The Impact of Two-way Formative Feedback and Web-enabled Resources on Student Resource Use and Performance in Materials Courses | Zendy

Stephen Krause | Zendy; Dale Baker | Zendy; Adam Carberry | Zendy; T. L. Alford | Zendy; Casey Ankeny | Zendy; Bill Brooks | Zendy; Milo Koretsky | Zendy; Cindy Waters | Zendy; Brady J. Gibbons | Zendy

Open Access

The Impact of Two-way Formative Feedback and Web-enabled Resources on Student Resource Use and Performance in Materials Courses

Author(s) -

Stephen Krause,

Dale Baker,

Adam Carberry,

T. L. Alford,

Casey Ankeny,

Bill Brooks,

Milo Koretsky,

Cindy Waters,

Brady J. Gibbons

Publication year - 2015

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/p.24886

Subject(s) - formative assessment , computer science , vocabulary , blackboard (design pattern) , web resource , class (philosophy) , resource (disambiguation) , point (geometry) , world wide web , multimedia , mathematics education , psychology , artificial intelligence , computer network , linguistics , philosophy , geometry , mathematics , programming language

Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

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