Farshid Marbouti

Farshid Marbouti
San Jose State University | SJSU · Department of General Engineering

Doctor of Philosophy

About

56
Publications
32,095
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538
Citations
Introduction
Dr. Farshid Marbouti is an assistant professor of general (multi-disciplinary) engineering and co-chair for senate student success committee at San José State University (SJSU). He received his PhD in Engineering Education at Purdue University. Dr. Marbouti's research interests center around student academic success. To date, he has published 8 peer-reviewed papers, which were accepted into selective journals, and 45 conference papers. Dr. Marbouti's current projects are Researching How You Teach Holistic Modeling (RHYTHM), funded by NSF, and Engineering Student Success Pathways, funded by SJSU college of Engineering.

Publications

Publications (56)
Article
Full-text available
Contribution: This article uses student semester grade point average (GPA) as a measure of student success to take into account the temporal effects in student success. The findings highlight the student performance based on their demographic status and use of university resources such as financial aid. College campuses should not only increase cur...
Article
Background A factor related to students’ course performance that has seen limited research compared to other academic factors is the time of day a class is offered. Because of students’ chronotypes (i.e., preferred time of day to study or work), time of class can influence attendance, which has a strong correlation with students’ performance in a c...
Article
Full-text available
Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two dom...
Conference Paper
There have been numerous efforts to increase students' academic success. One data-driven approach is to highlight the important learning objectives in a course. In this paper, we used visualization and three feature selection methods to highlight the important learning objectives in a course. Identifying important learning objectives as well as the...
Conference Paper
Full-text available
Construction projects approach design in different ways. While many consider design as the final built elements, the building process itself is often neglected. Construction projects contain intermittent operations that should be designed as well. This design is considerably different from conventional product design since the operation, without co...
Conference Paper
In our continued efforts to characterize feedback on design, we analyzed experienced engineers' feedback on design. This analysis enabled us to characterize and compare experienced engineers' feedback on design to students' and educators' feedback. Participates were 10 experienced systems engineers, with an average of 28 years of industry experienc...
Conference Paper
Full-text available
The capstone design course is a senior level course in large number of civil engineering and construction programs. This course bridges the gap between education and industry by emphasizing project-based learning, asking students to accomplish open-ended project planning and system design. This study aims to investigate the potential of incorporati...
Article
Full-text available
Using predictive modeling methods, it is possible to identify at-risk students early and inform both the instructors and the students. While some universities have started to use standards-based grading, which has educational advantages over common score-based grading, at–risk prediction models have not been adapted to reap the benefits of standard...
Article
Online discussions offer exciting potential for educational dialogue, but too often result in disjointed conversations with low levels of interactivity. One contributing cause is the traditional text-based interface, which presents posts in a long list, leaving students overwhelmed and without useful navigational cues. To address this problem, we u...
Conference Paper
Most studies on feedback and design use thematic analysis. In this paper, we apply three text analysis methods that are not commonly used in feedback and design studies to encourage researchers to think outside of the box and try different methods. We show how word cloud representation, word frequency, and reading ease and grade level tests can be...
Conference Paper
In this paper, we compared first-year engineering students' and engineering educators' written feedback on a sample of student design work. A coding scheme with two domains, Substance and Focus of feedback, was developed to analyze and compare the feedback provided by the two groups. Overall, not only did educators provide more and longer comments,...
Article
Providing feedback on design projects to other students (peer feedback) helps students develop a better understanding of design and helps students practice providing feedback, which is an engineering professional skill. In this study, we analyzed first-year engineering students' feedback on sample student design work in order to understand the char...
Article
Design students improve their understanding of design, their design skills, and their design project work through experience and through feedback. Feedback might come from other students (i.e. peer reviews), educators, end users, and other stakeholders. In this paper, we focus on two of these groups: other students and educators. We investigate the...
Conference Paper
Teaching assistants (TAs) are crucial for student learning, especially in large science, technology, engineering, and mathematics (STEM) programs with student-centered learning environments. To understand TAs' perspectives of their ability to facilitate learning in these environments, this research team conducted a mixed-methods study. This study w...
Conference Paper
To overcome MOOC shortcomings such as low completion rate, low level of interactions, and building on our previous team-based MOOC model, in this work-in-progress paper we propose a new model to create MOOC learning modules as learning objects based on a single learning objective to enable use of MOOC learning modules in blended settings. This mode...
Conference Paper
Academic success of first-year students is one of the primary concerns of higher education institutes. A factor that may influence students' success in a course and has been ignored is the effect of time of class on students' performance. The goal of this study is to investigate the relationship between class time and students' performance in a cou...
Conference Paper
Full-text available
A significant number of STEM doctoral recipients are employed by industry. The goal of this study is to investigate PhD students' competency level at different skills and expertise they need to be successful at their jobs after graduating from university. This paper examines the results of a survey, based on Vitae Researcher Development Framework,...
Conference Paper
Full-text available
A new instructional medium called a massive online open course (MOOC) recently has become prevalent. Millions of learners from all over the world enroll in these available and affordable courses. Thousands of courses have been offered by distinguished institutes and instructors on a variety of evolving MOOC platforms. However, construction educatio...
Conference Paper
This paper presents an investigation into First-Year Engineering (FYE) students' ability to identify the direct user in open-ended client-driven problem solving activities. To guide FYE students in formulating an open-ended problem, students are asked a series of questions about the stakeholders, the direct user of the solution, and its needs. The...
Conference Paper
Effective teaching assistants (TAs) are crucial for effective student learning. This is especially true in science, technology, engineering, and mathematics (STEM) programs, where TAs are enabling large programs to transition to more student-centered learning environments. To ensure that TAs are able to support these types of learning environments,...
Conference Paper
This study investigated whether students exhibited different new-post reading behaviors when using a graphical discussion forum rather than a traditional text-based linear forum. Detailed examination of clickstream patterns in seven case studies showed several differences in reading strategies between the two forums. Most notably, in the graphical...
Conference Paper
Full-text available
The purpose of this paper is to showcase the design and implementation of a prototype of an interactive software application to support Model-Eliciting Activities (MEAs) for precollege students. MEAs were developed by mathematics education researchers to better understand and encourage problem solving. An MEA is an activity that is "thought-reveali...
Article
Graduate and undergraduate teaching assistants (TAs) are key players in large universities' efforts to incorporate student-centered learning into science, technology, engineering, and mathematics (STEM) courses. This paper investigates, through interviews, the perspectives of eight TAs employed within a First-Year Engineering course with a signific...
Article
Sixty-seven undergraduates taking either a Blended Business Course (BBC) or an Online Education Course (OEC) were surveyed about factors influencing their listening behaviors in asynchronous online course discussions. These are the ways they attend to the posts made by others: which posts they open, how they engage with open posts, and which posts...
Article
Full-text available
This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Th...
Article
While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this s...
Article
Full-text available
Collaborative participation in online discussions requires interacting with the ideas posted by others, yet many students do so ineffectually. This study conceptualizes these actions as online "listening" behaviors and proposes six prototypical behavioral patterns. To test these prototypes, microanalytic case studies were conducted. Five cases with...
Article
Full-text available
Conducting learning conversations through online discussion forums differs from face-to-face conversations as learners can be selective in what comments they choose to "listen" to, when they chose to do so, and how long they spend attending to them. Using cluster analysis of learners' click-stream data from an online discussion forum, this study id...
Article
Full-text available
Much research on online discussions has focused on the messages contributed but not how learners interact with the existing discussion. These "online listening behaviors" are important to the learning process, influencing both the uptake of others' ideas and the contributions made. Participants from two university courses (one blended, one fully on...

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Projects

Projects (4)
Archived project
In this project, the investigators examine the differences that exist in the feedback provided by expert design educators compared to newer design educators compared to students (in peer review) to (1) characterize the form and substance of the feedback that expert design educators provide to promote learning and (2) develop materials to help students as well as less-experienced instructors learn how to provide better feedback.
Project
Identify factors that improve engineering student success
Project
The objectives of the project are to: (1) implement, test, and refine holistic modeling environments for institutions that have flexibility in changing curriculum and for instructors that have different degrees of interest in changing their course(s); (2) implement, test, and refine methods to assess students' modeling abilities; and (3) evaluate and present the results of modeling abilities attained by students at three different universities.