Document Type

Conference Proceeding

Publication Date

6-25-2017

Subject: LCSH

Engineering--Study and teaching (Higher), Critical thinking

Disciplines

Engineering Education | Operations Research, Systems Engineering and Industrial Engineering

Abstract

This paper discusses the impact of various class assignments and activities that build upon each other with the aim of increasing student motivation and student learning in a Quality Analysis course. Scaffolding is an instructional strategy that aims to reduce the amount of cognitive effort that students have to make to learn the materials by breaking down the material into more manageable components. In this study, critical thinking scaffolding is applied in the quality analysis course by structuring several elements to lead students to an assignment that is more complex. At the end of the semester, the impact assessment of critical thinking scaffolding was studied by analyzing student feedback and end-of course surveys, quality of student assignments and course grades.

Comments

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.

DOI

https://peer.asee.org/28526

Publisher Citation

Erdil, N. O. (June, 2017). Influencing Student Motivation Through Scaffolded Assignments in a Quality Analysis Course and Its Impact on Learning Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 2017 © American Society for Engineering Education. https://peer.asee.org/28526

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