holds B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an MBA from the New York Institute of Technology, and a Ph.D. degree in Civil and Environmental Engineering from U.C. Davis. She is currently an associate professor in the Department of Civil Engineering at the University of the Pacific. Dr. Saviz' research interests include measurement and modeling of hydrodynamics, water quality, and sediment transport in surface water systems. She has also served as co-principal investigator on several studies to develop and implement strategies to enhance the quality of engineering education. Jeff Burmeister, University of the Pacific Jeffrey S. Burmeister earned his B.S. in mechanical engineering from the University of Delaware in 1988 and his Ph.D. in biomedical engineering from Duke University in 1995. He has been a faculty member of the Department of Mechanical Engineering at the University of the Pacific since 2002 and presently is Assistant Professor and Director of the Bioengineering Program.
Social media, cell phones, Candy Crush, the crossword in the student newspaper, and worries about the exam in the next class are among the many distractors competing for students' attention in class. Teaching in this potentially distraction-filled environment can pose significant challenges for instructors. Use of active learning techniques such as in-class activities, problem solving exercises, discussions, and questioning draw students' attention to the task at hand and help keep them engaged. Effective use of humor and fun are important tools in this endeavor. Numerous studies cite the importance of building positive rapport as a critical factor in promoting student learning. This study investigates the effectiveness of using candy in engineering classrooms and recommends methods of developing positive rapport using candy. Some faculty may be concerned about the use of candy in college classrooms as unprofessional or as a trick to curry student favor. Accordingly, students from four universities, both public and private, and from different geographical regions within the United States were asked for input about the use of candy in engineering courses. Results indicate that students feel that candy is an appropriate tool in college education and a majority agreed that candy use is not distracting or unprofessional. Similarly, students considered candy as a means for motivating them to pay attention and participate. The authors provide recommendations on how to incorporate use of candy in the classroom and list common pitfalls to avoid. This study demonstrates that, if used correctly, candy can aid student learning in college engineering classrooms. No Sugarcoating: An Introduction to using candy in the classroom Is 'having fun' relevant to learning engineering? Can use of humor or candy help promote fun? Will students perceive use of candy as unprofessional or distracting? Will students take a class or professor less seriously if candy is used? Will colleagues frown upon use of candy in the classroom? These important questions, sometimes expressed as concerns by faculty, provided the motivation for this study. Each of the authors has made an intentional choice to use candy in support of student learning. However, each of us has also asked and been asked the questions presented above. Frequently, concerns are expressed by junior faculty who may not have been exposed to the concept of 'having fun' in a college classroom or who may be concerned about students' perceptions of their role as leader in the classroom. Some faculty have expressed concern that students may consider use of candy or humor as unprofessional or inappropriate in engineering classrooms. Appropriate use of candy, as with any tool in the classroom, can help engage students, especially when coupled with appropriate use of humor. Numerous sources in engineering education literature describe the importance of engaging students as active participants to improve contextual understanding and retention of material 1, 2, 3, 4, 5, 6. Instructional strate...
Luke Lee is Associate Professor of Civil Engineering at the University of the Pacific, where he teaches courses in structural mechanics and structural design and conducts research in infrastructure renewal, structural health monitoring, and durability of composite materials. Dr. Gary M. Litton, University of the PacificGary Litton is a professor in the Civil Engineering Department at the University of the Pacific where he teaches courses and conducts research in environmental engineering. Dr. Litton has over 30 years of water quality experience with specialization in water quality investigations. The first six years of his career were spent with the Lahontan Regional Water Quality Control Board, where he worked on water rights and quality projects in the Lake Tahoe Basin. As a researcher and professional engineer he has been responsible for water quality monitoring and modeling investigations, water quality planning, pollution impact studies, and subsurface remediation efforts. Recently, Dr. Litton was a principal investigator of two studies focused on understanding the algae-induced depletion of dissolved oxygen in the San Joaquin River Delta. Current research includes evaluating wetland ponds for methylmercury removal in the Yolo Bypass Wildlife Area.c American Society for Engineering Education, 2016 Where is Everybody? Participation in Online Student Evaluation of Instruction Surveys AbstractEnd-of-semester student evaluation of instruction (SEI) (or student evaluation of teaching (SET)) survey instruments are commonly used by many universities. SEI results provide direct feedback about an instructor's classroom performance, teaching methods, organization and preparation, and effectiveness of interaction with students, among other measures. Faculty can use this feedback as part of an overall strategy to improve teaching and student learning outcomes. At many universities, SEI scores and comments are included as part of hiring decisions, in annual reviews, as a basis for merit pay decisions, and in evaluation decisions for tenure, promotion, and reappointment.In Fall 2013, an online SEI process was adopted at University of the Pacific to reduce administrative workload and to preserve student anonymity. However, in the School of Engineering and Computer Science participation rates in the SEIs were seen to drop from a range of 85% to 95% with paper-based forms, to 60% or lower when the School transitioned to online SEIs. Although individual faculty members in other academic units have used ad hoc strategies to provide incentives for participation, no institutional strategies are in place to promote participation. Review of the literature suggested similar issues were experienced at other universities where online SEI instruments were introduced.SEI participation data were examined for all courses taught in the School of Engineering and Computer Science in Fall 2014, Spring, 2015, and Fall 2015 A preliminary study of the effectiveness of 'interventions' in the forms of providing in-class time to complete the eva...
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