期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.9678
出版社：The Canadian Engineering Education Association (CEEA)
摘要：With every new term, the method in which a course is delivered may need to be adjusted to reflect the changing needs of engineering students towards improving student engagement and learning. The information provided through standard end-of-the-term course evaluations is made available after the term is finished, so the instructors are unable to apply the feedback to the cohort that actually provided it. In this paper, we propose a method for incremental improvementof outcomes in engineering courses through the use of short, customizable, interim course evaluations that are coupled with short, in-class reflection sessions. The questions on the evaluations are related to the questions used on standard course evaluations, so that there is congruence between formative and summative instruments of feedback. The proposed method was applied on more than one occasion to improve student engagement, decrease failure rates, and align the learning objectives with students’ interest.
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