Collection

AEE Journal

Authors

Nicola Brown

5 ADVANCES IN ENGINEERING EDUCATION Updating Assessment Styles: Website Development Rather Than Report Writing for Project Based Learning Courses Table 1. Stages of the project and assessments for the course. Individual assessment Group assessment Stage Description criteria criteria Stage 1: The students produce a functioning website which Individual piece of Peer assessment of Current

Collection

AEE Journal

Authors

Diana Bairaktarova; Michele Eodice

videography, and fine art or folk pieces” (p. 95). Findings were positive for im-proving writing skills, increasing interest in the field, and fostering critical thinking. The potentialfor transformative learning seems inherent in teaching creatively as well (Coate and Boulos 2012). Specific to engineering instruction, comparative results showed improved performance andsatisfaction in a thermodynamics class following pedagogical changes such as including “activelearning” (students designed a mock television game show, for example) and using multimedia topresent information (Byerly 2001). In her thermodynamics course, Dillon’s (2014) students created“poems, videos, collages, songs, sculptures, devices, and photographs . . . [which led to

Collection

AEE Journal

Authors

Jae-eun Russel; Mark Andersland; Sam Van Horne; John Gikonyo; Logan Sloan

checking, discus-sions, debates, and various tasks involving application, analysis or problem-solving, student-centeredapproaches require students to learn course materials prior to a class meeting (McCallum et al., 2015),typically through assigned readings or lecture videos along with quick quizzes or short write-ups. Be-cause students in student-centered courses interact with course materials in a timely manner to preparebetter for class meetings, they tend to avoid the cramming style of study for summative assessmentscompared with students in lecture-based courses (Gross et al., 2015; Hutchings & Quinney, 2015). Research in student-centered instructional approaches has reported positive outcomes in studentlearning (e.g., Freeman et al

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

Challenging designs within the disciplines • Formulation of assignments to promote collaboration by means of: SS Topic background and code provisions research SS Alternative studies portion4 FALL 2017ADVANCES IN ENGINEERING EDUCATIONSurvey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamicsin Capstone Courses SS Narrowing and refinement of designs SS Communication designs to peers SS Technical writing Because the classroom organization and team formulation resulted in a small sample size, thisarticle reports findings based primarily upon qualitative inquiry (although quantitative data wascollected). As

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

an Engineering for Humanity Certificate and (at the time of this writing) a nearly ap-proved University-wide Sustainability Certificate. Similar to UA, UB represents the stand-alone coursemethod. Sustainable engineering faculty housed in CEE have developed and taught four stand-alonesustainable engineering undergraduate courses since 2008, including CEE 1209 Life Cycle Assess-ment (LCA) Methods and Tools, CEE 1210 Engineering and Sustainable Development (ESD), CEE1217 Green Building Design and Construction (GB), and CEE 1218 Design for the Environment (DFE). Students in CEE are required to take one of these four stand-alone courses that address sustain-ability and grand challenges in depth. CEE 1209 introduces students to LCA, including

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

. Individual writing assignments served as the main vehicle for ethical consideration: at four pointsin the semester, immediately following team presentations and the design brief, each individualstudent submitted a substantial piece of writing examining the ethical dimensions of one of thedesign decisions made by the student’s team. This assignment, dubbed a “consideration,” requireda thorough analysis of the context of the decision, a recounting of the team’s decision along withan alternative option, and a thorough consideration of both the option and the alternative in termsof its ethical implications. The expectation was that students would identify and describe concreteinstances of basic ethical values, clearly distinguishing utility values from