ASEE Southeast Section Conference

Marino Nader1, Harrison Oonge2, and Ronald F. DeMara3
1Department of Mechanical and Aerospace Engineering, 2Department of Undergraduate Studies, and 3Department of Electrical and Computer Engineering
University of Central Florida, Orlando, FL 32816-2362
Abstract
Increasing the success of transfer students has presented a vital opportunity for decades to enhance quality, productivity, and access to engineering curricula. This issue be investigated as a focal point since the impact of COVID-19 pandemic when instructional modes suddenly shifted. In this paper, an approach was developed within an Engineering Dynamics course during the interim of COVID-19 pandemic which was delivered in hybrid in-person and online mixed-mode format during Spring 2021 semester. The course enrolled 236 students at a large state university having high activity of transfer students from two-year degree programs elsewhere. Namely, 76 of those enrolled were Transfer Students (TS) from partnering local institutions. During the course, three tests were conducted with three attempts each. Each attempt was allotted 90 min and each test was open for a week. To maintain high-integrity, a combination of LockDown Browser, Respondus monitor, as well as Proctor Hub were all used in conjunction with the strict condition that all students were to keep only one screen and allow the camera to capture what they were doing as well as their faces. All formative and summative assessments were facilitated using Canvas Learning Management System (LMS).
Results obtained indicate that there was a 24% increase in class average in the third attempt for the last test of the course. The First Time in College students (FTIC) equivalent class average in the same test yielded a 23% increase in score. Different students’ success for each cohort were investigated separately with respect to a score of greater than 70% and those results were also significant. Then, a comparison between the percentage number of FTIC and TS succeeded in this course were noted and it was observed that TS percentage success matched those of FTIC students, i.e. 51% - 51%, contrary to past experiences. Thus, closing the success gap between FTIC and TS. More statistical analysis was performed that proved a strong correlation between students’ success and multiple testing. Finally, using anonymous survey, it was revealed that more than 90% of students agreed that this method is an effective new technique to be adopted for future assessments.