2025 ASEE Annual Conference & Exposition

Speak Loudly and Carry a Small Stick: Applying Classicle Sticks Across the Engineering Curriculum

Presented at New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

An activity used in some middle-school classrooms had been adapted for engineering lecture courses with 15-45 students and is described in detail in blinded citation___. It was named Classicle Sticks in homage to Popsicle ® sticks, as the sticks form the basis of this student engagement activity. The activity was found to be an easy to implement classroom management tool. In this follow-on, the Classicle Stick activity was implemented in a total of five engineering courses at Texas State University in Electrical Engineering, Engineering Technology, and Mechanical Engineering. In addition to gathering more data regarding the effectiveness of the activity, a second Likert survey was created and administered to a subset of the students polled a year ago. In addition to continuing to probe effectiveness, this second survey addresses stress and other factors associated with the activity. It is hypothesized that students who were exposed to the activity a year ago will experience less stress associated with being randomly called upon than their classmates who have not engaged in this activity. It is also hypothesized that the study habits of students who experienced the activity improved. This paper will provide new engineering educators with a tool for classroom management to help randomize the students who are called upon to answer questions.

Authors

Dr. C. Richard Compeau Jr Texas State University [biography]

C. Richard Compeau Jr. is a Professor of Practice in the Ingram School of Engineering, and the Electrical Engineering Program Coordinator. He is interested in teaching and curriculum development. His work is typically project-specific for the EE Capston
Dr. Kimberly Grau Talley P.E. http://orcid.org/0000-0002-6235-0706 Texas State University [biography]

Dr. Kimberly G. Talley, P.E. is an associate professor in the Department of Engineering Technology, PERSIST (Promoting the Engagement and Retention of Students In STEM) Lab Director at Texas State University, and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management and Civil Engineering Technology Programs, and her research focus is in student engagement and retention in engineering and engineering technology education. Contact: talley@txstate.edu
Dr. Austin Talley Texas State University [biography]

Dr. Austin Talley is an Assistant Professor of Practice in the Ingram School of Engineering at Texas State University. Prior to joining the faculty at Texas State University, Dr. Austin Talley worked as a manufacturing quality engineer for a test and measurement company, National Instruments, in Austin, TX. Dr. Austin Talley is a licensed by state of Texas as a Professional Engineer. Both of Dr. Austin Talley’s graduate degrees, a doctorate and masters in Mechanical Engineering, manufacturing and design area, are from the University of Texas at Austin. Additionally, Dr. Austin Talley holds an undergraduate degree from Texas A&M University in Mechanical Engineering. His research is in engineering design theory and engineering education. He has published over 30 papers in engineering education journals and conference proceedings. He has worked to implement multiple National Science Foundation (NSF) grants focused on engineering education. He has been an instructor in more than ten week long summer K-12 teach Professional Development Institutes (PDI). He has received multiple teaching awards. He has developed design based curriculum for multiple K-12 teach PDIs and student summer camps.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

« View session