Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Wayne Hager; Ronald Land

to ensure that the programs continue to provide effective trainingfor graduates. However, recent changes in the accreditation criteria by both the EngineeringAccreditation Commission (EAC) and the Technology Accreditation Commission (TAC) of theAccreditation Board of Engineering and Technology (AB ET) have increased the attention givento these assessments, and in particular, have created a need for more structured, objective,quantitative, and reliable assessment methods. In response to the increased demands, a numberof schools have expanded existing student and employer surveys, or developed new, morecomprehensive surveys to help collect the data necessary to perform more detailed assessments. The engineering technology (ET) programs

Conference Session

Women in Engineering: New Research

Collection

2002 Annual Conference

Authors

Richard M. Single; William S. Carlsen; Christine M. Cunningham; Carol B. Muller; Peg Boyle Single

. Dietz. "A Longitudinal Study ofEngineering Student Performance Retention III: Gender Differences in Student Performance and Attitudes." Journalof Engineering Education 84 (1995): 151-63. 3. Hawks, B. K. , and J. Z. Spade. "Women and Men Engineering and Science Students: Anticipation of Familyand Work Roles." Journal of Engineering and Science Education 87 (1998): 249-56. 4. Crawford, M. , and M. MacLeod. "Gender in the College Classroom: An Assessment of the "Chilly Climate"for Women." Sex Roles 23 (1990): 101-1222. 5. Meinholt, C. , and S. L. Murray. "Why Aren't There More Women Engineers?" Journal of Women andMinorities in Science and Engineering 5 (1999): 239-63. 6. Seymour, E. , and N. M. Hewitt. Talking About Leaving: Why

Conference Session

Assessment Issues

Collection

2002 Annual Conference

Authors

Walter Tucker; Bob Lahidji

General education 49.1 (2000).4. Oblinger, D., Barone, C., Hawkins, B. (2001). Distributed education and its challenges: an overview.American Council on Education Center for Policy Analysis. www.acenet.edu/bookstore.5. Willcoxson,L, The impact of academic’ learning and teaching practices: A pilot Study, Studies in higher Education v23 n1, March 1998, pp. 59-70.6. Ridley, D., Sammour, H. ( Sept.1996). Viable alternative means of instructional delivery: online courses as an alternative teaching methods, College students Journal v.30.7. Lahidji, B. (2001). Lecturing versus self-study in a first year Engineering Technology course; America Society for Engineering Education Conference, Albuquerque, New Mexico.8. Schulman, A., Sims, L. (June

Conference Session

Assessment in Large and Small Programs

Collection

2002 Annual Conference

Authors

Ronald Terry

Competency Exam to be administeredduring the senior year. One of the observed benefits of the exam is its role in focusing theattention of both students and faculty members on the core elements of our program. Theexam also provides a quality check for graduating students, and feedback for programimprovement. Our experience to date indicates that the Core Competency Exam, alongwith other elements of our assessment plan, will have a significant positive impact on theeducation of our students.IntroductionAs part of our assessment plan, the Chemical Engineering Department faculty at BrighamYoung University have defined a set of core competencies that we have designated formastery by all of our graduating students1. The intent of these core competencies

Conference Session

New Programs and Textbooks in BME

Collection

2002 Annual Conference

Authors

Robin Adams; Mary Lidstrom; Kjell Nelson; Jeffrey Bonadio; David Stahl; Cynthia Atman

designed tointegrate biology into undergraduate engineering education at the UW. Our ultimate aim is tointegrate biology into the engineering curriculum at three levels. This includes: 1) developing aset of instructional modules that use biological examples to illustrate engineering principles forincorporation into existing freshman or sophomore level engineering science courses 2) a juniorlevel course in fundamental biological principles, and 3) advanced courses in engineeringbiological systems for seniors and graduate students. For our first effort in this program, wedeveloped a course to teach fundamental biological concepts that are sufficiently rigorous andrelevant to third and fourth year engineering students.This paper describes the broad

Conference Session

Recruiting/Retention--Lower Division

Collection

2002 Annual Conference

Authors

Charles Abaté; Ramesh Gaonkar

interaction as exists in residential four-year colleges, but we can provide virtual socialinteraction through our Internet user group. To create a virtual social interaction, every studentmust have a computer. These days, 70 80% of students already have computers at home; for therest, our program lends them PCs for a semester. Our user group and chat room facilitiesprovide them an opportunity to communicate, to study together, to assist each other, and to forma community of learners that can build a sense of group identity and cohesion. Data collected atDaytona Beach and LaGuardia Colleges reinforce the hypothesis that learning communitiescontribute to student success and retention.Students in our program are provided an educational environment that

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Matt Gates; Mary Lamont; John Merrill; John Demel; Richard Freuler

established, a plan was developed to implement a firstyear three-course sequence of engineering fundamentals for all students (i.e., all those not inFEH) but it was substantially modified according to much input from the College faculty. Atwo-quarter course sequence consisting of instruction in basic skills and hands-on laboratoryexperiences involving product dissection and real time data acquisition and centered around oneor two engineered products resulted. This approach, the Introduction to Engineering (IE)Program, was piloted in small scale in 1998-99 with 100 students and again the next year on asomewhat larger scale with 300 students. Full-scale implementation of the IE program forapproximately 850 freshman engineering students occurred in 2000