Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Educational Research and Methods

reports. Details of the assessmentplan in addition to preliminary analyses will be presented with special attention on lessons forservice learning program development.1. MotivationNow more than ever, it is important for American engineering students to be exposed to andunderstand the engineering challenges facing the developing world. Not only are significantproblems confronting a vast number of people under-served by engineers, future technologyinvestments will be mainly outside the States1. Only with a keen understanding of globaldiversity can engineers develop effective solutions through innovation within the constraints ofavailable resources, cultural demands, and technological appropriateness. Additionally,considerable insight or potential

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Michael Dyrenfurth, Purdue University; Mike Murphy, Dublin Institute of Technology; Gary Bertoline, Purdue University

Tagged Divisions

Educational Research and Methods

engineering or technologyprograms, but rather of the university.Introduction & MethodologyToday's world, and by all indicators the world of the future, seems to be increasingly competitive[1] and demanding. Resource scarcity, an increasing imperative for efficiency and effectiveness,manifestly more available information and escalating expectations for quality are but some of thefactors that have caused universities, colleges, departments and programs to attend to evaluation,accreditation and invariably rankings and comparisons [2, 3]. Furthermore, increased global andintra-national mobility as well as widespread access to information has created the opportunityfor individuals to more carefully research their selection of universities to attend

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas; Nicholas Evangelopoulos, University of North Texas; Uyi Lawani, University of North Texas

Tagged Divisions

Educational Research and Methods

first examined here.The first argument is that the traditional invigilated closed book format is considered to beunrealistic from actual professional practice. In the engineering field, practicing engineers tendto rely on manuals, technical books, Internet and any other extraneous source to be able to solvereal life engineering complex problems. Shine and his associates in their article “In Defense of Page 15.929.2Open-Book Engineering Degree Examinations” defended the open-book engineering testingformat based on the fact that open-book testing resembles most realistic the real life of a workingengineer.1 Although the authors of that article

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

miss the richnessand full potential of service-learning, as seen in recent literature. Benefits for the studentsinclude increased subject matter comprehension, higher GPA, retention, critical thinking skills,tolerance for diversity, writing skills, and citizenship. Communities benefit by the services andproblem-solving provided by the students.In conclusion, engineering educators can maximize the rich benefits of service-learning for thecommon good by revisiting the literature on service-learning in higher education andsystematically laying out the advantages and structuring the service-learning projectsappropriately within their unique academic programs.1. IntroductionService-learning is gaining ground as an educational method in engineering

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

AC 2010-2152: PREPARING UNIVERSITY STUDENTS FOR GLOBALWORKFORCES: COMPARISONS BETWEEN ENGINEERING AND BUSINESSSCHOOL STUDENTSGisele Ragusa, University of Southern California Page 15.977.1© American Society for Engineering Education, 2010 1 Preparing University Students for Global Workforces: Comparisons Between Engineering and Business School Students Gisele Ragusa, Ph.D. University of Southern California Viterbi School of Engineering Rossier

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Cheryl Willis, University of Houston; Susan Miertschin, University of Houston

Tagged Divisions

Educational Research and Methods

more they resonate, the more their CRAnetworks are similar” [9. p. 189]. CRA can also compare all individual word networks bygenerating resonance clusters.The capabilities of CRA inspired three research questions for the initial limited study reportedhere. The research questions addressed are as follows. ≠ Research Question 1: What are the top influential words among word networks of student project reports? ≠ Research Question 2: How do student reports compare across application domain solutions? ≠ Research Question 3: How to student reports compare across report grade levels?MethodThe reports used in this study were created by students to describe results for an individualdatabase application

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Tamara Floyd-Smith, Tuskegee University; Denise Wilson, University of Washington; Ryan Campbell, University of Washington; Rebecca Bates, Minnesota State University, Mankato; Diane Jones, University of Washington; Donald Peter, Seattle Pacific University; Melani Plett, Seattle Pacific Univ; Elaine Scott, Seattle Pacific University; Nanette Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

, cognitiveoutcomes and performance. Belonging and other CTC are known to significantly contribute toengagement in K-12 education.1-3 A greater sense of CTC, ranging from the immediate(belonging) to the broad (affiliation) level can also enhance retention, thereby delivering greaternumbers of engineers and STEM scientists to the technical workforce. This theory is supportednot only by the K-12 body of literature where belonging and membership in the schoolcommunity are proven to influence drop out rates4 but also by higher education research thatcites the lack of community (isolation) as a primary reason for women to leave engineeringfields5 and connection to faculty community as a strong contributor to Hispanic studentpersistence in academic endeavors

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Qaiser Malik, Michigan State University; Punya Mishra, MSU; Michael Shanblatt, MSU

Tagged Divisions

Educational Research and Methods

content.Moreover, the two instruments developed in this study may form the basis for a broaderframework for the formative evaluation of engineering courses.IntroductionInterdisciplinary courses commonly known as service courses are offered by almost allengineering departments to meet the ABET’s essential program outcomes criteria 3a-3k toprepare the future engineers for a successful and productive career1, 2. These courses areprimarily developed by the departments for non-major engineering students with three mainobjectives3: 1) to prepare the students to efficiently solve the interdisciplinary problemsconfronted by entry level engineers in the industry4; 2) to adequately cover the relevant portionof the syllabus for professional certification and

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Gary Behm, Rochester Institute of Technology; Jeanne Behm, Rochester Institute of Technology; Scott Bellinger, Rochester Institute of Technology (COE); Joseph Stanislow, Rochester Institute of Technology

Tagged Divisions

Educational Research and Methods

programmer for over 20 years. Page 15.1093.1© American Society for Engineering Education, 2010 StepWise Method for Deaf and Hard-of-Hearing STEM Students in Solving Word ProblemsAbstractAt National Technical Institute for the Deaf (NTID), a large percentage of the deaf / hard ofhearing (d/hh) students enrolled in college level studies are challenged by their English andmathematical skills.1 Because of these two critical skills areas, they struggle to master theinterpretation of a word problem or written instructional manuals to a problem in order to derivea correct solution.The StepWise procedural method

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

instructors and were selected based on three criteria: 1) they have ademonstrated commitment to engineering education, 2) they participate regularly in reflectiveconversations about teaching and learning, and 3) they are uniquely situated, in terms of age andprofessional status, allowing them to comment on the opportunities and challenges related toteaching Millennial undergraduates in various engineering disciplines.This study poses the following research questions: ≠ What knowledge do future engineering faculty and industry leaders have about the Millennial generation? ≠ How--if at all--do future engineering faculty think Millennial students will affect their teaching?To answer these questions, we have used the following methods

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Dazhi Yang, Purdue University; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy; Ronald Miller, Colorado School of Mines; James Slotta, University of Toronto; Michelene Chi

Tagged Divisions

Educational Research and Methods

explored approaches to teaching emergent, robustly misconceived processes. She has also published many articles on how students learn from generating self-explanations, from being tutored, from collaborating, and from observing and overhearing tutorial dialogues. Recently she introduced a framework that can differentiate students’ learning activities as active, constructive or interactive. Two of her papers have been ranked #1 and #7 most highly cited articles published by the journal Cognitive Science. Micki Chi is currently a Professor in the Mary Lou Fulton Institute and Graduate School of Education, Payne Hall/Box 0611, at Arizona State University, Tempe, AZ 85287-0611. Email

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

George Ricco, Purdue University; Ida Ngambeki, Purdue University; Russell Long, Purdue University; Matthew Ohland, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

Educational Research and Methods

institutions has reported numbers at the high end ofthis range and, more importantly, that engineering retention rate is higher than the typicalretention rate in other disciplines in higher education.Analysis of data from the MIDFIELD database has revealed that the rate of persistence amongstengineering students is not significantly lower than that of students in other disciplines in thedatabase. A study of 70,000 students who enrolled in engineering programs found thatengineering actually had the most students (57%) persisting through eight semesters4. Otherdisciplines had lower rates of persistence (see Table 1). Table 1: Persistence in various major groups to the eighth semester (data from Ohland et. al.4

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

existing theoreticalframeworks most relevant to my research questions are 1) the history and pedagogy ofengineering education, which is widely supported through organizations such as ASEE;2) STSE (formerly STS) education and 3) Teacher Identity. The selection of STSE andTeacher Identity have been informed by my own experience conducting research withpre-service and new science teachers, and their use of an STSE approach in their teachingof science. However, acknowledgement of context is critical in educational research, andas I reflected further on these theoretical strands, I realized the inherent challenges inutilizing theory from the K-12 realm in the framing of my post-secondary researchproject

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Jihie Kim, University of Southern California; Jaebong Yoo, Samsung Electronics

Tagged Divisions

Educational Research and Methods

context of discussion forums (Table 1). Complete citations for theinstruments, and studies of their application, are provided in Appendix I. Page 24.896.2Table 1. Instruments investigated.Name ReferenceAcademic Confidence Scale (ACS) (Sander & Sanders, 2003; Bandura, 2001)Academic Self Efficacy Scale (ASES) (Elias & Loomis, 2000; Lent et al., 1997; 1986)Motivated Strategies for Learning (Pintrich et al., 1991)Questionnaire (MSLQ)Academic Locus of Control (LOC) (Rotter, 1966; Trice, 1985)Patterns of Adaptive Learning

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

methodology which informs the selection of methods. Table 1describes the four elements, specific theories and methods selected for this study and therationale.Table 1: Elements of a Research Study by Crotty11 Definition Selected RationaleEpistemology Theory of Constructivism To understand how and what Makers knowledge Knowledge is constructed learn through their creations through human-worldinforms: interaction12Theoretical Philosophy that Constructionism To understand how Makers createPerspective informs Meaning

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana

Tagged Divisions

Educational Research and Methods

decreases time required to administer the homework. Methods ofdelivery (online only or hybrid classes) can also have a large effect on the time and effortcommitted to a course. Here, we propose the use of online homework software does not instill the importance ofpresenting a logical and organized solution process. Software lacks the ability to assess astudent's ability to communicate technical information effectively[1]; an important characteristicthat is missing in recent engineering graduates[2]. The use of online homework can be beneficialin developing a solving process and retention of material[3-4], but may also be detrimental forclasses that require illustrating an organized solution: most engineering classes. Preliminary work

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

especially true for women.1 Therefore if we areconcerned with increasing awareness of engineering, and increasing participation in engineering,it is important that we understand the ways that parents can promote awareness of, understandingof, and interest in engineering.Parents can play a tremendous role in their children’s learning experiences as children typicallyspend more than 80% of their waking hours outside of school settings.2 Research suggests thatchildren develop critical and lasting attitudes towards science at young ages3, and at this agechildren spend much of their out-of-school time with their parents. Additionally, this is furthersupported by research that has shown that parents’ involvement in their children’s education ismost

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

activities1. IntroductionHigher order skills such as problem solving or critical thinking are key attributes forgraduates of any engineering program, are amongst industries highly desired skills fornew employees and are considered a hallmark of a university education  1-5 . The application of critical thinking helps students solve ill-defined, open-ended,complex problems through the analysis and evaluation of information, evaluatingarguments, and developing conclusions resulting from sound reasoning. These complexproblems are typical of those encountered in professional engineering practice, andrequire the reflective, self-regulatory judgment exemplified by critical thinking. Whilemost programs claim to develop critical thinking in some manner

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

measure (FacultySupport 1) evaluated faculty support within the context of the student’s classes in the major andincluded items such as “the instructor in this class is interested in helping me learn”. Items from Page 24.1025.3the Faculty Support 1 scale were designed using a variation of the Teacher Support subscale of  the Classroom Life Scale13. The second measure of faculty support (Faculty Support 2) examinedthe student’s sense of support from faculty outside the classroom and used items that wereadapted from scales developed by Pascarella and Terenzini14.Faculty support in the form of supportive interactions with students has been

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

listening to detailed audio recordings, two themes began to emerge from the data: 1) there Page 24.1031.2existed some structure and order in the exchange between interviewer and interviewee, and 2)interviewees recalled personal experience to mediate their answers. This study initiates theanalysis of this relationship by providing a guide for future research mediated by conversationanalysis as a methodology.Literature ReviewGee describes discourse analysis (DA) as a way of examining, describing, interpreting, andanalyzing the way in which people go about being, doing, and saying1. It is a means ofinterpreting activity situated within some context

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

. Page 24.1114.1 c American Society for Engineering Education, 2014 Student Interest in Engineering and Other STEM Careers: An Examination of School-Level, Gender, Race/Ethnicity, and UrbanicityIntroductionResearchers and economists predict that in the coming decades there will be accelerating job-growth in science, technology, engineering, and math (STEM) fields.1, 2 Researchers also predictrising demand for STEM competencies in other occupations.3 Unfilled STEM job openings andthe prospect of increasing baby boomer retirements suggest that the United States is notproducing enough individuals who are both interested and qualified in STEM fields to meet

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerard P. Lennon, Lehigh University; John B. Ochs, Lehigh University; Derick G. Brown P.E., Lehigh University

Tagged Divisions

Educational Research and Methods

graduate engineering toclosely complement and support the new university system. The Technical Entrepreneurshipprogram provides an example of leadership and best-practice sharing to demonstrate useful and Page 24.1116.2sustainable SLO assessment practices. Finally, an Assessment of Student Learning AssessmentProcesses table is used to assess the evolution of college assessment practices.1. The challenge: satisfying multiple student learning assessment requirementsThe challenge we faced was: by 2013 develop overarching, integrated, comprehensive StudentLearning Outcomes (SLO) Assessment practices at the university level for both undergraduateand

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

institutionsinterrelationships.Castellani and Rajaram (2012), in their work on modeling complex social systems, have arguedfor the use of clustering techniques like k-means at different time points to produce comparableTable 1: Description and Summary Statistics of Profile VariablesVariable Name Description 1993 Mean 1993 SD 2004 Mean 2004 SD Institutional Faculty DemographicsFull time faculty Average number of full-time 401 559 434 602 faculty membersPart time faculty Average number of part- 241 316 289 377 time faculty Institutional Student

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

be used forindividual, group, or full-class learning experiences. If the students come well-prepared and theexercises are well-designed, then it is hoped that students will leave the face-to-face time with adeeper understanding of the core concepts, one which they have worked to develop through theirown efforts with the support of their peers and the instructor.The inverted classroom approach has a basis in three well-known principles of the science oflearning: (a) Vygotsky’s Zone of Proximal Development 1, (b) Bloom’s Taxonomy of Learning 2,and (c) “How the Brain Learns” and the retention of core material 3. Lev Vygotsky introducedthe concept of a zone of proximal development (ZPD) to describe the intermediary state betweenthe things a

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Conrad Tucker, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Peifeng Yin

Tagged Divisions

Educational Research and Methods

studentsprefer a different learning style compared to senior students? Are senior students equipped toutilize the industry techniques that are heavily digital or tactile oriented? Understanding theevolution of student preferences towards these learning styles would provide valuable insights toinstructors and researchers aiming to enhance engineering education by determining when/whereto emphasize a certain pedagogy during the undergraduate engineering experience.This research is a multi-institutional collaboration between Penn State University and theUniversity of Maryland. Freshmen and senior engineering students are included in this study inorder to quantify the differences between digital and hands-on learning: 1) across engineeringgrade levels, and

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

quality and type of the student-faculty interaction are important factors in studentlearning.27,29MethodologyDuring Summer 2012, eleven students (7 men, 4 women) from nine universities participated in aten-week REU program. Five students (45%) were from an under-represented group. Data werecollected from three student-centered artifacts and one faculty-centered artifact. The student-centered artifacts were: a reflection paper on the experience (week 5); an exit satisfaction andfuture plans survey (week 10); and a follow-up survey (two semesters later, end of Spring 2013).Students were given an explanation of the research study for the reflection paper (artifact 1) asapproved by the university’s Institutional Review Board (IRB). The faculty

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Luoting Fu; Levent Burak Kara, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

earlier work; hence, grading of an already completed solution often involves judging off-path steps that may be irrelevant to the intended learning or steps that build upon prior incorrectwork. Given the very limited effectiveness of human grading to provide feedback to students oncomplex homework problems, it is natural to inquire whether the computer can do better.The research questions this paper seeks to answer are: (1) Is it possible to provide automated,formative assessment of efforts to solve complex engineering problems, (2) What metrics allowone to judge whether the feedback indeed promotes learning, and (3) On what basis can one seekimprovements to the formative assessment offered?We address these questions in the context of a test case

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

). Page 24.1293.1 c American Society for Engineering Education, 2014 Understanding Teaching Assistants’ Assessment of Individual Teamwork PerformanceA team-effectiveness inventory of behavioural competencies was used as a conceptualframework with which teaching assistants were asked to assess each students’ individualteamwork skills. The reliability and confidence of teaching assistant assessments as well as theway in which teaching assistants used these assessments to support students to become moreeffective team-members is presented.1. IntroductionTeam-based projects have become a common teaching practice in engineering courses as ameans to simulate real-world environments and meet

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Educational Research and Methods

work where ethics may be present but goes unnoticed or under-scrutinized. Thisline of research will contribute both to our theoretical and methodological efforts to understandteams and ethics in an engineering context, but could also be useful to engineering educators asthey consider how to present ethics and team work to engineering students.AcknowledgementsThis work was made possible by a grant from the National Science Foundation (DUE-112374).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Rest, J., Narvaez, D., Bebeau, M., & Thoma, S. (1999). A neo-Kohlbergian approach: The DIT and

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

, and Washington StateUniversity are currently validating the EPS rubric by scoring 19 student discussions recorded andtranscribed during the 2011-12 academic year. This effort has produced a number of bestpractices for annotating transcripts, summarizing data and justifying ratings on rubric scoresheets, arriving at consensus scores between multiple raters, and assuring inter-rater reliability.In this paper, we examine a section from a scored transcript to illustrate the scoring methodologywhich includes rater practices and application of decision rules. Preliminary results are presentedwhich include inter-rater statistics.1. Engineering Professional Skills Assessment OverviewEngineering programs across the nation have struggled to define