Submitting Campus
Daytona Beach
Department
Engineering Fundamentals
Document Type
Article
Publication/Presentation Date
6-25-2023
Abstract/Description
The authors report on a pedagogical feedback strategy employed in a first-year engineering graphics course, which implemented a flipped classroom model for self-regulated learning. Class time was reserved for activities and content clarifications. To encourage self-regulated learning and just-in-time teaching modifications, students completed a weekly mixed methods survey in the fall semester of 2022. Over each semester, 12 weeks of student data were collected. To further understand students’ concerns and capture potentially different voices, an anonymous midterm survey was administered by the Center of Teaching and Learning Excellence (CTLE) in the middle of the fall semester of 2022. A comparison of weekly reflection surveys to the midterm survey offered the instructor an opportunity to further understand the effectiveness of weekly reflection surveys and identify how to use weekly reflection surveys more efficiently.
Publisher
American Society for Engineering Education
Sponsorship/Conference/Institution
2023 Annual Conference & Exposition
Location
Baltimore, MD
Paper Number
38554
Number of Pages
16
Scholarly Commons Citation
Sun, L., & Rohrbacher, C. (2023). Comparing Weekly Reflection Surveys and a Midterm Survey: Insights on Formative Feedback in Graphical Communication Education. , (). Retrieved from https://commons.erau.edu/publication/2081
