Is this project an undergraduate, graduate, or faculty project?
Undergraduate
Project Type
individual
Campus
Daytona Beach
Authors' Class Standing
Tess Hagstrom, Senior
Lead Presenter's Name
Tess Hagstrom
Lead Presenter's College
DB College of Arts and Sciences
Faculty Mentor Name
Dr. Debarati Basu
Abstract
Little is known about how resubmission policies affect students in upper-level engineering courses. Previous studies in a lower-level engineering course at Embry-Riddle found that students had a positive perception of the implementation of resubmission policies in relation to their confidence, performance, and sense of belonging. Students also reported that the policies helped them grow through feedback and mistakes, as well as helped improve their learning in the course. To investigate how students perceive these policies in a higher-level course, students in an upper-level mechanical engineering course at Embry-Riddle were given the opportunity to resubmit quizzes after they received their feedback. The quizzes included auto-graded quizzes with immediate feedback and manually graded quizzes with qualitative feedback provided by graders. We utilized a pre-experimental research design with a post-course survey to conduct this IRB approved study in the Fall 2025 semester. At the end of the semester, a survey was utilized to collect students’ perceptions on the resubmission policy. In this poster, we present students’ perceptions of the resubmission policy using descriptive statistics. It was found that students had positive perception of the policy, and agreed that it impacted their confidence, performance, learning, acceptance, sense of belonging, sense of being supported, growth in their learning, and reduced anxiety. We will also present on the difference in students’ perception between students who had experienced the resubmission policy for the first time and students who had prior exposure to resubmission policies in previous courses. The results of this study can increase the adoption of resubmission policies in other engineering courses. Future research will be conducted to analyze students’ grade averages before and after the utilization of resubmission.
Did this research project receive funding support (Spark, SURF, Research Abroad, Student Internal Grants, Collaborative, Climbing, or Ignite Grants) from the Office of Undergraduate Research?
No
Included in
Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons
Student Perceptions on Resubmission Policies in an Upper-Level Engineering Course
Little is known about how resubmission policies affect students in upper-level engineering courses. Previous studies in a lower-level engineering course at Embry-Riddle found that students had a positive perception of the implementation of resubmission policies in relation to their confidence, performance, and sense of belonging. Students also reported that the policies helped them grow through feedback and mistakes, as well as helped improve their learning in the course. To investigate how students perceive these policies in a higher-level course, students in an upper-level mechanical engineering course at Embry-Riddle were given the opportunity to resubmit quizzes after they received their feedback. The quizzes included auto-graded quizzes with immediate feedback and manually graded quizzes with qualitative feedback provided by graders. We utilized a pre-experimental research design with a post-course survey to conduct this IRB approved study in the Fall 2025 semester. At the end of the semester, a survey was utilized to collect students’ perceptions on the resubmission policy. In this poster, we present students’ perceptions of the resubmission policy using descriptive statistics. It was found that students had positive perception of the policy, and agreed that it impacted their confidence, performance, learning, acceptance, sense of belonging, sense of being supported, growth in their learning, and reduced anxiety. We will also present on the difference in students’ perception between students who had experienced the resubmission policy for the first time and students who had prior exposure to resubmission policies in previous courses. The results of this study can increase the adoption of resubmission policies in other engineering courses. Future research will be conducted to analyze students’ grade averages before and after the utilization of resubmission.