closing-the-homework-feedback-loop-using-dual-submission-with-reflection-homework-methodology

Paper ID #30569 Closing the Homework Feedback Loop using Dual-Submission-with-Reflection Homework Methodology Dr Timothy Aaron Wood, The Citadel Timothy A Wood is an Assistant Professor of Civil and Environmental Engineering at The Citadel He acquired a Bachelor’s in Engineering Physics Summa Cum Laude with Honors followed by Civil Engineering Master’s and Doctoral degrees from Texas Tech University His technical research focuses on the intersection of soil-structure interaction and structural/geotechnical data He encourages students pushing them toward self-directed learning through reading, and inspiring enthusiasm for the fields of structural and geotechnical engineering Dr Wood aims to recover the benefits of classical-model, literature-based learning in civil engineering education Dr Dan D Nale PE, Dan D Nale is Professor of Practice in the Department of Civil and Environmental Engineering at The Citadel Dan received a BS in Civil Engineering from The Citadel and both a MS and PhD in Civil Engineering from The University of South Carolina Dan also earned a MBA from Mercer University Dan worked in the aerospace industry for Grumman on the Space Shuttle before working for Gulfstream Aerospace for 35 years in Savannah, Georgia At Gulfstream, Dan was responsible for Research and Development, Program Management, Engineering, Flight Operations & Flight Test Dan Nale retired from Gulfstream in April of 2019 as the Senior VP of Programs, Engineering & Test Dr Nale has serve as an FAA Designated Engineer Representative for the FAA, is a professional engineering in the state of Georgia and holds a private pilot’s license Dr Ryan Kent Giles P.E., The Citadel Ryan Kent Giles is an Assistant Professor in the Department of Civil and Environmental Engineering at The Citadel Ryan received both a BS in Civil Engineering and a BA in History from Rice University before earning his MS and PhD in Civil Engineering from the University of Illinois at Urbana-Champaign His technical research interests are in structural health monitoring, design optimization, and historic structures He is also interested in the history of engineering and integrating the liberal arts into engineering education c American Society for Engineering Education, 2020 Closing the Homework Feedback Loop using Dual-Submissionwith-Reflection Homework Methodology Abstract Homework in engineering courses serves many purposes critical to student learning and success For the students, homework provides an opportunity for concept and procedural practice with feedback and correction, as well as support for the development and refinement of engineering mental models For the instructor, homework supplies insight on student progress through formative assessment and identification of student challenges A dual-submission-with-reflection homework methodology comprehensively addresses each of these intended purposes In the dual-submission homework process, students submit initial homework solution attempts followed by a second submission of corrected and assessed work Each submission is accompanied by a reflection coversheet The instructor then evaluates both submission and the reflection coversheets The dual submission process successfully addresses the need for student practice, feedback, and correction while increasing the teaching efficiency of the instructor The reflection coversheets for each submission require students to consider the completeness of submissions, their knowledge development, areas of greatest mastery and greatest confusion, and communicate their understanding to the instructor A literature review of both homework strategies and classroom assessment techniques shows the development of the dual-submissionwith-reflection homework methodology The instructors administer the methodology through syllabus explanations, coversheet templates, and online learning management systems Instructors discuss the effectiveness, benefits, and drawbacks of the methodology Results from student surveys illustrate the effectiveness of each component of the dual-submission-withreflection homework methodology Keywords Homework, Instructor Perspectives, Student Perspectives Introduction Homework in engineering courses serves many purposes critical to student learning and success Yet student and instructor attitudes and interactions with homework are always changing Early in engineering education, instructors assigned homework to guide student learning, but homework was rarely collected or graded due to wide-spread, sink-or-swim instructor attitudes toward student success resulting in high stress examination periods As universities and colleges began to value student retention, instructors shifted to an approach of grading homework to provide students with feedback on their learning While potentially valuable to students, the increase in workload caused many instructors to shift grading effort to graduate teaching assistants resulting in a breakdown in formative assessment where the instructor could address common problems As time has gone on, this approach has been further undermined by the widespread availability of solution manuals and crowd-sourced homework resources on the Internet [1] Engineering instructors have been actively attempting to address these various issues A literature review of ASEE publications will show the development of the authors’ dualsubmission-with-reflection homework methodology as an attempt to optimize the effectiveness of homework The methodology, as detailed in the course syllabus, has resulted in positive feedback from a range of instructors and students in the The Citadel School of Engineering Homework Challenges Homework can be a source of frustration and anxiety for both student and instructor The best students will get all they can out of homework regardless of the methodology employed Yet many students struggle to adequately engage with homework due to a lack of understanding of the goals of the course, homework and instructor feedback Some students see homework as an optional way to pad their grade Such students are highly susceptible to temptations to shortcut their learning by copying solutions from fellow students, solution manuals or online sources Failing to understand the benefits of honestly attempting homework, such students are often surprised by poor exam performance Other students see homework as simply a required step toward a certification for an ill-defined future job Treating their educational experience as a certification experience, they seem to actively attempt to not understand, ignoring the concepts and trying simply to blindly use equations and engineering models introduced in class Typically, these students will solely evaluate their work on the basis of the resulting grade Any passing grade will do; and if the instructor has provided detailed feedback, at best it is given a cursory glance before the assignment is destroyed or filed Time management is also a serious challenge for many students Engineering homework takes time and focus The crunch of too much work and too little time can create a compounding problem of late homework, missed homework, and skipped practice Students can struggle to engage with the homework due to online solutions, failure to understand underlying concepts, and time management Instructors experience their own challenges with homework including time management and emotional exhaustion Instructors may assign homework simply as a matter of tradition [2] Others actively desire to assign beneficial homework but assign too much causing students to give up altogether, or too little leaving students without appropriate practice Creating homework assignments is a necessary activity, but often the time required to thoroughly grade homework can be overwhelming Instructors have many demands on their time, and hours a week on homework grading can leave them overextended and exhausted This is further compounded by student apathy toward feedback so excruciatingly provided by the instructor Many instructors are blessed to have graders and teaching assistants, but this can undermine to ability of the instructor to assess and respond to the nuance of developing student knowledge Other instructors simply fall back to a completion grade and merely hope that the students got something out of the homework assignment Instructors are helped by a clear articulation of the goals of assigning homework Homework Goals For the students, homework provides an opportunity for concept and procedural practice with feedback and correction, as well as support for the development and refinement of engineering mental models The most common goal for beneficial homework is the opportunity to practice [2] ASCE ExCEEd Model Instructional Strategy refers to the opportunity to apply new knowledge in an “unfamiliar” context [3] All learning requires repetition for proper internalization Homework should provide an opportunity to explore concepts and practice procedures for solving problems This practice could take the form of simple conceptual questions Alternatively, the homework can provide an opportunity to explore and repeat an established problem-solving procedure covered in class Homework can also push students to extend concepts, synthesizing multiple topics to solve particular problems A constructivist theory of education would argue that beneficial homework provides an opportunity to practice thinking like an engineer In a more traditionalist description of the same process, homework provides students with the opportunity to refine their mental models of how reality works and how the engineering models discussed in class connect to that objective reality Homework provides a clear opportunity for students to engage with the material leading to successful learning through repeated exposure Beneficial homework also provides the opportunity for observation of student knowledge by the instructor By reviewing student work, the instructor can develop responses to areas of misunderstanding or weakness among the students [2] Sometimes this feedback is provided through the detailed feedback on homework assignments Alternatively, if the instructor observes a pattern in student work, the conceptual area can be corrected, strengthened, or reinforced during class An effective instructor will use homework as an opportunity to understand student strengths and weaknesses to improve teaching effectiveness Finally, beneficial homework also provides an opportunity for self-assessment of student knowledge Fundamentally, students must assess their own work and consider for themselves whether they have mastered the content This self-assessment is a critical, but often neglected, part of developing the skills of a life-long learner [3] Too many students consider their homework grade to be the primary measure of mastery Before the widespread availability of solutions online, homework with an assigned grade based on mastery might encourage students to figure out what and why they made errors on their own More modern approaches seek to couple homework with formative assessment to guide the learning experience Traditionally, instructors provide detailed feedback in the grading of the homework with the hope that students will take the time to review the comments and correct their thinking Literature Review Considering the three-fold goals of beneficial homework: practice, instructor observation, and self-assessment, and the challenges of time management, solution availability, shallow learning and instructor fatigue, various innovative homework methodologies have been developed Many instructors have noted the decreasing effectiveness of homework assignments and the challenges posed to both student and teacher ASEE has provided an excellent environment for developing alternative homework methodologies to address these challenges and goals Many have endeavored to use online computing power and have developed various online homework platforms This technology addresses some of the challenges and goals Online databases provide a host of problems, and the ability to change numbers automatically decreases the ability of students to copy work The use of endless or adaptive homework assignments increases student opportunities for practice and immediate feedback Further, the grading load is handled by the computer system, not the instructor, reducing instructor fatigue and protecting the instructor’s time Yet, these tools typically not conscientiously engage self-assessment or instructor observation and may fail to engage deeper conceptual learning [4]–[7] Another approach is to use in-class quizzes or recitations to evaluate the homework learning experience This successfully cuts off student access to solutions, rewards adequate practice before the quiz, and typically decreases the instructor grading load while still providing an opportunity for instructor observation of student performance Yet, there are drawbacks to this approach Lost class time makes implementation costly in the minds of many instructors The limited time associate with an in-class quiz can also reduce the depth of learning that can be assessed Depending on the nature of the quizzes, the method may fail to enforce student selfassessment The use of Classroom Assessment Techniques along with problem-based quizzes can encourage self-assessment and instructor observation This method shows great promise particularly for flipped classrooms and other instructional models that give adequate time for homework-based quizzes [8]–[11] Another innovative approach engages primarily at the level of metacognition The administrative demands of these models vary widely One model requires a reflection worksheet with each homework set [12] Adequate practice is coupled with a mandatory self-assessment providing the instructor with synthesized observation of student struggles The instructor engages primarily with the reflection worksheet decreasing the instructor’s grading time Another approach is simply to require students to the things that good students do: taking notes, synthesizing reading, practicing problems, discussing challenges, etc [13] Completion grades are assigned for each task This approach can actively engage practice, instructor observation, and selfassessment, but might not enforce deep learning or check that learning has truly taken place Alternatively, another method forces mastery by providing an all or nothing grade, instructor feedback, and unlimited resubmission until the student masters the content [14] This method does an excellent job of engaging practice, self-assessment, and instructor observation and can generate deep learning, but may not prevent the copying of solutions Furthermore, the method requires more instructor grading time than the traditional methods The last category of innovation requires self-assessment of student work Most of these methods involve the assignment of traditional homework problems Students submit their initial attempt and then the instructor provides solutions that the students use to assess their work Grades are often applied based on the quality of the initial attempt and the timeliness of each submission substantially reducing student anxiety about homework and the temptations to rely on third-party solutions Some approaches ask the student to provide a grade on their original work [15], [16] Others simply ask the student to correct the work [17], [18] One study asks the students to perform an autopsy of their work [19] These approaches each provide practice opportunities and self-assessment Though students may still use solutions, the temptation to so is decreased The instructor may choose to spend similar time evaluating and observing student performance, or can grade for completion, trusting the self-assessment process, though at the cost of instructor observation This said, the authors have observed that when this approach is used, some students are tempted to barely attempt the problem, knowing they can work to a right answer with the instructor solution and get the grade they want For these students, the effectiveness of selfassessment is likely also compromised While online homework and in-class quizzes have significant strengths, the dual-submissionwith-reflection approach attempts to optimize the strengths of the metacognitive and selfassessment approaches Dual-Submission-with-Reflection Homework Methodology The following syllabus excerpt outlines the dual-submission-with-reflection homework methodology The appendices noted in this section are provide in the appendices Typically, homework represents 15%-20% of the overall grade in classes using this methodology and frequent exams, firmly graded, make up the remaining grade The syllabus excerpt is provided to illustrate the context established by the dual-submission-with-reflection methodology Individual Homework Homework is for the student, for his or her learning, practice and assessment Many of the homework problems represent intentionally challenging, real-world problems Working engineers and engineering students must practice problem formulation, problem solving, and solution documentation Therefore, a proper solution format is required (see Appendix A) Students may work together on homework assignments to gain additional understanding More than any other academic activity, continuous practice of concepts establishes long-term mastery The assigned homework is the minimum required practice Please consult the following book on problem formulation, solving, and documentation: Polya, G., and Conway, J H (1945) How to Solve It: A New Aspect of Mathematical Method Princeton University Press, Princeton, NJ [20] Getting the most from the homework requires at least four separate events First, students should strive to use the mental and mathematical models discussed in class to solve the problem Second, while attempting the problem, students should consider why they are working the problem: What principle does the instructor intend them to practice or explore? Why does the homework seem easy or hard? What questions remain after attempting the problem? Is the homework solution complete? The initial attempt coversheet (Appendix B) explores and documents the answers to these questions Third, students must check their work against the solution The solution should help answer remaining questions about the principles and processes explored in the homework The student must make the correct processes and techniques his or her own so they can tackle similar problems on later homework and exams Finally, the student must consider how to align future homework attempts with the expectations of the instructor, and whether the questions about the concepts remain The self-assessment coversheet (Appendix C) provides this opportunity for reflection Documentation Students must document any help received from supplemental instruction, classmates, reference books, or the internet Information from the course textbook (equations and outlines of procedures), class notes, or the instructor is immediately available to all students and requires no documentation For written homework, state who and/or what helped immediately after the provided content Solutions The use of solutions during homework attempts is strongly discouraged Relying on solutions from previous classes, the textbook, or the internet will result in poor performance during the exams Nevertheless, if published solutions reveal errors, subsequent corrections require proper documentation Grading Homework grading by problem emphasizes effort, completeness, timeliness and accuracy Each homework problem can earn up to 10 points The grade is composed of points for a complete, on-time homework attempt, point if the attempt is correct, and points for self-assessment of the homework attempt Students will submit each problem twice: Initial Attempt: The student will post their initial attempt on the LMS as a single PDF file Each problem will be evaluated based on timeliness, effort and completeness for up to 60% credit An additional 10% will be earned for accurate initial attempts A problem missing any sections (see Appendix A), appropriate diagrams, or a good faith effort at the solution in the required homework format, even with a correct answer, may receive no credit • Each solution attempt must follow the format, including a figure and an answer • All problems in a homework set must be uploaded in a single PDF document PDFs may be created using personal scanners, smartphone scanning apps or the document scanners at the library • The first page must be a complete initial attempt coversheet (Appendix B) Self-Assessment: The student will self-assess their homework and submit a hardcopy in class The remaining 30% credit will be earned by submitting a hardcopy of each complete and self-assessed homework problem The instructor will provide a minimum of 36 hours access to the solutions before requiring homework assessment in class An incomplete hardcopy problem will receive no additional credit • Assessment should provide clear documentation of corrections made in a different color • Assessment should identify errors and comprehensively lead to the final correct answers • A minimum of a check mark in a different color next to the correct answer is required • The first page must be a complete self-assessment coversheet (Appendix C) • The second page must be the complete initial attempt coversheet from the initial attempt Typically, six potential grades can be earned per problem, as seen in Table Table Potential grades per problem Initial Attempt (LMS) Self-Assessment (hardcopy) Maximum Grade On-time, Complete, and Correct On-time and Complete 100% On-time and Complete On-time and Complete 90% On-time and Complete Late or Unsubmitted 60% Late or Unsubmitted On-time and Complete 50% Late or Unsubmitted Late or Unsubmitted 0% Instructor Perspective The instructors have enjoyed the dual-submission-with-reflection homework methodology The methodology provides the opportunity to explicitly discuss the purpose of homework, good learning practices, and the importance of concept mastery The methodology also reduces the grading load while increasing cognitive interaction with students Instructors only evaluate the homework after both submissions, quickly recording the number of problems attempted, corrected and/or correctly answered for the gradebook and interacting with the student responses to reflection questions This closes the feedback loop allowing instructors to see where the students are understanding and struggling without the painful process of interpreting poorly completed homework Instructors have also found the methodology gives them more time and emotional energy to invest in the students who want in-depth feedback during office hours with less time wasted on students who appear not to want to master the content in the class This benefit has led to increased rapport and positive interaction between students and instructor while removing the often-adversarial tone taken by students attempting to understand how homework credit has been assigned More instructors at The Citadel see the value of the dualsubmission process and are incorporating it in their classes Student Perspective A total of 560 engineering students in classes using a dual-submission homework methodology responded to survey questions These students were in a range of engineering mechanics classes, class years, instructors, and engineering disciplines though the majority of students were civil and mechanical engineering students in sophomore level engineering mechanics courses The first set of questions asked about the student’s self-perceived engagement in learning during the initial attempt, the self-assessment and as compared to previous experiences with instructorgraded learning Figure shows that 90% of the students felt engaged in their learning during each phase of the homework process Most interestingly, they felt most strongly that their engagement was better using the dual-submission process compared to traditional instructor graded homework (Figure 1(c)) This data supports the idea that the methodology provided meaningful practice and meaningful self-assessment 0% % of surveyed students 40% 60% 20% 80% 100% 10 (a) 277 228 45 13 (b) 299 205 43 15 (c) 301 Strongly Agree Somewhat Agree 165 Somewhat Disagree 40 Strongly Disagree Figure Student survey responses to (a) “During the dual-submission homework process, I feel engaged in my learning while attempting the homework the first time” (n=560) (b) “During the dual-submission homework process, I feel engaged in my learning while assessing my homework against the instructor's solution” (n=560), and (c) “During the dual-submission homework process, I feel more engaged in learning compared to previous experiences with instructor-graded homework.” (n=521) Students also responded to questions related to the effectiveness of the initial attempt and selfassessment coversheets These coversheets represent a later improvement to the methodology, so the sample size of students is smaller Figure shows that around 60% of the students found the opportunity to reflect on what they learned and how to improve helpful Conscientious selfreflection and metacognition are developed skills that take time to appreciate The remaining students tended to think of the coversheets as a nuisance, something to be done at the last minute Instructors found the coversheets to expedite grading and provide the necessary feedback required to understand student performance 0% 20% % of surveyed students 40% 60% 80% 100% (a) 37 72 54 33 (b) 53 Strongly Agree 83 Somewhat Agree 47 Somewhat Disagree 26 Strongly Disagree Figure Student survey responses to (a) “The Initial Attempt Coversheet helped me consider what I learned and how to improve” (n=124) and (b) “The Self-Assessment Coversheet helped me consider what I learned and how to improve” (n=137) Students were also asked to identify that portion of the homework process that helped them learn the most Figure shows the survey results The self-assessment, that part of the process not forced in traditional homework methodologies, was the most helpful part for 57% of the students The initial attempt was most helpful for 37% of the students Unsurprisingly, doing the homework is the place the students felt they learned the most A small fraction of the students felt they learned the most using the coversheets, suggesting that each element of the dualsubmission-with-reflection methodology was helpful to some degree 140 119 number of surveyed students 120 100 80 77 60 40 20 Initial Attempt Initial Submission Self-Assessment Self-Assessment Coversheet Coversheet Figure Student survey response to “The portion of the homework process that helped me learn the most was ” (n=209) Students were also asked to consider if the grading rubric seemed reasonable and how it compared to traditional instructor checking and grading systems Figure shows that students felt most strongly that the grading system is fair and preferred it to more traditional grading schemes Instructors noted that, though the theoretical homework grade should be very high (an A regardless of skill if turned in on time), students tended to sort themselves into their typical grades by procrastination and missed deadlines The fairness and objectiveness of the system supported strong rapport with the students The students also tended to both understand and take responsibility for anything less than an A grade 0% 20% % of surveyed students 40% 60% 80% 100% (a) 393 109 14 15 (b) 110 364 Strongly Agree Somewhat Agree Somewhat Disagree 32 Strongly Disagree Figure Student responses to (a) “I believe the earned grades to the dual-submission homework process is fair” (n=521) and (b) “I prefer the earned grades for the dual-submission homework process compared to previous experiences with detailed instructor-assigned homework grades” (n=521) Finally, students were asked if they would like to see the dual-submission-with-reflection homework methodology applied to more classes Students may learn from a process without desiring to repeat the process Yet Figure shows that students would like to see it in more classes Student buy in is an important aspect of any learning activity, and students seem to want to homework following the dual-submission-with-reflection process 20 115 347 0% 20% 40% 60% 39 80% 100% % of surveyed students Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree Figure Survey response to “I hope more professors will use the dual-submission homework process” (n=521) Conclusion The dual-submission-with-reflection homework methodology provides students with the necessary practice and self-assessment required for beneficial learning while decreasing the temptation toward shortcutting the learning experience with solution manuals and online guides The reflection coversheets provide instructors a clear view of student knowledge and weaknesses while minimizing lost time spent preparing feedback often ignored by the students Instructors find the methodology an effective addition to their teaching pedagogies Students see the value in the process and prefer it to traditional, instructor-graded homework approaches and desire for the process to be expanded to more courses References [1] “Chegg.com.” https://prod.cheggstudy.prod2.cheggnet.com/study (accessed Nov 13, 2018) [2] L Feldmann, “What, Why, How Of Homework,” presented at the 1998 ASEE Annual Conference, Jun 1998, pp 3.630.1-3.630.5, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/what-why-how-of-homework [3] A C Estes, R W Welch, and S J Ressler, “The ExCEEd Teaching Model,” Journal of Professional Issues in Engineering Education and Practice, vol 131, no 4, pp 218–222, Oct 2005, doi: 10.1061/(ASCE)1052-3928(2005)131:4(218) [4] P D Gwen Lee-Thomas, A Kaw, and A Yalcin, “Using Online Endless Quizzes as Graded Homework,” presented at the 2011 ASEE Annual Conference & Exposition, Jun 2011, pp 22.1626.1-22.1626.16, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/using-online-endless-quizzes-as-graded-homework [5] A Jones, “Evaluation of Canvas-Based Online Homework for Engineering,” presented at the 2017 ASEE Annual Conference & Exposition, Jun 2017, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/evaluation-of-canvas-based-online-homeworkfor-engineering [6] C Y Yan, “Online Homework Assignments: Instructor’s Perspective and Students’ Responses,” presented at the 2016 ASEE Annual Conference & Exposition, Jun 2016, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/online-homeworkassignments-instructor-s-perspective-and-students-responses [7] M Roberts, C Curras, and P Parker, “A Homework Problems Database: Design And Implementation,” presented at the 2006 Annual Conference & Exposition, Jun 2006, pp 11.53.1-11.53.9, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/ahomework-problems-database-design-and-implementation [8] F Akasheh and D C Davis, “Undergraduate Homework Assignments that Achieve Desired Learning Outcomes,” presented at the 2011 ASEE Annual Conference & Exposition, Jun 2011, pp 22.1568.1-22.1568.14, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/undergraduate-homework-assignments-that-achieve-desired-learningoutcomes [9] D J Lura, R J O’Neill, and A Badir, “Homework Methods in Engineering Mechanics,” presented at the 2015 ASEE Annual Conference & Exposition, Jun 2015, pp 26.849.126.849.6, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/homeworkmethods-in-engineering-mechanics [10] G C Brunnhoeffer, “Homework Is So 20th Century!,” presented at the 2017 ASEE Annual Conference & Exposition, Jun 2017, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/homework-is-so-20th-century [11] T A Angelo and P K Cross, Classroom Assessment Techniques: A Handbook for College Teachers John Wiley & Sons Incorporated, 2005 [12] D Breid, “Replacing Cheating with Metacognition – Reevaluating the Pedagogical Role of Homework in Foundational Engineering Courses,” presented at the 2019 ASEE Annual Conference & Exposition, Jun 2019, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/replacing-cheating-with-metacognition-reevaluating-the-pedagogicalrole-of-homework-in-foundational-engineering-courses [13] J A Mirth, “A Specifications-Based Approach for the Design and Delivery of a Statics/Dynamics Course,” presented at the 2019 ASEE Annual Conference & Exposition, [14] [15] [16] [17] [18] [19] [20] Jun 2019, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/aspecifications-based-approach-for-the-design-and-delivery-of-a-statics-dynamics-course J P Moore and J Ranalli, “A Mastery Learning Approach to Engineering Homework Assignments,” presented at the 2015 ASEE Annual Conference & Exposition, Jun 2015, pp 26.64.1-26.64.15, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/amastery-learning-approach-to-engineering-homework-assignments K Chang, “Homework Assignment Self-Grading: Perspectives from a Civil Engineering Course,” presented at the 2019 ASEE Annual Conference & Exposition, Jun 2019, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/homework-assignmentself-grading-perspectives-from-a-civil-engineering-course P D Kearsley and A G Klein, “Self-Corrected Homework for Incentivizing Metacognition,” presented at the 2016 ASEE Annual Conference & Exposition, Jun 2016, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/self-correctedhomework-for-incentivizing-metacognition T A Wood, M Batouli, D Michalaka, K Brown, and E Book, “Perspectives on an Innovative Homework Policy,” in ASEE Southeastern Section Conference, Charlotte, NC, 2019, p E K Book, T A Wood, and J M Plumblee, “Student and Faculty Perspective and Survey Results on an Innovative Homework Process: American Society for Engineering Education,” in 2019 ASEE Annual Conference and Exposition, Tampa, FL, Jun 2019, Accessed: Aug 07, 2019 [Online] Available: https://www.asee.org/public/conferences/140/papers/25233/view N Li, N Warter-Perez, and H Shen, “A Self-Assessment Based Homework Model,” presented at the 2019 Pacific Southwest Section Meeting, Apr 2019, Accessed: Jan 25, 2020 [Online] Available: https://peer.asee.org/a-self-assessment-based-homework-model G Polya and J H Conway, How to Solve It: A New Aspect of Mathematical Method Princeton, NJ: Princeton University Press, 1945 Appendix A Mandatory Homework Structure Neat, well-organized, and useful homework requires effort Each complete homework problem must contain the structure and information required for understanding the context, scope, process, calculations, and reasonableness of the solution Engineers check their work and the work of others; therefore, calculations must be clear, thorough, and presentable Industry and consulting engineers need new graduates capable of solving problems and producing acceptable engineering calculations A solution should read like a textbook example problem with pertinent details and text explaining the analysis, steps, equations, etc The professor will review homework submissions and may make suggestions for improvement However, disorderly, poorly formatted homework may be returned without a grade Students must follow the instructions listed below and the format shown on the next page Additional homework requirements • Tools • Work in pencil • Write on 8.5 in  11 in., gridded engineering paper • Use a straight edge, compass, and/or protractor to draw diagrams • Staple multi-page submissions together • Presentation • Include no more than one problem per page • Number pages per problem if more than one page is needed • Each problem should have a neatly drawn figure(s) • Figures should be large enough to be easily read • Variables should appear on figures • Variables should be described using words and symbols • Write legibly, in clear, easy-to-read print • Completely erase any extraneous material • No crossed-out material should appear on the solutions • Leave blank lines between steps, providing space for correction, assessment and comment • Organization using Homework Format (next page) Homework Format Submittal Date Problem #, Page #/# Student Name Problem #: Statement: Briefly describe the problem Given: Identify known values Symbolically note all the given information; include necessary figures Find: Identify unknown values State the desired result(s) using words and symbols Procedure: Briefly outline the general approach to solve the problem and identify appropriate fundamental concepts Solution: Write out in detail the formulation of the solution following the outlined procedure Text and figures must be neat and professional Show all the pertinent details of the solution approach • • • • • • Answer: The solution should begin with an appropriate diagram From the diagram write the general equation(s) symbolically Simplify the equation(s) explaining simplifications Populate the simplified symbolic equations with physical quantities represented numerically with units Calculate the final answer, round to appropriate significant figures, and determine the final units Consider and describe the reasonableness of the results Copy those variables identified in the Find section and calculated in the Solution section • • • • Confirm the reasonableness of the answer Check the answer with other sources If there is a discrepancy, go back and rethink the analysis Do not attempt to reverse engineer the correct answer; consult with peers, the SI instructor and/or the professor as needed to identify mistakes Appendix B: Initial Attempt Coversheet Initial Attempt Provide complete solution attempts for the problems from the Semester Homework Problems Submit a single PDF document scan on the LMS including this coversheet Grading is based on timeliness, formatting, effort and completeness per problem Punch List Figures: • Answer: Answer • Was the problem solution formatted as described in the syllabus, providing meaningful information in each section? Did the problem solution include at least one fully labeled figure or diagram as part of the Given and/or Solution sections? Does the problem solution lead to the values identified in the Find section and were those values copied to the Answer section? Check this box regardless of whether the answer is right or wrong Figures Format: Format • Problem # Before submitting the initial homework solution attempt on the LMS, evaluate each homework problem (  / X) based on completion for: Reflection Write one sentence that summarizes the objective(s) (Find) of the concepts in this homework set What principle(s) shaped the mental models for this homework set? What was the most important concept(s) practiced in this homework set? What was the muddiest point in this homework set? Reflect on how class preparation, class, and study contributed to confidence (or lack thereof) on this homework attempt What will be changed to improve confidence? Appendix C: Self-Assessment Coversheet Answer Figures Format Please submit assessed hardcopies at the beginning of class on the due date Use a different color to mark errors and corrections Use check marks () by the answer where the initial attempt is correct Corrections must include drawing any missing figures and providing corrected work resulting in correct final answer(s) The instructor will evaluate continuous improvement to calculate the recorded grade Problem # Corrections / Punch List Evaluate each homework problem (  / X) based on initial accuracy compared to the instructor provided solution for: • Format: Was the solution formatted like the instructor solution? • Figures: Did the solution include the same figures? • Answer: Did the solution calculate the right answer(s)? Self-Assessment Excellent Good Category Format Interpretation Planning / Procedure Solution Execution Figures Equations Units Checking Work Needs Work Identify strengths and areas for improvement based on the correction of the initial homework attempt compared to the instructor provided solutions Provide a check ( ) in the appropriate column (Needs Work/Good/Excellent) for each category Strengths Areas for Improvement Reflection What answers from the Initial Attempt coversheet, if any, changed after assessing the work? Reflect on how to improve concept mastery and homework performance in the next homework