Now what? Pedagogical implications of a shift to open book assessment of vector calculus

Tracy S. Craig; Fulya Kula; Tugce Akkaya

doi:10.1109/EDUCON52537.2022.9766568

Now what? Pedagogical implications of a shift to open book assessment of vector calculus

Tracy S. Craig, Fulya Kula, Tugce Akkaya

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

1 Citation (Scopus)

17 Downloads (Pure)

Abstract

During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.

Original language	English
Title of host publication	Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022
Editors	Mohammed Jemni, Ilhem Kallel, Abdeljalil Akkari
Place of Publication	Piscataway, NJ
Publisher	IEEE Computer Society
Pages	1903-1909
Number of pages	7
ISBN (Electronic)	978-1-6654-4434-7
ISBN (Print)	978-1-6654-4435-4
DOIs	https://doi.org/10.1109/EDUCON52537.2022.9766568
Publication status	Published - 11 May 2022
Event	13th IEEE Global Engineering Education Conference, EDUCON 2022 - Ramada Plaza Tunis, Tunis, Tunisia Duration: 28 Mar 2022 → 31 Mar 2022 Conference number: 13

Publication series

Name	IEEE Global Engineering Education Conference, EDUCON
Publisher	IEEE
Volume	2022
ISSN (Print)	2165-9559
ISSN (Electronic)	2165-9567

Conference

Conference	13th IEEE Global Engineering Education Conference, EDUCON 2022
Abbreviated title	EDUCON 2022
Country/Territory	Tunisia
City	Tunis
Period	28/03/22 → 31/03/22

Keywords

Engineering education
Open book assessment
Technology-mediated assessment
Vector calculus

Access to Document

10.1109/EDUCON52537.2022.9766568

Craig2022nowFinal published version, 526 KBLicence: Taverne

Cite this

Craig, T. S., Kula, F., & Akkaya, T. (2022). Now what? Pedagogical implications of a shift to open book assessment of vector calculus. In M. Jemni, I. Kallel, & A. Akkari (Eds.), Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022 (pp. 1903-1909). (IEEE Global Engineering Education Conference, EDUCON; Vol. 2022). IEEE Computer Society. https://doi.org/10.1109/EDUCON52537.2022.9766568

Craig, Tracy S. ; Kula, Fulya ; Akkaya, Tugce. / Now what? Pedagogical implications of a shift to open book assessment of vector calculus. Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022. editor / Mohammed Jemni ; Ilhem Kallel ; Abdeljalil Akkari. Piscataway, NJ : IEEE Computer Society, 2022. pp. 1903-1909 (IEEE Global Engineering Education Conference, EDUCON).

@inproceedings{6f70887b2389479490eb6aad171e64fb,

title = "Now what? Pedagogical implications of a shift to open book assessment of vector calculus",

abstract = "During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.",

keywords = "Engineering education, Open book assessment, Technology-mediated assessment, Vector calculus",

author = "Craig, {Tracy S.} and Fulya Kula and Tugce Akkaya",

note = "Publisher Copyright: {\textcopyright} 2022 IEEE.; 13th IEEE Global Engineering Education Conference, EDUCON 2022, EDUCON 2022 ; Conference date: 28-03-2022 Through 31-03-2022",

year = "2022",

month = may,

day = "11",

doi = "10.1109/EDUCON52537.2022.9766568",

language = "English",

isbn = "978-1-6654-4435-4",

series = "IEEE Global Engineering Education Conference, EDUCON",

publisher = "IEEE Computer Society",

pages = "1903--1909",

editor = "Mohammed Jemni and Ilhem Kallel and Abdeljalil Akkari",

booktitle = "Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022",

address = "United States",

}

Craig, TS , Kula, F & Akkaya, T 2022, Now what? Pedagogical implications of a shift to open book assessment of vector calculus. in M Jemni, I Kallel & A Akkari (eds), Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022. IEEE Global Engineering Education Conference, EDUCON, vol. 2022, IEEE Computer Society, Piscataway, NJ, pp. 1903-1909, 13th IEEE Global Engineering Education Conference, EDUCON 2022, Tunis, Tunisia, 28/03/22. https://doi.org/10.1109/EDUCON52537.2022.9766568

Now what? Pedagogical implications of a shift to open book assessment of vector calculus. / Craig, Tracy S.; Kula, Fulya ; Akkaya, Tugce.

Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022. ed. / Mohammed Jemni; Ilhem Kallel; Abdeljalil Akkari. Piscataway, NJ : IEEE Computer Society, 2022. p. 1903-1909 (IEEE Global Engineering Education Conference, EDUCON; Vol. 2022).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - Now what? Pedagogical implications of a shift to open book assessment of vector calculus

AU - Craig, Tracy S.

AU - Kula, Fulya

AU - Akkaya, Tugce

N1 - Conference code: 13

PY - 2022/5/11

Y1 - 2022/5/11

N2 - During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.

AB - During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.

KW - Engineering education

KW - Open book assessment

KW - Technology-mediated assessment

KW - Vector calculus

UR - http://www.scopus.com/inward/record.url?scp=85130445669&partnerID=8YFLogxK

U2 - 10.1109/EDUCON52537.2022.9766568

DO - 10.1109/EDUCON52537.2022.9766568

M3 - Conference contribution

AN - SCOPUS:85130445669

SN - 978-1-6654-4435-4

T3 - IEEE Global Engineering Education Conference, EDUCON

SP - 1903

EP - 1909

BT - Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022

A2 - Jemni, Mohammed

A2 - Kallel, Ilhem

A2 - Akkari, Abdeljalil

PB - IEEE Computer Society

CY - Piscataway, NJ

T2 - 13th IEEE Global Engineering Education Conference, EDUCON 2022

Y2 - 28 March 2022 through 31 March 2022

ER -

Craig TS , Kula F , Akkaya T. Now what? Pedagogical implications of a shift to open book assessment of vector calculus. In Jemni M, Kallel I, Akkari A, editors, Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022. Piscataway, NJ: IEEE Computer Society. 2022. p. 1903-1909. (IEEE Global Engineering Education Conference, EDUCON). doi: 10.1109/EDUCON52537.2022.9766568

Now what? Pedagogical implications of a shift to open book assessment of vector calculus

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

Cite this