Conference Session

MECH - Technical Session 3: Advancements in Teaching Mechanical Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder; Joan Tisdale, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

discussion in [3]). The demographics of those earning Bachelor’s degrees mayhave been skewed by COVID. Further, there are inconsistencies in the timing of the AASHEratings, course counts, and graduates. The data don’t reflect students’ processes of selectinginstitutions and persisting to graduation (e.g., students graduating in 2020-2021 likely wereselecting colleges in ~2016, but the information available and actual sustainability content incourses can vary over time).Results and DiscussionThe results of correlation tests with the 2019-2020 demographics of ME undergraduate degreerecipients are shown in Table 3, across all institutions, public institutions, and private institutions.The dark tan color highlights correlations that meet the

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fangyuan Chai; Yi Wang; Zhaoping Feng; Jing Jin; Jun Zhu

Tagged Divisions

Student Division (STDT)

are particularlyacute amid the rising tide of graduates—a reflection that underscores the need todecipher the career intentions guiding job-seeking behaviors, especially for engineeringstudents who play a pivotal role in driving technological and economic growth. However, disconcerting trends have been observed, which is a considerablefraction of engineering graduates show a reluctance to remain in their field during jobsearches, risking an outflow of expertise from the sector. Influenced by self-interest,utilitarian values, and entrenched gender stereotypes, these students’ career decisionspoint to the urgency for empirical studies that examine the synergy between universityeducation and individual student motivations. Notably

Conference Session

Marge's Mission: Empowering STEM Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University; Melissa Colonis PhD, Purdue University; Kaitlyn B. Myers, Purdue University; Tamara J Moore, Purdue University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

needing to navigate the complexities ofmanaging different classroom experiences for all of their students—in other words, exhibitingadaptive expertise. This skillset allows teachers to adjust their instruction and respond tounexpected situations during their teaching. As previously mentioned, three indicators ofadaptive expertise in teaching include: flexibility, deep-level understanding, and deliberatepractice [16]. Flexibility in teaching shows adaptive expertise in that teachers are not beholden totheir lesson plans exactly as written; they are responsive to the needs of students during thelearning experience [19]. These teachers show a willingness to experiment, play, changedirection, problem solve, and refine based on their own reflection

Conference Session

Design in Engineering Education Division (DEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Duke University; Eric Stephen Richardson, Duke University; Harris Solomon, Duke University

Tagged Divisions

Design in Engineering Education Division (DEED)

together about a common question[4]. This relational interview process is fundamental to ethnographic interviewing [5].Similarly, participant observation allows researchers to relationally discover, in-situ, how clientsunderstand and articulate problems. Neither insider nor outsider, the role of the participant-observer is to gain understanding through immersion, often reflected in ethnographic fieldnotes[6]. Thus, observation is another important skill to be developed.In terms of pedagogical design, the team decided to use a flipped classroom strategy. Over thepast decade, flipped classrooms have become increasingly popular in engineering [7, 8]. In arecent meta-analysis in engineering education in K-12 and higher education contexts, the

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirreza Mehrabi, Purdue University; Jason Morphew, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

a crucial tool, reflecting the learner's understandingand competence, and ultimately guiding them towards targeted improvement and development.However, in active learning the content is usually taught for a set amount of time, and a student’saptitude is based on how much they learned in that time. Conversely, mastery learning assumes thatall students, given enough time and intervention, can eventually master the content [4], [5], [6].Learning within mastery frameworks concerns itself with identifying learning trajectories andproviding students with curriculum for gaining knowledge and skills, assessing mastery throughformative assessments, and providing feedback to help students master one set of skills beforemoving on to the next set [7

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

ofwhich features her engineering skills. In The Expanse, Naomi Nagata is in every episode of thefirst season, but I focused my analysis on the pilot as well as episode 2, episode 7, and episode10 because they more heavily showcase Naomi’s problem-solving and engineering skills.While viewing the selected episodes, I crafted detailed analytic memos (Miles et al., 2018)reflecting on questions related to the depictions of each engineer as well as how they interactwith the elements of plot, genre, and narrative worlds around them. I drew heavily on theelements of feminist narrative theory according to Herman et al. (2012) to inform my reflectionquestions. Reflection questions included, for example: • What are the key aspects of genre, plot and

Collection

2007 Pacific Southwest Section Meeting

Authors

Debra Larson

given time to reflect upon the activities and are encouraged to fill out theassessment worksheet as the activities occur2. Summer after summer, the ETW participants areoverwhelmingly positive about the workshop – the way its delivered, the quality of eachindividual’s experience, and the interpersonal connections made via small group interactions andone-on-one mentoring. The three demonstration classes delivered by master teachers and thethree lab classes, where each participant teaches, are consistently rated as the most valuableaspects of ETW.Seminar II – Principles of Effective TeachingSeminar II introduces a rigorously developed and frequently referenced two-dimensional modelfor characterizing the range of teaching styles found in college

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Kathryn Jablokow

reflective process.Much of what we discuss here will appear familiar, but the restructuring is new and should beeffective in design education. We reference popular design texts to help highlight thedistinctiveness of our approach. Other new ideas presented in this paper include the triggerconcept, design characterization, design validation, and managing risk through Design for NOTX. FEED is also a venue for innovative design. Users, and lead users in particular, can providemany ideas for new products both of needs and technologies. The use of Design for X and Fall 2010 Mid-Atlantic ASEE Conference, October 15-16, 2020, Villanova UniversityNOTX expands the imagination with respect to possible venues, uses, and risks of the type ofproduct being

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

their work.In response to student end of course feedback, the capstone project options increasedfrom two to three. The competition still existed and students continued to mention in theircomments that they would prefer that projects were unique to each group.During the EOCR at the conclusion of the Spring 2000 semester, a recommendation wasmade to change the courses name from “Planning and Design of Construction Projects”to “Civil Engineering Design”. The new course name more accurately reflected theevolving nature of the projects chosen which spanned an increasingly diverse set of sub-fields within civil engineering. Based on student feedback and instructor observation,more guest speakers and more field trips were added to the course.As CED

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

]), I present an argument in this paper that ChatGPT is animportant tool for creating equitable access, especially for international students or students withtraditionally marginalized identities in engineering education. I present this from thepositionalities of student educators in engineering courses with reading and writing componentsand as international students in the US having relied on machine translation in their own studentexperiences. Using an approach similar to Coppola and Turns [11], I draw upon findingsgathered from interviewing other instructors of engineering courses within my department, aswell as a reflection of my own experiences as an instructor in engineering courses. I presentmicrocultures of student experiences of using

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

and asked to reflect on theirexperiences in classes and involvement in engineering related activities. These interviews tend tobe about an hour to two hours long, depending on how much the student enjoys reflecting. Someof the interview questions were geared towards engineering identity. Some were geared towardsaffect, global affect, and affective pathways [13], [14], [15], [16], [17]. Most of the otherquestions surrounded the information the student provided in the survey, confirming that all ofthe boxes they checked match how they truly feel about their attitudes, demographics, andoutside identities. We examined evidence from the participants’ first and second post-semesterinterviews with facts from the preliminary survey as contextual

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica R Deters, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

approach to research on first-generation students, reflecting a focus on what thesestudents can add to engineering rather than focusing on what they lack [10]. We pose thefollowing research question: How do two first-generation students, one a first-year and one a fourth-year, describe their journeys through engineering?By comparing the perspectives of a first-year and fourth-year student, we can identifyopportunities for better supporting our first-year, first-generation students. Identifying thespecific challenges endured by both students in their first years, and the stories of how thosechallenges were navigated, allows educators to adjust existing practices to be more supportiveand inclusive of first-generation students.MethodsIn

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah Riddle, Virginia Polytechnic Institute and State University; Todd Schenk, Virginia Polytechnic Institute and State University; Lucas Michael Goodman, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering and Public Policy Division (EPP)

scenario where observing how their actions can impact thenegotiation process can help encourage the adoption of strategies in future negotiations. Thegame was also specifically developed to have a reinforcement loop, where there is no “correct”policy outcome, allowing the actions of the players to be amplified and reflections to be moreauthentic. Two key concepts within the social learning theory are vicarious reinforcement andallowing learners to understand the feedback and reflect on their actions [18].Learning Outcomes of the GameWhile the game has a general theme of antibiotic resistance, the overall goal is not simply toelucidate what stakeholders surrounding antibiotic resistance believe and are seeking, but also togain a more nuanced

Collection

2009 Pacific Southwest Section Meeting

Authors

Vince Bertsch; John Krupczak; Kate Disney; Elsa Garmire; Tim Simpson

. With this came the recognition that no one standard coursemodel could be developed for a single course on technological literacy. Rather, four standardcourse models were established and slated for development as part of the follow-on NSF/NAETechnological Literacy for Undergraduates Workshop, which was held in March 2007 [1,2].The four standard course models are: (1) Technology Survey Course, (2) Technology FocusCourse, (3) Technology Design Course, and (4) Technology Critique, Assess, Reflect, orConnect Course. The framework described here was created to serve as a guideline fordeveloping these standard course models but also as a means to evaluating existing technologicalliteracy courses.Description of the Proposed FrameworkThe framework was

Collection

2008 Northeast Section Meeting

Authors

their work.In response to student end of course feedback, the capstone project options increasedfrom two to three. The competition still existed and students continued to mention in theircomments that they would prefer that projects were unique to each group.During the EOCR at the conclusion of the Spring 2000 semester, a recommendation wasmade to change the courses name from “Planning and Design of Construction Projects”to “Civil Engineering Design”. The new course name more accurately reflected theevolving nature of the projects chosen which spanned an increasingly diverse set of sub-fields within civil engineering. Based on student feedback and instructor observation,more guest speakers and more field trips were added to the course.As CED

Collection

2008 ASEE Zone 1 Conference

Authors

their work.In response to student end of course feedback, the capstone project options increasedfrom two to three. The competition still existed and students continued to mention in theircomments that they would prefer that projects were unique to each group.During the EOCR at the conclusion of the Spring 2000 semester, a recommendation wasmade to change the courses name from “Planning and Design of Construction Projects”to “Civil Engineering Design”. The new course name more accurately reflected theevolving nature of the projects chosen which spanned an increasingly diverse set of sub-fields within civil engineering. Based on student feedback and instructor observation,more guest speakers and more field trips were added to the course.As CED

Collection

2014 ASEE Zone 4 Conference

Authors

Debra Larson

214 Insights on Integrating the Teacher-Scholar Model into the Tenure and Promotion Processes at a Teaching-Focused Engineering College Debra Larson California Polytechnic State University, San Luis ObispoAbstractTwo surveys were conducted to gain insights about evaluating faculty work within the context ofthe teacher-scholar model at a primarily undergraduate engineering college that is part of a largestate university system. Survey participants include college faculty and engineering deans fromthe system. The faculty results strongly reflect the baccalaureate

Collection

2025 ASEE -GSW Annual Conference

Authors

Brinley Boyett, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

subset of statements to gather the desired information. The rationale behind thealignment of the original factors with our themes and the selection of the most relevant statementsfor each theme is detailed in the following subsections. 1. Mapping Satisfaction to Learning Environment Satisfaction was defined in the original study as the “outcome of an experience” 12 . Since the experiences in both studies refer to education, we identified a subset of satisfaction-related statements that could be mapped to our research focus on learning environment. These statements were deemed most reflective of student perceptions regarding how AI-supported learning impacts their learning experience. The selected statements were

Collection

2025 Northeast Section Conference

Authors

Teresa Piliouras; Steffi Crasto; Chinmay Dharap; Pui Lam Yu; Navarun Gupta

, participatorySimultaneously, data breaches, algorithm-driven content citizens in a democracy [5], [6]. Their ideas continue tomanipulation, and persistent security risks expose people to influence modern approaches to reflective, analytical thinking.continuous vulnerabilities. Yet, most individuals lack theknowledge and skills to recognize these dangers, let alone C. The Cognitive Science Revolution: Understandingmitigate them effectively. Thinking Errors Critical thinking, digital literacy, and cybersecurity While early philosophers focused on principles of soundawareness are vital defenses against manipulation, reasoning, modern cognitive

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 2: Assessing the Entrepreneurial Mindset, Curiosity, and Workplace Preparedness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Amanda Marie Singer, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

instruments, such as theFive-Dimensional Curiosity Scale (5DCS) [12], are useful in characterizing curiosity“personalities” using indirect assessment methods, they rely on personal reflection and self-reported abilities that introduce potential inaccuracy and/or misrepresentation of one’s trueability to demonstrate curiosity. Instruments to directly measure curiosity are needed in parallelwith indirect methods to fully capture curiosity through demonstration, yet few such directassessments exist.BackgroundEmployers are increasingly expecting new engineers to come to the workplace with anentrepreneurial skillset, which includes curiosity [13]. Engineers with an EntrepreneurialMindset (EM) have been shown to have skills that are valuable to employers

Conference Session

Inclusive Leadership: A Panel Discussion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lewis Caulfield; Daniel Ivan Castaneda, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

Carthage College, Dr. Nagel is leading development of two new degree programs: a Bachelor of Arts in Engineering and a Bachelor of Science in Engineering. ©American Society for Engineering Education, 2023 Learning from an Omnidirectional Mentorship Program: Identifying Themes and Outcomes through a Qualitative LensAbstractMentorship has many benefits which may include sharing, reflection, and empathy. Mentoringfosters understanding of others and their perspectives. Being mentored increases one’s potentialfor success and satisfaction, opening doors for new opportunities in personal and professionalgrowth. Omnidirectional mentorship is a type of organizational structure that emphasizes

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert P. Dalka, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Devyn Shafer; Brianne Gutmann, San José State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

students develop a sense of agency,deeper relationality, and inclusive leadership practices. We present how these outcomes arehighly important for effecting change both as a part of Access and in other spaces studentsoccupy.In this paper, we begin by introducing background information on both Access and put the workof the NF team in conversation with other educational change initiatives. We then describe themethods we have used in this work. Next, we present the results of our analysis and reflect onthese results in the discussion section. Finally, we use the conclusion section of this paper todiscuss implications for other practitioners and motivate future research possibilities.II. BackgroundIn this section, we first describe how Access is

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, University of Notre Dame; Megan Levis, University of Notre Dame

Tagged Divisions

Engineering Ethics Division (ETHICS)

activities used in ethics and non-ethicsengineering courses. We share details and examples of some of our activities, including examplesof student made scenarios. We share our challenges and reflections about the process.(3) Developing and curating different resources for ethics educators through the Virtues andVocations and Ethics at Work initiatives and through a student developed ethics tool.INTERDISCIPLINARY AND PAN-INTITAIVE COLLABORATIONVirtues and Vocations initiativeThese endeavors came into contact with the Virtues and Vocations initiative at the University ofNotre Dame’s Center for Social Concerns. The Center for Social Concerns is an interdisciplinaryinstitute dedicated to justice education and research for the common good with

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Radoff, University of Maryland College Park; Chandra Anne Turpen, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Nicole Farkas Mogul, University of Maryland, College Park; Amol Agrawal; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

marginalized local knowledges. It attends to the way power is reflected in socio-technical systems and whether power sharing exists and/or power is being exerted and treated as a limited resource [36]. 2) Politics of artifacts [37] asserts that science and technology aren’t neutral. Many of the values and politics of artifacts remain invisible, by design. In order to build socially just socio-technical systems, we must reveal these values in existing artifacts and attend to what values are shaping the design of new artifacts. Otherwise knowledge production and technological development will continue to reproduce social inequalities. 3) Feminist standpoint epistemologies (e.g., [38]) help us empathetically orient “Self

Conference Session

Effective Teaching and Learning, and Post-Pandemic Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aya Mouallem, Stanford University; Mark Horowitz, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

thecourse. The survey also allowed students to expand on any challenges they were still facing atthe end of the course. This final survey allowed us to explore in depth the students’ interests,prior exposure to ECE, course expectations, learning experiences, and takeaways, in addition toany remaining challenges and final reflections. We provide a brief class profile in Table 2,generated from the final survey data. It is important to highlight the different making andelectronics experiences that students had been exposed to prior to taking E40M, in addition to thedifferent academic major interests of the enrolled students. This diversity helped us collect amore representative body of data pertaining to the overall student population’s

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

multiplecourses in different ways, including class discussions, team projects, problem sets, and writingassignments. These efforts include discussions of how civil engineering projects are linked toinequitable pollution concentrations, lack of access, mass incarceration, and displacement of lowincome communities. We have used readings to investigate the social cost of not consideringsocial justice in investment decisions and have engaged in design and build projects to contributeto the revitalization of historically-underserved communities. To reflect the diversity that weseek to encourage, we have placed particular emphasis on assigning readings from scholars whoare Black, Indigneous, People of Color (BIPOC). This is especially important given

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Xuan Yip, Purdue University, West Lafayette; Melissa Loren Ullmer, Purdue University, West Lafayette; Jennifer L. Groh, Purdue University, West Lafayette; Darshini Render, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International

 cross­cultural training include meeting participant and program objectives and providing reflective learning opportunities where participants can engage in, comprehend,  4,5​and appreciate cultural differences​ .​   ​ Of relevance to this study, required cross­cultural training components which have been cited include general and country­specific cultural awareness, frameworks for understanding and valuing cultural differences, and business and social customs  3​in other countries​ .   In recent years, a common understanding has risen that today’s university graduates require some level of

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer L. Groh, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

to empower the students and to provide skills to navigate theirexperiences in an engineering workforce. Peer coaching is introduced and implemented throughexamples, training on key coaching skills, and five opportunities for the students to practice theseskills with one another.Mixed methods design is employed to identify emerging themes which can form the basis offuture theories and research as well as to assess the effectiveness of integrating peer coachinginto the classroom. Data analysis includes reflective journals from the perspective of servingboth as the coach and coachee, pre- and post-course surveys, as well as weekly post-classsurveys. While qualitative analysis aids in identifying theoretical frameworks for future studies,results

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, our primary research question was: is the Comm Lab succeeding inimproving clients’ work according to our own metrics of success? I.e., do sessions bring clientscloser to our standards for a given communication task, which are informed by both rhetoricalprinciples and real-world field standards? To do so, we designed a quantitative, rubric-based,pre-post evaluation of authentic writing products: drafts for graduate school and graduatefellowship applications, assessed by authentic evaluators -- a team of our own peer coaches. Inorder to build a broader picture of the client’s analytical and reflective experience, wecomplemented the quantitative core of the study by collecting qualitative reflections about thecontent of the coaching session

Conference Session

Learning and Assessment I

Collection

2012 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; John-David S. Yoder, Ohio Northern University; Briana B. Morrison, Southern Polytechnic State University; Fong K. Mak, Gannon University

Tagged Divisions

Mechanical Engineering

reporting categories that include what course modifications were made, theoutcomes assessment information obtained, reflection on the part of the instructor, andsuggestions for curricular improvement. Through this approach, the instructor is guided througha systematic review of the course, with the additional benefit of clearly and succinctlydocumenting critical portions of the “closing the loop” process. At the center of this approach isthe concept of performance vectors, a 4-tuple vector that categorizes aggregate studentperformance on a directly measured assessment artifact. For each performance criterion to bereported, an entry is placed into the FCAR documenting the criterion, the outcome beingsupported, the assignment(s) used for acquiring