IT’S ABOUT TIME: WHAT CAN WE LEARN BY HAVING UNIVERSITY DESIGN STUDENTS TRACK TIME?
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Christensen, Seth Youd; Ringger, Jackson
Series: E&PDE
Institution: Brigham Young University, United States of America
Page(s): 645 - 650
DOI number: 10.35199/EPDE.2024.109
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
In this study, over one hundred undergraduate students across three courses track time spent on a design course. Students received points only for measuring and reporting time and not for the quantity of time, thus helping increase time-tracking data validity. The study’s correlation between time and student performance is unsurprising. However, several other outcomes of this study are fascinating. Soft skills, like time management, are often not explicitly taught in primary, secondary, or university education. The exercise of tracking time teaches students about themselves, helping them recognize opportunities for improvement. Most students do not like tracking time, but many admit it is beneficial. Time tracking allows them to be personally responsible and accept the consequences. Many conversations with students have shifted from “Tell me how to get a better grade.” to “Help me improve time management so I can learn more and do better.” Time-tracking data also provides additional context for professors to interpret student performance. When students are not performing well, time-tracking data clarifies how to help: do students need help recognizing the discrepancy between time invested and results expected, or do they need additional help understanding and applying course content?
Keywords: time management, student performance, personal responsibility, design education