Instructor and Student Perceptions of the Authorized, Self-prepared Reference Sheet for Examinations

Dr. Smith is an assistant professor of engineering in the College of Engineering and Technology at Carolina University. Dr. Smith’s research focuses on developing and applying operations research and applied statistics methods to provide model-based, implementable solutions for complex systems. His work encompasses simulation modeling and optimization methodologies with applications to healthcare, public health, supply chain, information systems, logistics, sustainability, and other industrial and service systems. Dr. Smith earned his PhD in industrial and systems engineering from North Carolina State University. Prior to entering academia, Dr. Lester retired from the U.S. Army where he had the opportunity to serve in a variety of technical, operational, and leadership positions. He holds a Ph.D. & M.S. in Civil Engineering (University of Alabama), M.S. in Applied Statistics (University of Alabama), M.S. in Operations Management (University of Arkansas), and a B.S. in Aeronautics (Embry-Riddle Aeronautical Univer-sity). He has developed and/or taught courses in systems engineering, systems modeling & simulation, integration, testing, & evaluation, production systems engineering, construction engineering, engineering economics, engineering probability & statistics, project engineering, engineering optimization, risk & failure analysis, reliability engineering, and engineering research methods. His current research in-terest includes modeling, analysis, and optimization of complex operational systems and infrastructures susceptible to disruptions. Abstract This paper presents results from a quantitative analysis investigating instructor and student perceptions of the authorized, self-prepared examination reference sheets, commonly known by students as an authorized “cheat-sheet”. In this study, student-prepared “cheat-sheets” are evaluated and scored according to five dimensions measuring their organization, completeness, readability, usability, and density. Scores are paired with results from an end of semester survey aimed at understanding student perceptions of the reference sheet benefit to outcome, as well as the estimated time investment made in the preparation. While the results suggest most students embrace the use of a “cheat-sheet”, some students choose not to invest time in preparing their “cheat-sheet” for a variety of reasons and strategies, which correspondingly demonstrate a range of outcomes. The factors for these decisions are discussed and outcomes are reported. analysis investigating instructor and student perceptions of the authorized, self-prepared examination reference sheets, commonly known by students as the authorized “cheat-sheet”. In this study, student-prepared “cheat-sheets” are evaluated and scored according to five dimensions measuring their organization, completeness, readability, usability, and density. Scores are paired with results from an end of semester survey aimed at understanding student perceptions of the reference sheet benefit to outcome, as well as the estimated time investment made in the preparation. While the results suggest most students embrace the use of a “cheat-sheet”, some students choose not to invest time in preparing a high quality “cheat-sheet” for a variety of reasons and strategies, which correspondingly demonstrate a range of outcomes. The factors for these decisions are discussed and outcomes are reported.