• Publications
  • Influence
Reality check- student reflection on groupwork
  • D. Chesney
  • Engineering
  • 33rd Annual Frontiers in Education, . FIE .
  • 5 November 2003
TLDR
It is expected that students who perceive their group as highperforming will actually receive higher grades and the 30 minute vignettes on effective groupwork will improve the quality of submitted work. Expand
Social context, singular focus
  • D. Chesney
  • Computer Science
  • IEEE Frontiers in Education Conference (FIE…
  • 1 October 2014
TLDR
The general process that is used in this style of course, the specific approach that was used during the 2013-2014 academic year, and general suggestions for implementation in disciplines other than computer science are discussed. Expand
From egg drops to gum drops: Teaching fourth grade students about engineering
Students remember 80% of what they do and 20% of what they hear. With this premise in mind, the author developed an active approach to educating a classroom of fourth grade students in multiple areasExpand
Big fish: The lost art of story-telling in the engineering classroom
Story-telling is frequently a lost art in the engineering classroom. Often, engineering educators feel that telling stories is a distraction to communicating the necessary content of a course. InExpand
Big fish II: The lost science of story-telling in the engineering classroom
The author has used story-telling extensively in the engineering classroom. A consistent request from students in end-of-semester evaluations is to include more stories in subsequent offerings of theExpand
Big fish III: But, does story-telling work?
At the American Society of Engineering Educators (ASEE) Conference in Chicago, Illinois during June, 2006, the author presented a paper on the lost art of story-telling 1 . The 2006 paper focused onExpand
AC 2007-499: MYSPACE IN THE CLASSROOM: CLASSROOM NOTE TAKING COLLABORATION VIA A SOCIAL NETWORKING MODEL
TLDR
This paper will explore how social networking and online collaboration tools can be used to both strengthen note-taking skills and also provide instructors with feedback regarding the effectiveness of their teaching. Expand