Work in progress - Developing and maintaining problem solving skills and concepts in statics and thermodynamics

Russell Lee Warley, Oladipo Onipede, Jr.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

An implementation of an overall methodology to ensure that students develop and maintain satisfactory problem solving abilities is reported. Most aspects of this methodology have been implemented in two sophomore Engineering courses: Statics and Thermodynamics. The objective of this methodology is to ensure that students who pass (a grade of "C" or better) these introductory engineering courses have not only clearly demonstrated the ability satisfactory problem solving abilities, but have also maintained these problem solving skills through subsequent courses. These methods have three main components: Exam questions and final quizzes during the course and initial pre-quizzes in subsequent courses. All major topics covered in the course are tested multiple times, first during problem solving based exams and in subsequent quizzes. All grading is done on a mastery type basis. We believe that by this approach we can shift student thinking from getting partial credit to learning and solving problems correctly. This methodology should also help with direct measurement of clearly defined learning outcomes and an overall more consistent grading of exams since partial credit is mostly eliminated.

Original languageEnglish (US)
Title of host publication37th ASEE/IEEE Frontiers in Education Conference, FIE
DOIs
StatePublished - Dec 1 2007
Event37th ASEE/IEEE Frontiers in Education Conference, FIE - Milwaukee, WI, United States
Duration: Oct 10 2007Oct 13 2007

Other

Other37th ASEE/IEEE Frontiers in Education Conference, FIE
CountryUnited States
CityMilwaukee, WI
Period10/10/0710/13/07

Fingerprint

Thermodynamics
Students

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

@inproceedings{665b520ed08a44a6ae1b8d5979c66b96,
title = "Work in progress - Developing and maintaining problem solving skills and concepts in statics and thermodynamics",
abstract = "An implementation of an overall methodology to ensure that students develop and maintain satisfactory problem solving abilities is reported. Most aspects of this methodology have been implemented in two sophomore Engineering courses: Statics and Thermodynamics. The objective of this methodology is to ensure that students who pass (a grade of {"}C{"} or better) these introductory engineering courses have not only clearly demonstrated the ability satisfactory problem solving abilities, but have also maintained these problem solving skills through subsequent courses. These methods have three main components: Exam questions and final quizzes during the course and initial pre-quizzes in subsequent courses. All major topics covered in the course are tested multiple times, first during problem solving based exams and in subsequent quizzes. All grading is done on a mastery type basis. We believe that by this approach we can shift student thinking from getting partial credit to learning and solving problems correctly. This methodology should also help with direct measurement of clearly defined learning outcomes and an overall more consistent grading of exams since partial credit is mostly eliminated.",
author = "Warley, {Russell Lee} and {Onipede, Jr.}, Oladipo",
year = "2007",
month = "12",
day = "1",
doi = "10.1109/FIE.2007.4418045",
language = "English (US)",
isbn = "1424410843",
booktitle = "37th ASEE/IEEE Frontiers in Education Conference, FIE",

}

Warley, RL & Onipede, Jr., O 2007, Work in progress - Developing and maintaining problem solving skills and concepts in statics and thermodynamics. in 37th ASEE/IEEE Frontiers in Education Conference, FIE., 4418045, 37th ASEE/IEEE Frontiers in Education Conference, FIE, Milwaukee, WI, United States, 10/10/07. https://doi.org/10.1109/FIE.2007.4418045

Work in progress - Developing and maintaining problem solving skills and concepts in statics and thermodynamics. / Warley, Russell Lee; Onipede, Jr., Oladipo.

37th ASEE/IEEE Frontiers in Education Conference, FIE. 2007. 4418045.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Work in progress - Developing and maintaining problem solving skills and concepts in statics and thermodynamics

AU - Warley, Russell Lee

AU - Onipede, Jr., Oladipo

PY - 2007/12/1

Y1 - 2007/12/1

N2 - An implementation of an overall methodology to ensure that students develop and maintain satisfactory problem solving abilities is reported. Most aspects of this methodology have been implemented in two sophomore Engineering courses: Statics and Thermodynamics. The objective of this methodology is to ensure that students who pass (a grade of "C" or better) these introductory engineering courses have not only clearly demonstrated the ability satisfactory problem solving abilities, but have also maintained these problem solving skills through subsequent courses. These methods have three main components: Exam questions and final quizzes during the course and initial pre-quizzes in subsequent courses. All major topics covered in the course are tested multiple times, first during problem solving based exams and in subsequent quizzes. All grading is done on a mastery type basis. We believe that by this approach we can shift student thinking from getting partial credit to learning and solving problems correctly. This methodology should also help with direct measurement of clearly defined learning outcomes and an overall more consistent grading of exams since partial credit is mostly eliminated.

AB - An implementation of an overall methodology to ensure that students develop and maintain satisfactory problem solving abilities is reported. Most aspects of this methodology have been implemented in two sophomore Engineering courses: Statics and Thermodynamics. The objective of this methodology is to ensure that students who pass (a grade of "C" or better) these introductory engineering courses have not only clearly demonstrated the ability satisfactory problem solving abilities, but have also maintained these problem solving skills through subsequent courses. These methods have three main components: Exam questions and final quizzes during the course and initial pre-quizzes in subsequent courses. All major topics covered in the course are tested multiple times, first during problem solving based exams and in subsequent quizzes. All grading is done on a mastery type basis. We believe that by this approach we can shift student thinking from getting partial credit to learning and solving problems correctly. This methodology should also help with direct measurement of clearly defined learning outcomes and an overall more consistent grading of exams since partial credit is mostly eliminated.

UR - http://www.scopus.com/inward/record.url?scp=50049129418&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=50049129418&partnerID=8YFLogxK

U2 - 10.1109/FIE.2007.4418045

DO - 10.1109/FIE.2007.4418045

M3 - Conference contribution

SN - 1424410843

SN - 9781424410842

BT - 37th ASEE/IEEE Frontiers in Education Conference, FIE

ER -