Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University

Tagged Divisions

Educational Research and Methods

introductions to different areas ofengineering that allow students to shape their programs to reflect interests in one of the usualbranches of engineering. A particular concern for our program was the student success rate inone of our engineering gateway Computer Sciences (Cpt S 121 - Program Design andDevelopment) courses. Over a four year period from 2000-2004, only 57% of the students wereable to complete the course with a grade of C or better, resulting in 43% of graded students“failing” this class (not including students who withdrew before receiving a grade). Because thiscourse is crucial to retaining students in the engineering program, it was identified to pilot aninstrument that could inform faculty, and more generally, engineering educators

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Trevor Harding, Kettering University; Cynthia Finelli, University of Michigan; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, University of North Carolina-Wilmington

Tagged Divisions

Educational Research and Methods

his Ph.D. in Higher Education with an emphasis on Research, Evaluation, and Assessment. His research interests include evaluation and assessment and student development, with particular focus on learning outcomes of postsecondary education, namely, moral reasoning, reflective judgment, spirituality, and intercultural sensitivity. Page 11.609.1© American Society for Engineering Education, 2006 Examining the Underlying Motivations of Engineering Undergraduates to Behave UnethicallyAbstractThe need for ethical behavior in engineering professional practice has been demonstratedrepeatedly

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Eileen Kowalski, U.S. Military Academy; Joe Manous, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

results areinteresting and indicate fundamental concepts such as balancing reactions are better retained thanmore abstract concepts such as the behavior of molecular forces within compounds. There alsoseems to be only modest correlation between the graduation quality point average (QPA) and theresults of this assessment. Increasing the value of “n” being assessed is an appropriate next stepin this multi-year evaluation. We will interview another cohort of students this spring. While quantifiable trends are difficult to assess with the current density of data, theassessment process has aided the investigators in refining the list of input variables related tocognitive learning (Table 4). The resulting variables 1 through 3 reflect human

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Omolola Adedokun, Purdue University; Roger Tormoehlen, Purdue University

Tagged Divisions

Educational Research and Methods

period on theperformance of the students is not statistically significant (P= 0.0674). Likewise, there was nointeraction between the effects of class periods and the use (or no use) of the paper-basedworksheet (P =0.1772). However, the effect of the worksheet on the performance of the studentswas found to be significant (P = 0.0147). The results show that the class periods have nosignificant effect on the performance of the students, i.e., the effect of the worksheet does notvary across the periods. It does not appear that students’ academic performance, reflected in theclass period to which they were assigned, is significant. Hence, the supplemental worksheet canproduce positive results in both lower and higher achieving students. Weak students

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

Margherita Landucci, Liceo Artistico Statale; Fabio Garganego, Municipality of Venice

Tagged Divisions

Educational Research and Methods

Page 11.1201.17promoted to the second year, but simply reflects those classes that did have two years ofchemistry studies in their syllabus.Part 2, Stage 1 – Using CHICKA to learn the Language of ChemistryHere the computer game was introduced as a new tool of language acquisition to test if thetime required to learn the elements of the PT, the basic formulae and concepts could bereduced when compared to the same ability achieved through traditional, text-book methods.Stage 1 was therefore measured in quantitative terms (length of time occurred to learn).To measure the results, students were given two tests. These were similar in concept to thetests usually given to students at the end of the first term (14 weeks), however in this case thetests

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; David Wormley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

ofadditional funding. Over this time, a number of different approaches to leading the changeprocess have been applied. In reflecting on our experiences, it is apparent that we employeddifferent approaches to facilitate change depending on the circumstances, in a sense applyingsituational leadership, and also that our change model has evolved much along the linesdescribed by Clark et al.,2 shifting to a model that always has the question of how we willsustain an innovation built in from the outset.To write this paper, we have selected projects from which we drew significant lessons about theprocess of implementing and sustaining change. For each, we briefly summarize the approach

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Wendy Harrison, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Arthur Sacks, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Page 11.381.9 Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition Copyright © 2006, American Society for Engineering Education interdisciplinary team has a complexion that extends beyond selecting individuals to participate. 6. Our historic Program has its roots in a 30-year old vision not far removed from that more prominently stated in Engineer of 2020; self-reflection promoted by this project has reaffirmed our institutional commitment to the principles, values, and perspectives of our mission statement: ….to provide a select community of CSM students the enhanced opportunity to explore the interfaces

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Rick Covington, California State University-Northridge; G. Michael Barnes, California State University-Northridge

Tagged Divisions

Educational Research and Methods

based on the work students self reported they had donewith respect to course and project assignments. Again, the purpose of the assessment and itsevaluation was to have the student’s reflect upon their time management periodically during thecourse. The six assessment surveys are posted on the web7. The class had two medium-sizedprogramming assignments, a midterm, and a final. Each programming assignment was to becompleted within 6 weeks. All grades were percentages.In study 1 we report results from two analyses. First, we test our hypothesis by examining thecorrelation between all 47 student assessment, exam, and program grades. Second, we examinethe fourth and sixth assessment scores to evaluate the validity of the assessment questions. Wehope

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

K-Y Daisy Fan, Cornell University; Clare van den Blink, Cornell University

Tagged Divisions

Educational Research and Methods

five or six handsraised.”The faculty also used the PRS to promote student learning through reflection and peerdiscussion. When many students registered a common wrong answer, the faculty wouldeliminate the wrong answer and have the students discuss the question with theirneighbors: “I can see that they’ve all got it wrong … I would really encourage them to talk to a neighbor to discuss it and then answer again. So, that was new and I actually Page 11.24.12 really liked that; I like that buzz in the room when they realize, ‘oh, we were wrong,’ and they talk to their neighbors and try to figure out what the real answer

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Claudia Morrell, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

program were accepted and from which new studentswere accepted to participate in the program based on the same criteria used for the originalselection of participants.Internship OpportunityThis program provides a paid internship experience for 48 students following the completion ofthirty credit hours in a STEM related field. Internships were provided in companies not currentlyhiring interns from UMBC to increase internship support and encourage the involvement of morebusinesses with UMBC and CCBC. UMBC’s Shriver Center provided leadership for this portionof the project.Assessment and EvaluationThe outcomes for Objective 2 are reflected in student retention in STEM majors, grades, andcommitment to careers in STEM. Attitudes toward STEM were