Student performance improvement from a student-graded logbook exercise

An exercise was designed and implemented for a mid-program design course in order to improve student performance and effectiveness in the use of engineering logbooks in the context of design projects. Over the course of two successive semesters (control), students received instruction and other resources relating to logbooks. In a third successive semester (treatment), students received the same instruction and resources, but additionally a logbook exercise was introduced wherein students assessed the quality of three example logbooks. To compare student performance between control and treatment groups, a random selection of student logbooks were compared and assessed by a team of instructors on four different criteria: 1) general organization and clarity, 2) written communication, 3) self-evaluation and 4) table of contents organization and accuracy. Students from the treatment semester were noticeably more engaged in record keeping and logbook usage throughout their course as compared to either of the control semesters. On aggregate, treatment semester students demonstrated a statistically significant improvement in all four criteria areas and were performing higher in logbook performance earlier in the semester.