Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Ryan; Nhut Ho; Shelley Bartenstein

Tagged Divisions

Educational Research and Methods

Excel environment, but also included a briefintroduction to Finite Element Analysis (FEA) using CosmosWorks. A detailed description ofthese courses and some preliminary assessment results from the 2005 time frame were given byRyan and Ho in 20061.After this new course sequence was offered for several years, and feedback was collected via theDepartment’s assessment process, it was felt that a more comprehensive approach towardrevision of the design sequence was required. In particular, it was noted that our students’readiness for senior design was still very non-uniform, which left some students unable tocontribute effectively to their capstone projects. A faculty committee was formed which included

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

teams was not a waste.Seniors, however, agreed more strongly with the statements “I have a realistic understandingof the daily responsibilities,” “I feel well prepared for my future career,” and “I have a closeworking relationship with faculty.” These responses may have been due to the student’sinvolvement in capstone design projects, which typically provide the student greaterinteraction with individual faculty and more control of their project. Page 14.1055.17Figure 9. Effect of student status on their responses to the 2008 survey.As with the faculty, female students responded more positively (at the 5% level) to service-related work than male

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

removing low and cross loading items [1], we identified six latentdimensions covered by 18 items: individual consequentiality, shared consequentiality, learningas consequentiality, constrainedness, shared tentativeness / ill-structuredness, and individualtentativeness / ill-structuredness.Introduction and research purposeUndergraduate engineering programs have increasingly incorporated design projects, not just asfirst-year and capstone experiences, but in core courses as a spine [2-5]. However, there aremany decisions to make in developing a design project and for those who lack the resources thatare sometimes invested in capstone experiences, many limitations. For instance, design projectsmay include clients and specific context, or they may be

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Stacy Wilson, Western Kentucky University; Dennis George, Western Kentucky University; john bruni, Western Kentucky University; Mark Cambron, Western Kentucky University

Tagged Divisions

Educational Research and Methods

student engagement as defined for the EE program. These items are listedin Table 1 below.Table 1: NSSE Questions in Support of Engagement NSSE Questions NSSE Number Practicum, internship, field experience, co-op experience, or 7A clinical assignment Work on a research project with a faculty member outside of 7D course or program requirements Study abroad 7F Independent study or self-designed major 7G Culminating senior experience (capstone course, senior 7H project or thesis, comprehensive exam, etc)The students were asked to

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois, Urbana-Champaign; Leon Liebenberg MASEE, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

is intrinsically motivated,engaging and enjoyable. Perhaps there are qualities of play which can be leveraged to benefit thelearning process. This line of inquiry brings us to the guiding research questions for this work.Are there aspects of play which can be used to inform pedagogies which improve learningoutcomes and student experience? What aspects of play are important for learning? How canthese be emulated in engineering design projects to create meaningful learning experiences?Literature ContextOne of the primary reasons to pursue play in education is that well-designed playful activities arecommonly associated with enjoyment, engagement and immersion. In their seminal presentationof The Adult Playfulness scale, Glynn and Webster

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

evidence shows that students do not connect the newly acquired analytical knowledgewith the design process, creating a design learning gap. When students return to a designemphasis in the senior year capstone course, they are expected to bridge this gap by synthesizingthe broad engineering design understanding from the first year with their analytical depth gainedin the second and third years to produce unique engineering design solutions. Can small buteffective changes be made in the second and third year to improve this model of design learningthat could help students more easily make the connection in the senior year between the broaddesign learning from three years earlier and their newly developed analytical skills? Through ajoint effort

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

. Page 25.594.2IntroductionMany undergraduate engineering programs include one or more significant “capstone”experiences, designed to give students an opportunity to demonstrate significant learning throughthe integration of knowledge and skills from across the degree1, 5. Such a learning experience, anindependent research project required for all senior students in a large, Canadian multi-disciplinary engineering program, forms the context for this paper. This thesis course givessenior undergraduate students an opportunity to work with a faculty member to define and designan original research project, as well as to conduct and communicate engineering-related research.In the 2010-11 school year, nearly 200 students in the program worked with 112

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

undergraduateengineering curricula. Communication, especially in the context of working with teams and othersoutside of business organizations, was lacking in new engineers, and they emphasized teamworkskills from capstone design projects to hold the most value. Survey results also found that criticalthinking, seen in design skills for parts, processes, and systems were of utmost importance forsuccess in the workplace.Through a survey of Atlanta area construction engineers and managers, the highest emphasis wasplaced on competencies of “communication, ethics, professionalism, commitment to lifelonglearning, and multi-disciplinary team collaboration.” In comparing these industry preferences withundergraduate engineering programs, the study concluded that

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Saraj Gupta, Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

the same project.At Harvey Mudd College, Clinic is the culminating design course, where students apply thedesign skills and engineering knowledge learned to a client sponsored real world problem. Thedesign course sequence at HMC include a first-year experience (E4), where students first learnabout the design process; an engineering tools course (E80), where students learn and gainhands-on experience with simple machine tool applications; and the Clinic. HMC students arerequired to have at least one semester of Clinic during their junior year. For seniors, Clinic is ayear-long project and is considered their capstone project. Clinic teams are comprised of mainlyseniors with a junior rotating between semesters, a company liaison, and a faculty

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

. Page 23.479.1 c American Society for Engineering Education, 2013 Embedding Lifelong Learning in Engineering CoursesAbstractThe main thrust of this paper is presenting an assessment methodology for lifelong learningcompetency. Several assessment tools embedded in a selected set of engineering courses alongwith their assessment methodologies, data analysis and conclusions are presented in thismanuscript. The selected courses are spread over at the sophomore, junior, and senior levels. Thecourses include Engineering Dynamics, Fluid Mechanics, Propulsion Systems, and the SeniorDesign Capstone project. With the exception of the last course, students were assigned a set ofopen-ended problems that involved

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

-learning in the first year design courseis for all engineering students and uses different types of projects with local community partnersto appeal to different majors (Dutta & Haubold, 2007).A wide variety of institutions have service-learning in senior capstone design courses. Examplesinclude Tufts (Swan, Gute, Matson, & Durant, 2007), Michigan Tech’s International SeniorDesign (ISD) program (Paterson & Fuchs, 2008), and Rose-Hulman IT international seniordesign projects (Hanson, Houghtalen, Houghtalen, Johnson, Lovell, & Van Houghten, 2006).Rowan University has service-learning in mandatory Engineering Design Clinics throughout all4 years (Mehta, Jansson, & Dorland, 2007).As mentioned earlier, a number of faculty have

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

be valuable activities for discovering career paths, acquiring full time jobs, and gaining orimproving professional career skills [23]. Internships may also positively affect outcomes withinother HIP, such as capstone projects [24]. Internships have been reported to improve theautonomy and technology, methodology, and project management skills of computer sciencestudents [24]. In engineering, underrepresented students reported that internships supported theirprofessional career goals by providing opportunities for them to apply theory to practice inauthentic industry environments [25]. In engineering and computer science programs, it is important for students to envision the linkbetween theoretical course work and real-world practice. Senior

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; Lillian B Bowles, Louisiana State University; Jennifer Farrell, Louisiana State University; David Bowles, Louisiana State University

Tagged Divisions

Educational Research and Methods

Courses. One way of accomplishing the goal of improvingcommunication is through the support of C-I courses within the CoE curriculum. C-I designatedcourses meet specific criteria concerning communication, such as focusing on at least two of fourcommunication modes (spoken, visual, technological, and written), multiple iterations of writtenand/or oral projects, and concentrating at least 40% of the course grade on communication.Currently in the CoE, there are 31 C-I designated courses throughout the curriculum, rangingfrom introductory to capstone courses. All Engineering disciplines have at least one C-Idesignated course in their core curriculum. CxC provides several resources for faculty who areinterested in designing a C-I course.Faculty Summer

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeannine E. Turner, Florida State University; Min Tang; Shayne Kelly McConomy, Florida A&M University/Florida State University; Mostafa Papi; Jerris Hooker, Florida A&M University/Florida State University

Tagged Divisions

Educational Research and Methods

) to explore the best pedagogical practices to improve the efficiency integrating classroom project-based learning and students’ real-world problem-solving practice. I have MS degree from Florida State University in Curriculum and Instruction and BA degree from China Nanchang University in English. I speak English, Chinese, and some Japanese. I am a proactive person. If you are interested in my research topic, please feel free to contact me via email: mt14n@my.fsu.eduMr. Shayne Kelly McConomy, Florida A&M University/Florida State University Shayne K. McConomy is the Capstone Design Coordinator in the Department of Mechanical Engineer- ing at FAMU-FSU College of Engineering; He holds a PhD in Automotive

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

: Challenges with Teaming Instruction and Managing DysfunctionIntroductionThis is a Work-in-Progress paper. Teaming continues to be an important dimension ofengineering work and by extension a required outcome of engineering education. Despite theemphasis and importance ABET places on teaming and the efforts of institutions to meet theserequirements [1], students may or may not develop effective team behaviors as a result of thevarious team experiences they have in an engineering curriculum. Researchers have noted thatthese skills have traditionally been considered “outside of the curriculum” and the instruction ofthese skills has been primarily relegated to cornerstone and capstone design courses. Even inthese courses

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Edith Stanley Gummer, Education Northwest; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Page 25.304.2graphical representations are termed Model Development and Usage Representations, or ModelMaps, for short. The result of the previous study showed a significant difference in the modelingcharacteristics in the Virtual CVD Laboratory Project when compared to two capstone physicallaboratories. Based on the analysis of work products (design notebooks, design memoranda andfinal reports) of 14 teams, the Virtual CVD Laboratory Project showed significant increases bothin the number of model components students used and the variety of those model componentsfrom team to team.However, we have been concerned that the characterization of the number and types of modelcomponents is under articulated given the relatively static nature of the

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

capabilitycan be incorporated into the project management course (ECET396) for maximum impact. Aseries of lectures and skill sessions designed to help students tap into their unique creativecapabilities is under development, as are assessment tools for measuring specific aspects ofcreative performance believed to be of relevance in the more innovative aspects of technologicaldesign.An additional goal of the project was to expand the content on innovation and entrepreneurshipto the existing capstone course, ECET 39600, in an effort to add the course to the approvedcourse list for the Certificate in Entrepreneurship and Innovation. Short-term, the focus of theseefforts is targeted toward a narrow demographic, but the long-term goal is the development

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

evaluations, resource CSP mentors and peersresearchdesign requirements, and initial design process,  Participate in a summer industrial, including requirement and verification clinical, or research internshipcapabilities development. Students develop project (student’s choice) proposals suitable for either their senior Year Course Description (credit hour) Activities and Development capstone course.  Continue research throughout yearYear 4: BIOE 435 (2 credit hours) and 436 (2 credit  Interact with

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering and engineering technology, problem-based andproject-based learning are different. According to Lee [4], the focus of problem-based learning isthe problem solving and learning process, while the project outcome is the focus of project-basedlearning. Since project-based learning is commonly seen in senior students’ capstone designcourses, problem-based learning can be used as a prelude to project-based learning in priorcourses. In this way, students can develop the skills necessary to apply to project-based learningactivities.Gijbels et al. [5] state that assessments for problem-based learning can include collaborativeteamwork assessment, exams, reports, and self and peer assessment. Several factors play a role inthe impacts of PBL that

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adaline M. Buerck, University of South Florida; Maya A. Trotz, University of South Florida; Estenia Ortiz Carabantes, University Of South Florida; Daniel Arnulfo Delgado Jr., University of South Florida

Tagged Divisions

Educational Research and Methods

completing his Navy contract and eventually transferred to San Diego State University (SDSU), San Diego. Needing some hands on learning he applied for a research position at SDSU where he was accepted as a research assistant helping with algal biomass research. In this lab he discovered a love for resource recovery from waste and wastewater treatment when he was given a project to analyze algal feedstock cultivation in wastewater. Upon completing his bachelors, he was accepted to University of South Florida (USF), Tampa, for a Ph. D. program where he researches onsite wastewater treatment for removal of nitrogen species. His research interests revolve around food, water, energy nexus specifically in wastewater treatment

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Bielby, University of Michigan; Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Janel A. Sutkus, Carnegie Mellon University; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Matthew Holsapple, University of Michigan

Tagged Divisions

Educational Research and Methods

application of psycho-social models of moral expertise. He also conducts research in student motivation, service learning, and project-based learning. His technical re- search is focused on degradation of biomedical materials in vitro. He currently serves as Associate Editor of the online journal Advances in Engineering Education, is Chair of the ASEE Materials Division, and was ERM Vice-Chair for the 2010 ASEE Annual Conference. He recently received the 2008 President’s Service Learning Award for innovations in the use of service learning at Cal Poly. In 2004 he was named a Templeton Research Fellow by the Center for Academic Integrity, Duke University. Dr. Harding received both the 1999 Apprentice Faculty Grant and 2000

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Educational Research and Methods

. Otherplans included graduate study in STEM fields, professional school (e.g. medicine or law), orother jobs not in engineering fields.Respondents were classified as feeling like they belong or feel like an engineer (Q13 of thesurvey) if they selected “Somewhat Agree”, “Agree”, or “Strongly Agree”. Most respondentsreported that they feel like they belong in the school (86%) and their major (84%), and theyfeel like an engineer (80%). Interestingly, 67% of respondents who agreed that they feel likean engineer indicated that the experience that made them feel that way occurred at their ownuniversity (i.e., UVA).Research-Experienced RespondentsExcluding capstones and course-structured laboratory projects, 39% of respondents (n = 303)have participated in

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Pierre Lafleur, Ecole Polytechnique de Montreal; Yves Boudreault, Ecole Polytechnique de Montreal; Richard Prégent, École Polytechnique de Montréal

Tagged Divisions

Educational Research and Methods

.) (26 Complementary studies (10 cr.) New approachMathematics and basis sciences InternshipJust in time / Contextualization Engineering science and Engineering designIntroductory Integrative Personal Capstone project project project project Complementary studies International and Soft skills specialization Figure 2.0: Comparison between the old and new programs

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

capstone design experiences are often either (1) having thestudents devote their design to a project of their or the instructor’s choosing or (2) partneringwith industry groups who designate an authentic project for the students1,7. Design is also oftentaught in the first-year of the engineering curriculum as a first-year design experience in order toprovide students with “some flavor of what engineers actually do” and provide an experience“where they [can] learn the basic elements of the design process” (p. 103)1. However, there arealternatives to these traditional practices, such as service-learning courses that partner studentswith community groups where the design focus emanates from the relationship of the studentsand partnering group(s)8,9

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Xaver Neumeyer, Northwestern University; Ann McKenna, Northwestern University

Tagged Divisions

Educational Research and Methods

student and faculty perceptions of productive conflict. Themain conflicts that were reported in our study included conflicts of commitment, differentideas about the project direction as well as different working styles.Results from this research will enable us to rethink common models of team conflict anddevelop direct and indirect intervention strategies that can help students to better integrateemotion and intellect in engineering design and innovation.IntroductionAlthough design projects and course structures may vary, there has been a consistentattempt to integrate team experiences into the engineering design curriculum 1-5. Whilethere has been significant work that describes instructional approaches for integrating andassessing teamwork

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

communicatingeffectively and efficiently. Much work has been done to investigate the effect of interventions inupperclassmen capstone courses (see bibliography). Additionally, courses which integratewriting and project design instruction are becoming increasingly common6,8 . Thisinterdisciplinary combination has the potential to give students an experience in technical writingand engineering design closer to that practiced outside of an academic setting8 .For this paper, the researchers examined the effect of instructional interventions on earlyengineering students, primarily freshmen and sophomores. The course in question is ENGR 14:Introduction to Solid Mechanics. This is a prerequisite course for many higher level engineeringclasses which combines

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Amy Miller, University of Pittsburgh -Johnstown

Tagged Divisions

Educational Research and Methods

exposure to problem solving which may entail more than one course topic. Often the onlyexposure that students have to cross-course problems is during capstone projects. It is felt thatthere is a “disconnect” between theory in the course and the reality of implementing classmaterial. Due to this disconnect, students are often struggle to implementing the knowledge infollow-on design courses such as capstone courses1. In reality, the practicing engineer cannotcount on the compartmentalization of material. Projects or designs may require a mixture ofinformation learned from multiple courses. Professors can aid in the preparation of students byassigning projects that expose students to mixed content.The latest ABET criteria suggests the need for

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

, such as the electrical engineering capstone course where all students participatein a service-learning assistive technology project. They have also integrated service-learning into engineering science courses with project work that varies in size and scopeas a function of the curricular constraints for the respective courses. This approach, at acollege level engages community partners with the support structure at the college leveland reduces the overhead that many faculty encounter starting their own projects.The SLICE project objectives are stated as: ≠ Integrate service-learning into the engineering curriculum at UML so that everystudent is exposed to service-learning in every semester of their experience in everydepartment at UML

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-efficacy beliefs and outcome expectations [1].The belonging component includes a set of activities to develop professional identity and senseof belonging. Activities such as establishing learning communities through project-orientedengineering teams, aim at developing freshmen and sophomores’ interactions with seniorstudents via capstone and design-oriented courses. These interactions are structured around twoone-credit courses, Introduction to Engineering (INGE-3001) and Introduction to LearningCommunities (INGE-3002).In the formative component, interventions in the form of talks and soft-skill workshops are aimedat training students using well-known high-impact educational practices [21]. Trainings basedon the Affinity Research Group (ARG) model

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian M. Frank, Queen's University; Natalie Simper, Queen's University; James A. Kaupp, Queen's University

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Diversity

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Educational Research and Methods

research project investigating the development and measurement of general learning outcomes. Natalie comes from an Australian Senior-Secondary/ Post-Secondary teaching background, with experience at the State-wide level in curriculum development, large-scale assessment, and evaluation and assessment of outcomes based education.Dr. James A. Kaupp, Queen’s University Assessment and Quality Assurance Coordinator (Msc ’06, PhD ’12) at Queen’s University, Kingston, On- tario, Canada in the Faculty of Engineering and Applied Science. Educational research interests include engineering education development, cultural change in higher education, higher-order thinking develop- ment and assessment, outcomes-based data-informed