Can Enforcing an Organized Solution Lead to Better Grades?

Abstract

Julian received his Ph.D. from Virginia Tech in Engineering Mechanics in 2007. He spent a semester teaching at community college in the area and then spent two years at University of Massachusetts continuing his research in finite element modeling and biomechanics and continuing to teach. In 2010, he began his current tenure track position at the University of Southern Indiana. Dr. Thomas McDonald, University of Southern IndianaTom McDonald is an Associate Professor in the Engineering Department at the University of Southern Indiana. Prior to joining USI he taught for six years in the School of Technology at Eastern Illinois University. He earned his BSIE and MSIE degrees in Industrial Engineering from Clemson University and his PhD in Industrial and Systems Engineering from Virginia Tech. His research and teaching interests primarily include lean manufacturing, discrete event simulation and modeling, and engineering economy. Tom has been involved in lean manufacturing and modeling of production lines since 1999 and has worked with private organizations such as Danaher/Kollmorgen and AT&T.c American Society for Engineering Education, 2016 Can enforcing an organized solution lead to better grades? AbstractOnline homework systems have been used in math, engineering and other sciences for several years to distribute, collect and assess homework problems. As these systems have grown publishers have added beneficial features such as hints, based on student input and the ability to assess electronically drawn diagrams. Many studies have shown that there is no significant difference between different modes of homework delivery (handwritten, online or a hybrid of the two) and the success of a student within the class. However, missing from online homework systems is the assessment a student's ability to present a clear and logical solution: technical communication.The objective of this study is to assess the relationship between student's ability to present a clear and organized solution and their ability to correctly solve a problem. A 4 section rubric is used to score homework and exam problems over 3 semesters of mechanics classes (Statics and Dynamics). Included in the rubric are scores associated with solving the problem: the Solution score, and a Presentation score evaluating the organization of the solution.Analysis of these data (over 1,000 samples), indicate a significant positive relationship between the Presentation score and the Solution score. With such a strong correlation between a students' ability to present a logical problem solving process and their ability to formulate & solve engineering problems, should we not consider teaching students how to effectively present their work?

Developing Problem-Solving Skills in Dynamics: Implementation of Structured Homework Assignments

“…For example, Davis et al [14] points out that online homework software does not instill the importance of presenting a logical and organized solution. Davis et al [15] found a strong and significant correlation between how students present their work and if problems are solved correctly, suggesting that online homework software may not help develop the student's technical communication abilities. A synthesis of fifteen studies showed a positive effect on student learning when homework is both graded and feedback is provided [16].…”