Collection

2015 ASEE Zone 3 Conference

Authors

Susan C. Schneider

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Work in Progress: Use of Calibrated Peer Review to Improve Report Quality in an Electrical Engineering Laboratory Susan C. Schneider Department of Electrical and Computer Engineering, Marquette University, Milwaukee, WI, 53201AbstractThis paper discusses the use of a writing exercise in an electrical engineering undergraduatelaboratory class in which some of the attributes of the Calibrated Peer Review (CPR) process arepracticed. An example of a CPR assignment for an electrical engineering undergraduatelaboratory is provided to show

Collection

2015 ASEE Zone 3 Conference

Authors

Sara E. Wilson

Student Learning and Development in the Context of Dissertation Research Sara E. Wilson University of KansasAbstractAt the University of Kansas, the Bioengineering Graduate Program has undertaken a process todevelop objectives, outcomes, and measures of student learning and development in thedissertation research of PhD students. Two measures of student learning, the graduate learneroutcomes dissertation rubric and peer-reviewed publication of graduates, are presented in thispaper. It was found that assessing peer-reviewed publications, particularly in relationship to theyear of graduation, yields information on the

Collection

2015 ASEE Zone 3 Conference

Authors

Norman D. Dennis; Edgar C. Clausen

the college, a developmentalworkshop was created for the clinical faculty within the college of engineering with a vision ofmaking clinical faculty more engaging and organized instructors. The workshop was modeledafter the very successful week long ASCE ExCEEd Teaching Workshop. Participants were notonly exposed to various teaching pedagogies, but were actually required to incorporate thepedagogies into a practice class, presented to their peers and to master teachers.IntroductionAccording to the ASEE Engineering Data System,1 engineering enrollment at U.S. universitieshas increased 56% since 2005 (421,072 to 655,160). At the same time, the number of tenuretrack faculty has remained level at approximately 26,000, while the use of non-tenure