Supporting student engagement with capstone project presentations

Kist, Alexander A. (2014) Supporting student engagement with capstone project presentations. In: 25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014): Engineering the Knowledge Economy: Collaboration, Engagement and Employability , 8-10 Dec 2014, Wellington, New Zealand.

Abstract

BACKGROUND
As part of two professional practice courses all enultimate and final year students attend a one-week residential school. One main component is a two-day project conference where students present a 15-minute seminar. The conference is run like a professional research conference and approximately 180 final year and 200 third year students have attended the conference in 2013. Normally, the student seminars are assessed by academics in their field. To provide student with a better opportunity to engage with the presentations, student audience members are required to provide peer assessments for presenters in a session. To facilitate the peer assessment, an electronic, rubric-based Moodle module was used, that allows students to provide feedback, but also allows the critiqued students to access the comments.

PURPOSE
The aim of this project was to engage the student audience in seminars in a final year course where students present their capstone project to actively participate in the feedback process. This paper addresses the research question of whether involving students in peer assessment improves participation and engagement with seminar presentations; and whether student assessments provide constructive feedback above what academic assessors are able to provide.

DESIGN/METHOD
To address the research questions, comments that form part of the student feedback were analysed to demonstrate student engagement. The depth of the student feedback as well as the marker feedback was compared and a student survey was used to get a better understanding of the student perceptions of this activity.

RESULTS
Student comments show a deep level of student engagement and indicate that students reflected on their feedback. Including the student comments as part of the feedback provides presenters with additional constructive comments, helping them to improve both presentation style as well as technical content.

CONCLUSIONS
This work has demonstrated that it is possible to improve student engagement and feedback for presenters by incorporating peer assessment. This improves learning outcomes of students but requires very little input and time commitment by the academic. Currently, feedback by academics is still paper based and it is anticipated that this will also become electronic in the future.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Australasian Association for Engineering Education 2014. These proceedings are copyright. Apart from fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part may be reproduced by any process without the written permission of the publisher.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Mechanical and Electrical Engineering
Date Deposited: 23 Jun 2015 05:12
Last Modified: 16 Feb 2017 03:49
Uncontrolled Keywords: student seminar presentations, peer assessment, constructive feedback
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
09 Engineering > 0999 Other Engineering > 099999 Engineering not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970109 Expanding Knowledge in Engineering
E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/27360

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