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Direct linkRodgers, Kelsey J.; Horvath, Aladar K.; Jung, Hyunyi; Fry, Amanda S.; Diefes-Dux, Heidi A.; Cardella, Monica E. – Interdisciplinary Journal of Problem-based Learning, 2015
Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer…
Descriptors: Student Attitudes, Teaching Assistants, Feedback (Response), Formative Evaluation
