Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods, Ocean and Marine

students 71.4% 50.8% NA 46.5% 57.0%Classes with 50 or more students 12.5% 20.1% NA 1.5% 0.0%4-year graduation rate 40% 32% 3% 85% n/a6-year graduation rate 76% 64% 37% 90% n/aAcknowledgementsThe authors acknowledge the support provided by the National Science Foundation throughgrant NSF 1820888 and 1821439. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesCheville, RA., 2019, “Pipeline

Conference Session

Ocean and Marine Engineering Division: Best Paper Technical Session

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Ocean and Marine

demonstration; come to a consensus on their interpretations of the concepts; orcomplete a quick example of each concept. A key component of the interactive lecture is that no“solution” slides are provided. The teams must work through the calculations or reflections togain a complete set of slides. This forces all students to engage in the lecture. Answers are sharedout in the larger group and the instructor guides the discussion of the answers so as to ensure acommon understanding of the concepts.Our initial assessment shows a marked improvement in student understanding of the relevanthydrodynamics concepts necessary to designing an underwater vehicle. Students are able toconverse more knowledgeably on hydrodynamics, and the ROV designs are more