additionally, the authors will note who accesses the recordings and compare toany improvement in grades. Assessment of students’ perceive gains in topic comprehension willbe taken from end of semester survey and students’ comments. These demonstration worksheetsreinforce the new material, providing students the opportunity to learn, to an extent, at their ownpace and transform the course into an effective “hybrid” learning environment.

Citation
Format

Kunberger, T., & Csavina, K. R. (2011, June), Work It Baby, Work It! Reworking the Worksheet in Camtasia Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18394

TY - CPAPER
AB - Work It Baby, Work It! Reworking the Worksheet in CamtasiaAbstractFaculty teaching Engineering Mechanics at XXX University continuously seek means toimprove student learning and respond to student feedback in this integrated lecture-lab course.Worksheets are available on the online Course Management System (CMS) for students to print,and each lesson has a worksheet with typically two or three problems to be worked throughduring class. The instructors encourage students to work at white boards that surround theperimeter of the room (which includes rolling white boards to accommodate all students). Boardwork not only allows the instructor to see the work as they walk around the room to assist eachgroup, it also encourages students to discuss each step of the problem solving process with theirpeers encouraging some to become the “teachers” for the problem. A common student critiqueof this course is the lack of time to copy work from their board work into their notes. Thechallenge for the faculty is balancing between those students that finish quickly and have time tocopy board work onto their worksheets and those that are still working at the board when theclass comes back together at their tables. Though the worksheet solution is briefly discussed, it isoften the students that need the solution in their notes that do not have time to completely recordthe material from their board work as the instructors continue with new course material.The instructors propose using Camtasia Studio, wireless Slates, and voice-over recordings, toprovide step-by-step solutions to many of the worksheets that the students solve in groups at thewhiteboard. These solutions will then be posted to the computer management sites for thestudents to reference as necessary. The authors will assess how students do on Exams 3-5 andcompare their performance to Exams 1 and 2, especially for those students scoring lower on thefirst two exams. The authors will also compare exam scores of this group with previous threeyears of data. Additionally, the authors will note who accesses the recordings and compare toany improvement in grades. Assessment of students’ perceive gains in topic comprehension willbe taken from end of semester survey and students’ comments. These demonstration worksheetsreinforce the new material, providing students the opportunity to learn, to an extent, at their ownpace and transform the course into an effective “hybrid” learning environment.
AU - Tanya Kunberger
AU - Kristine R. Csavina
CY - Vancouver, BC
DA - 2011/06/26
PB - ASEE Conferences
TI - Work It Baby, Work It! Reworking the Worksheet in Camtasia
UR - https://strategy.asee.org/18394
DO - 10.18260/1-2--18394
ER -