2024 ASEE Annual Conference & Exposition

The Success and Retention of Students Using Multiple-Attempt Testing in Fundamental Engineering Courses: Dynamics and Thermodynamics

Presented at Educational Research and Methods Division (ERM) Technical Session 18

The Success and Retention of Students using Multiple-Attempt Testing in Fundamental Engineering Courses: Dynamics and Thermodynamics
First name Last name1, First name Last name 1, First name Last name 2, First name Last name 2, First name Last name 3, and First name Last name 1
1Department One
2Department two
3Department Three
University
Abstract
The notion behind Multiple-Attempt Testing continues to be investigated for its benefits in terms of students’ overall success and their retention in fundamental engineering courses. Two engineering courses were delivered in mixed-mode in Spring 2023 (post-COVID): Dynamics and Thermodynamics, whose results were compared to the same courses given in the same semester, four years earlier, delivered in mixed-mode in Spring 2019 (pre-COVID). All four courses were large classes ranging from 167 students for Spring 2023 in Dynamics to 267 students in Thermodynamics for the same Spring 2023 semester.
For both courses, there were three tests during the semester. In Spring 2019, students were given a five-day window to conduct their tests in the testing center (TC). Facilitated by the Learning Management System (LMS), the grades were instantly uploaded into CANVAS. Once the test closed, students were allowed to see their work with a teaching-assistant to learn from mistakes and claim some partial credit where possible. However, in Spring 2023, for both courses, students were given three tests during the semester with three attempts each, as well as a make-up final cumulative examination, also with three attempts, for those who wanted to improve their grades. No partial credit was given in any attempt of any test or the final examination. Each attempt was open for two days and the students were allowed to see their tests after each attempt, learn from mistakes, and prepare better for the next attempt.
The effectiveness of this testing-interwoven-learning method lies in the fact that students are comfortable and less anxious to do their tests knowing they have other chances, can learn from their mistakes and focus their attention on their weaknesses, enhance their knowledge, and do better in the next attempt. With this self-paced method students learn a lot on their own given the amount of videos provided them.
The study shows a substantial decrease in the failure rate, 65% and the overall DWF decreased by more than 40% in both courses. This suggests students aspired to do well in every attempt, or even if they failed all three tests, they would still have a final examination that could save them, which reduced the overall DWF. A survey was also conducted, revealing more than 70% of students preferred this method of testing and learning in future courses.

Authors

Dr. Marino Nader http://orcid.org/0000-0002-7677-1771 University of Central Florida [biography]

Marino Nader is an Associate lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida and has been working on digitizing courses and exams, creating different course modalities. Dr. Nader obtained his B.Eng., M.Eng. and Ph.D. from McGill University. His Ph.D. was done in conjunction with the Canadian Space Agency where he spent two years doing research and experiments. Upon completion of his Ph.D. he began working in the Aerospace Industry where he spent over 10 years as a Stress Analyst/Consultant. At present he enjoys working on Distributed Electric Propulsion (DEP) with his students, designing, analyzing, constructing and flying Unmanned Aerial Vehicles. Dr. Nader won a few awards in the past few years, among these are the College of Engineering Award of Excellence in Undergraduate Teaching (2023), Excellence in Faculty Academic Advising for the College of Engineering and Computer Science (2020). In addition, he is also a Co-PI on the NSF-supported HSI Implementation and Evaluation Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).

Mohammadreza Chimehrad, is currently a student enrolled in a Ph.D. program in Mechanical Engineering at the University of Central Florida. His research interests encompass a diverse range of captivating domains within Mechanical Engineering, particularly the complex realm of Microfabrication, which involves exploring and mastering the art of crafting miniature objects. The scope of his work encompasses Micro-Electro-Mechanical Systems (MEMS), Electrochemical sensors, Actuators, and Microfluidic devices. Chimehrad is dedicated to providing innovative solutions for intricate problems in these areas.
In addition, he is currently serving as a Research Assistant at the University of Central Florida contributing to the NSF-supported HSI Implementation and Evaluation Project: Enhancing Student Successes in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).

Short Bio: Dr. Michelle Taub is an Assistant Professor in the Department of Learning Sciences and Educational Research, College of Community Innovation and Education, at the University of Central Florida. She is also Core Faculty of UCF’s Faculty Cluster Initiative’s Learning Sciences Cluster. She is the Program Coordinator of the Learning Sciences track of the Education Ph.D. program. Dr. Taub received her Ph.D. in Psychology at North Carolina State University, and her M.A. and B.A. at McGill University in Montreal, Canada in Educational Psychology (Learning Sciences stream), and Psychology, respectively. Her research interests include using multimodal data to examine self-regulated learning across contexts and populations. She is the current Associate Editor for the International Journal of Learning and Instruction and the International Journal of Artificial Intelligence in Education and serves on the Editorial Board for the International Journal of Metacognition and Learning. She is Co-PI on the NSF-supported HSI Implementation and Evaluation Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).

Sierra Outerbridge, M.Ed., is a graduate research assistant and Ph.D. student in the department of Learning Sciences and Educational Research at the University of Central Florida. Sierra earned her Bachelor of Arts degree from Samford University where she studied Spanish Language & Literature and Business, as well as a Master of Education degree in Curriculum & Instruction from the University of Central Florida. Her current research focuses on fostering self-regulated learning, technological innovation for student-centered learning environments, and strategic approaches to develop equitable educational opportunities. Additionally, she is the Co-Founder and Director of Academic Coaching at Ardiendo Learning. Passionate about empowering all students, she is focused on closing the education opportunity gap by inspiring lifelong learning through student-mentor relationships.

Dr. Harrison Oonge is an assistant dean for academic planning in the College of Undergraduate Studies, at the University of Central Florida. Harrison oversees the Pegasus Path (an undergraduate academic degree planning tool), curriculum alignment initiative, articulation agreements and chairs the University Assessment Committee. Harrison’s research interests include curriculum alignment, transfer students academic transition issues, and articulation. Harrison holds a B.A. in Education (Kenyatta University, Kenya), a M.A. in Special Education (WVU), and Ed.D. in Curriculum and Instruction (WVU).

Short Bio: Dr. Hyoung Jin Cho is a Professor in the Department of Mechanical and Aerospace Engineering at the University of Central Florida. His research interest is in miniaturized sensors and sample handling devices. He has published over 120 peer-reviewed journal and proceeding papers and has 12 and 6 patents granted in the U.S. and Korea, respectively. He earned his Ph.D. in Electrical Engineering from the University of Cincinnati in 2002, M.S. and B.S. in Materials Engineering from Seoul National University in 1991 and 1989. He worked as Research Engineer at Korea Electronics Technology Institute (KETI) from 1993 to 1997. He received the NSF CAREER award in 2004 and was given the WCU (World Class University) Visiting Professorship under the Ministry of Education, Science and Technology, Korea in 2009. He is currently leading the NSF-supported HSI Implementation and Evaluation Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).
Michelle Taub University of Central Florida [biography]

Michelle Taub, Ph.D., is an Assistant Professor of Learning Sciences and Educational Research and Core Faculty of the Faculty Cluster Initiative's Learning Sciences Cluster at the University of Central Florida. Her research focuses on measuring self-regulated learning across research and learning contexts, such as STEM classrooms.
Sierra Outerbridge University of Central Florida [biography]

Sierra Outerbridge, M.Ed., is a graduate research assistant and Ph.D. student of Education in the Learning Sciences Track at the University of Central Florida. Sierra earned her Bachelor of Arts degree from Samford University where she studied Spanish Language & Literature and Business, as well as a Master of Education degree in Curriculum and Instruction from the University of Central Florida. Her current research focuses on fostering self-regulated learning, technological innovation for student-centered learning environments, and strategic approaches to develop equitable educational opportunities.
Harrison N. Oonge University of Central Florida [biography]

Harrison N. Oonge is an assistant dean for academic planning in the College of Undergraduate Studies at the University of Central Florida (UCF). Harrison leads articulation and the curriculum alignment effort of gateway 53 gateway courses between UCF and DirectConnect partner institutions. Prior to joining UCF, Harrison worked for three years at West Virginia University (WVU) as a project specialist in Undergraduate Academic Affairs and an adjunct professor in WVU’s College of Education and Human Services where he taught undergraduate and graduate-level courses. Harrison holds a B.A. in Education (Kenyatta University, Kenya), a M.A. in Special Education (WVU), and Ed.D. in Curriculum and Instruction (WVU).
Prof. Hyoung Jin Cho http://orcid.org/0000-0002-6563-4317 University of Central Florida [biography]

Professor Hyoung Jin Cho is the Associate Chair of the Department of Mechanical and Aerospace Engineering at the University of Central Florida. He is in charge of coordinating two undergraduate programs – B. S. Mechanical Engineering and B. S. Aerospace Engineering. He has published over 130 peer-reviewed journal and proceeding papers and has 12 and 6 patents granted in the U.S. and Korea, respectively, in the areas of sensors, microfluidic devices, and micro/nanofabrication. His current research focus is on miniaturized environmental sensors and sample handling devices. He earned his Ph.D. in Electrical Engineering from the University of Cincinnati in 2002. He worked as Research Engineer at Korea Electronics Technology Institute (KETI) from 1993 to 1997. He received the NSF CAREER award in 2004 and was given the WCU (World Class University) Visiting Professorship under the Ministry of Education, Science and Technology, Korea in 2009. He is currently leading the NSF-supported HSI IUSE (Improving Undergraduate STEM Education) Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe). In this project, a team of faculty members work together to implement active learning and high-impact teaching practices in engineering gateway courses to enhance Hispanic/Latino transfer student success.

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