Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2011-769: PREDICTING GRADUATE SCHOOL PLANS BASED ONSTUDENTS’ SELF-ASSESSED ENGINEERING KNOWLEDGE AND SKILLSHyun Kyoung Ro, Pennsylvania State University Hyun Has been working as a graduate assistant on the Engineer of 2020 research grants that the Center for the Study of Higher Education received from the National Science Foundation at Penn State. Page 22.1167.1 c American Society for Engineering Education, 2011 Predicting Graduate School Plans Based on Students’ Self-assessed Engineering Knowledge and SkillsAbstract U.S. production of STEM graduates

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Rachel Tomasik; Bethany Smith, Taylor University

Tagged Divisions

Educational Research and Methods

Reports***4. Metacognitive 4. Metacognitive 4. Metacognitive 4 MetacognitiveProcesses Processes Processes*** Processes*** a. Metacognitive a. Metacognitive a. Metacognitive a. MetacognitivePlanning Planning*** Planning*** Planning*** b. Metacognitive b. Metacognitive b. Metacognitive b. MetacognitiveAssessing Assessing Assessing*** Assessing*** c. Metacognitive c. Metacognitive c. Metacognitive c. MetacognitiveMonitoring Monitoring Monitoring*** Monitoring***5. Cognitive Skills 5. Cognitive

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

design process. Once the teachers completed the summer workshop,they developed a six-week unit that included grade appropriate, standards-based engineeringlearning modules they would instruct during the school year.Data collection and analysisData were collected via teacher interviews (n = 2 interviews per teacher; 6 interviews total),implementation plans (n = 1 plan per teacher; 3 plans total), informal classroom observations (n= 10), and supporting documents (e.g., lesson plans, teacher-developed lesson materials, andstudent work). Data analysis entailed the use of grounded theory and content analysis. The firststep entailed open coding of the data, specifically transcripts from interviews and field notes andteachers‟ implementation plans

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

evaluation plan alsoincludes long-term impacts, but this is not included in this paper. The survey included closedand open-ended questions regarding participants’ familiarity, confidence and engagement inconducting engineering education research and using research to inform teaching or curriculum.An analysis of the pre-survey illustrates the considerable variability in participants’ backgroundsin engineering education research; however, all participants emphasized a need for betterunderstanding of choosing a conceptual framework for education research, using principles ofrigor in education research, and developing a plan to answer a research question. The aggregateanalysis of pre-post changes indicate gains in the level of familiarity for

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

Page 22.1563.4students who listed a given skill as “Least Important” before and after the course. Of all the  skills, only “Brainstorming” (before= 0%; after= 16%) had a statistically significant difference inpercentages (p=0.0033). Communicating Understanding Problem Brainstorming Prototyping Goal Setting Iterating Creativity Understanding POV Synthesizing Visualizing SeekingInfo Testing TradeOffs Planning Evaluating Identifying Constraints Decisions

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

implement reflects themany ways engineer take designs from ideas to reality. Many engineers do build designs using abroad array of techniques. Perhaps one of the biggest differences between engineeringdisciplines is the specialized methods and technologies they use to implement designs. Howeversome engineers implement ideas through manipulation of information, such as designingcomputer software or producing plans. Here the real value is the information in the blueprint orcode, not the medium (paper or magnetic disk) that contains the information. Another option forimplementing a design is to contract another company to build it. In this case the engineer workswith the company to ensure the work is done properly.The fourth step of the engineering

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

concept andadhered to the size constraints of the project. This work is an update on this process.Student Design Desktop Modules – The Process PlanIn an effort to best describe the overall goal of the project, it is illustrative to sketch out a long-termimplementation plan. As such, a seven-year plan is provided, which allows ample time forfeedback and refinement of the ideas. While seven years might seem like a long time, the processhas refinement/feedback steps incorporated directly. The outline of this process plan is providedbelow.Year 1: Students design and build a desktop module to demonstrate a single thermodynamicsconcept.Year 2: Students take existing student-designed modules from the previous year and refine them tobetter demonstrate

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Gerlick, Pittsburg State University; Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Shane A. Brown, Washington State University

Tagged Divisions

Educational Research and Methods

one-pointvariation. Exact agreement ranged from a high of 60% to a low of 20%. Overall, the resultsindicated sufficient agreement for use with formative assessment (for enhancing teaching andlearning). For summative use, five of the assessments should prove adequate in documentingstudent growth, including the Team Contract, Team Member Citizenship, Growth Planning,Growth Progress, and Professional Development assessments. The remaining two, TeamProcesses and Growth Achieved, may need to be revised to improve agreement. Suggestions forimprovement include revisions to rubric descriptors for each level of performance, improvedFrame-of-Reference rater training to decrease rater errors and increase accuracy, and, lastly,incorporation of Behavior

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

analysis.Shahrin Mohammad, Universiti Teknologi Malaysia Shahrin bin Mohammad is a Professor in Civil Engineering and currently the Dean of the Faculty of Civil Engineering, Universiti Teknologi Malaysia (UTM) with more than 26 years of experience in teaching, supervising and research. He has been the IT Manager, Head of Dept, Deputy Dean at the faculty and Di- rector of Academic Quality, UTM. He has been deeply involved in planning and managing academic pro- grammes and has conducted more than 65 lectures/workshops related to outcome based education (OBE) and Quality Assurance. He has also been one of the referred person on OBE, ISO 9001:2008 Quality Management System, Engineering Accreditation and on Academic Quality

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Cathy Bays

Tagged Divisions

Educational Research and Methods

Engineering Students and Critical Thinking: A Preliminary AnalysisAbstractIn 2007, the University of Louisville began implementation of their multi-year QualityEnhancement Plan (QEP) Ideas to Action (i2a): Using Critical Thinking to Foster StudentLearning and Community Engagement, whichfocuses on improving the critical thinking skills ofundergraduate students and more effectively preparing them to contribute to society and theworkforce. The Paul-Elder critical thinking framework was selected to serve as the structure fori2a initiatives. In addition to the QEP, the Accreditation Board for Engineering and Technology(ABET) revised the accreditation criteria in 2000 to require program assessment according toeleven outcomes that

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

. The process of reflecting on experience in light of one’sprofessional goals sometimes led to the recognition of the inadequacy of those experiences forfully achieving those goals. For Nolan, this dissonance led to both clarification of his goals andclarification of his plans for achieving the more specific goals. Over the course of the academicyear, Nolan came to realize that the sum of his experiences had not yet prepared him to be anengineer. Reflecting on his first portfolio studio, he said he was surprised to find that he did nothave enough evidence to support his engineering preparedness claims. Page 22.1441.8 I'd say most

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

Persisting at least somewhat strongly: 8 – 10 10 Enthusiastically persisting in a true engineering role 9 Enthusiastically persisting in a role tangential to engineering 9 Persisting in a true engineering role and planning to stay in it 8 Persisting in a tangential role and planning to stay in it 8 Persisting in a true engineering role, but considering leaving due to another passion Barely persisting: 6 – 7 7 Persisting in a true engineering role, but considering leaving due to unhappiness on the job 6 Persisting in a tangential engineering role, but considering leaving due to unhappiness on the job 6 Happily persisting in a job that is very tangential to engineeringNot persisting: 1 – 55 Enthusiastically worked for a while in a true

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

also maintaining fidelity to required coursework in the given discipline, thus necessitatingcontinual review and revision of the curriculum from a holistic perspective16.Throughout the workshop, participants were asked to iteratively design curriculum plans thatwere learning centered and to implement these plans at their own institution. In addition,participants were encouraged to connect with other workshop participants to discuss possiblesuccesses and challenges in implementing engineering curriculum reform at their institutions.While discussing curriculum reform, participants reviewed and attempted to relate theircurriculum goals to the National Academy of Engineering (NAE) Engineer of 2020 Attributes3.Participants received instruction and

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

for significant innovation at the interfaces between disciplines.By understanding expert mental models of innovation, engineering students can be prepared withboth specific skills for early career contributions to innovation, as well as insights into key leversfor the overall innovation system. By teaching these insights, educators may influence ongoing,self-directed education throughout an engineer’s career, enhancing the value creation frominnovation education.We are continuing the analysis to build a composite mental model that fully represents the tenexpert interviews, and are also planning more interviews. Moving forward, we plan tocomplement the insights from innovation experts with those from educators as well as students.References

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

plan that would help determine the extent to which thistechnology was changing the nature of teaching and learning. The plan was designed incollaboration with representatives from the School of Education at Virginia Tech.Conceptual FrameworkThe assessment approach tied to this initiative is informed by best practices and includesthe fundamental qualities of a comprehensive assessment program, including the idea thatthe evaluation, reporting, and use of results are an ongoing, cyclical process. This processis intended to be a transparent, public process involving many different stakeholders andit is designed to understand and improve student learning. The methodology uses asystematic process to collect and analyze data. Results are then used to

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

engagement with the design activities in coursework. Page 22.1316.7Local Inquiry Questions that can help those involved with teaching and curriculum developmentbetter understand students’ conceptions of design and issues of confidence:Variability/Commonality: How are students in your college of engineering similar to oneanother? How are they different from one another? How well do faculty and policy makers onyour campus understand similarity and variability in your students’ motivation, background,interests, learning challenges, confidence, and future plans?Designing in Context: Do your graduates have the design skills they need? Do your

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the analysis of this project’s data, to be described below, we have drawnheavily on the “epistemic frame elements” introduced by the Epistemic Games research group(epistemicgames.org). This group develops then researches games designed to help school-agedchildren learn to “think like a professional,” developing games for engineering, urban planning,and journalism. The epistemic frame helps researchers think through what “thinking like aprofessional” actually means in the context of people’s speech and actions. Shaffer andcolleagues19 argue (p. 4): The epistemic frame hypothesis suggests that any community of practice has a culture [...] and that culture has a grammar, a structure composed of: • Skills: the things that people within the

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University, University Park; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata S. Engel, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Statistical Sciences (NISS) and Professor of Statistics at North Carolina State University. She is an Elected Fellow of the International Statistical Institute, also Elected Fellow of the American Statistical Association. She has served as Asso- ciate Editor for the Journal of the American Statistical Association, the Journal of Statistical Planning and Inference, and has been Vice-Chair of the Publication Board of the American Statistical Association. The areas of her technical expertise and current research include design of complex experiments, Bayesian inference, spatial statistics and topological foundations for statistical theory. She received her Ph.D. in Statistics in 1969 from Iowa State University. She can

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

. Thispaper will serve to suggest and provide support for another option in changing students’ view ofSTEM fields, through a week-long bioengineering commuter summer camp for high schoolstudents.Theoretical Perspective Borrowing from the field of child development, Bronfenbrenner’s Person-Process-Context-Time(PPCT) ecological theory was utilized as a foundation for assessment planning. PPCT ecologicaltheory posits that development results from “multidirectional and interactional processes,”occurring over time, between developing individuals and the context in which they learn, work,and live. Though Bronfenbrenner’s Person-Process-Context-Time (PPCT) model has been usedin child development research, it is rarely seen, if ever, seen in educational

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

. Studying problem So all we‟re doing is just it‟s 12 feet long and this Prices Studying Connotative building needs 40 of them. Cost for the job would material problem be hard to do without the current prices of what the material would be. My plan is just to solve one and to kind of come specifications Rationalizing Indicative up with those specifications. But as far as the cost cost approach for the job part, I‟m not sure I can actually do it price without like the current price of what the materials materials would be. Two researchers were involved in the analysis

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

of job or nature of work, or a raise in starting salary. Otherevidence of outcome expectations may be the selection of the advisor or research project.Outcome expectations are often influenced by self-efficacy, especially when the outcomes arejudged based on the quality of a person’s performance of a task or behavior9, 10.The final major tenet of SCCT concerns student goals. A goal is defined as a decision that anindividual has made regarding future objectives or plans. Student goals may be the type ofgraduate degree they are interested in (MS or PhD), the type of job they want after graduation(industry or faculty), or the focus of their research topic. Behavior is organized and sustainedbased on these previously set goals.In addition to

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

; fax: (+1) 781.292.2505; e-mail: ozgur.eris@olin.edu. Page 22.1025.1 c American Society for Engineering Education, 2011 LOOKING AT ENGINEERING STUDENTS THROUGH A MOTIVATION/CONFIDENCE FRAMEWORKAbstractIn this paper we compare groups of engineering students along two dimensions, intrinsicpsychological motivation to study engineering and confidence in professional and interpersonalskills. We focus on these two measures because they have been shown to be directly related toseniors‟ future career plans and other aspects of the student experience1.Our sample included 103 students who

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Esteban Molina, Florida International University; Matthew R. Glucksberg, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

biomedical engineering from Florida International University (Fall 2010) and is planning to pursue a MS in biomedical engineering in the upcoming year. Mr. Molina assisted with the data analysis in this study as an REU student, with an interest in assesment and educational researchy.Dr. Matthew R. Glucksberg, Northwestern UniversityDr. Ann F. McKenna, Arizona State University, Polytechnic campus Page 22.236.1 c American Society for Engineering Education, 2011 Assessing engineering students’ mathematical modeling abilities in capstone designAbstractIn engineering

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

tasks, and providing clear documentation of due dates and expected task products. This removes the ambiguity that poor performers typically use as concealment. • it promotes team progress and learning of proactive project management skills by forcing teams to think explicitly and in detail about where they are, what needs to be done next, and how personnel resources should be deployed.Note that task reports are not a replacement for the team's overall project plan, which teams arerequired to maintain as well (usually using project management software), but rather acomplementary articulation of detailed weekly assignments that move the team towardscompleting the broader tasks or milestones shown in the project

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

process, helped to complete the team project with a good result.’ and ‘What I learned during the introductory lecture about project planning, helped to complete the team project with a good result.’ Because these introductory lectures are scheduled in the second semester of each academic year, the scale only exists in two measurement moments. The scale’s reliability factors are relatively high, but the mean scores are rather low. This confirms the feeling of the didactic team that the lectures about the design process and project planning are a bit theoretical for the students. They do not see how this lecture can be useful to their project. After introducing small examples in the lectures, in the academic year 2008-2009 a

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; William G. Graziano, Purdue University, West Lafayette; Diana Bairaktarova, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Anna Woodcock, Purdue University

Tagged Divisions

Educational Research and Methods

thisproject.MethodThese data were the result of a mixed methods study conducted at a large Midwestern universitywith approximately one thousand students. The data were collected in two phases. The firstphase yielded qualitative and quantitative data collected from students in their first year using anelectronic survey. Students were asked about their achievement, interests (operationalized as POand TO using a validated scale15), future plans, extra-curricular activities, motivations, whetherthey intended to remain in engineering (measured using a three item scale developed by theresearchers), and family background. In addition students reported how they learnt aboutengineering, what influenced them to pursue a major in engineering and to favor

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert G. Olsen, Washington State University; Ashley Ater Kranov, Washington State University; Kirk A Reinkens, Washington State University

Tagged Divisions

Educational Research and Methods

Page 22.677.7on-line course evaluations with its associated reduction in student response rate would cause asignificant change in course evaluation responses. There is some support for the assertion thatresponse rates in smaller programs are greater possibly because faculty in these programs aremore engaged with students. But this effect is not strong and can be overcome with some effortby larger programs. Overall, the transition was judged to be mostly successful given noevidence of a significant decline in the quality of student evaluation data.Remaining ConcernsThe recent trend towards lower response rates is disturbing and while there are plans to increasethis rate, it is not clear that these will succeed. One specific consequence of lower

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

and domain knowledge variables and coordinates• Applying concepts and generating • Applying conceptual and I, II & III mathematical relations mathematical knowledge• Ordering and numbering equations as well as identifying independent and redundant equations• Planning the process and outline for • Applying conceptual III, IV & V solving the problem knowledge• Solving for targeted variables • Problem-solving knowledge • Advanced knowledge and analytical skills• Designing , manufacturing and • Junior engineering major level

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and engineeringconcepts and skills. We identified four areas of analysis for each of the three curricula.From the student materials, we analyzed the planning materials, activities andassessments. From the teacher training materials, we looked at what teachers werepresented with at the official summer training institutes (Table 1). Our content analysisfocused on examining the content of the materials. We recorded the number of NCTMmathematics standards specifically connected to the engineering curriculum for each unit(Prevost et al., 2009). Page 22.1318.4 3Table 1: Materials for Analysis

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

are: Student learning outcomes – the ABET-defined term for what students should know or be able to do1. These are defined by ABET in Criterion 3 a-k. Progress on learning objectives – The IDEA-defined expression used to ask students their opinion on whether they learned more/are better able to do specific actions as a result of taking a course4. See Figure 1 below for the 12 IDEA learning objectives.Note that the phrases “student learning outcomes” and “learning objectives” mean basically thesame thing; they use different terms as defined by different organizations.An assessment plan for a program needs to be a well-defined system. McGourty in 1998described his group’s work in developing a comprehensive assessment program for