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ACAT Assessment of Grade-based and Outcome-based Criteria

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Assessment Within Engineering Design Graphics

Tagged Division

Engineering Design Graphics

Page Count

13

DOI

10.18260/p.26491

Permanent URL

https://peer.asee.org/26491

Download Count

40

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Paper Authors

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John Glossner Daniel Webster College

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Dr. John Glossner is President of the Heterogeneous System Architecture Foundation (HSAF) and CEO of Optimum Semiconductor Technologies. OST and its processor division General Processor Technologies (GPT-US). He is also a professor of Computer Science at Daniel Webster College. Previously he served as Chair of the Board of the Wireless Innovation Forum. In 2010 he joined Wuxi DSP (a licensee of Sandbridge technology and parent company of OST) and was named a China 1000 Talents. He previously co-founded Sandbridge Technologies and received a World Economic Forum award. Prior to Sandbridge, John managed both technical and business activities in IBM and Lucent/Starcore. John received a Ph.D. in Electrical Engineering from TU Delft in the Netherlands, M.S degrees in E.E. and Eng. Mgt from NTU, and a B.S.E.E. degree from Penn State. He has more than 40 patents and 120 publications.

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Nicholas Bertozzi Worcester Polytechnic Institute

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Nick Bertozzi is a Professor of Engineering at Daniel Webster College (DWC) and Dean of the School of Engineering and Computer Science (SECS). His major interest over the past 18 years has been the concurrent engineering design process, an interest that was fanned into flame by attending an NSF faculty development workshop in 1996 led by Ron Barr and Davor Juricic. Nick has a particular interest in helping engineering students develop good communications skills and has made this a SECS priority. Over the past ten years he and other engineering and humanities faculty colleagues have mentored a number of undergraduate student teams who have co-authored and presented papers and posters at Engineering Design Graphics Division (EDGD) and other ASEE, CDIO (www.cdio.org), and American Institute of Aeronautics and Astronautics (AIAA) meetings as well. Nick was delighted to serve as the EDGD program chair for the 2008 ASEE Summer Conference and as program co-chair with Kathy Holliday-Darr for the 68th EDGD Midyear meeting at WPI in October 2013. Nick is currently serving as the Vice Chair of the ASEE EDGD.

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Timothy Daniel Kostar Daniel Webster College

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Education: BSME, MME, Ph.D. Mechanical Engineering, University of Delaware, Department of Mechanical Engineering and Center for Composite Materials

Assistant Professor and Program Coordinator, Mechanical Engineering: Daniel Webster College, Nashua, NH, (2010-Present).

Senior Composite Aerospace Engineer and Program Manager: Fiber Materials, Inc., Biddeford, ME, (2007–2009).

Senior Engineer and Program Manager: Mentis Science, Inc., Manchester, NH, (2005–2006).

Visiting Assistant Professor: Department of Mechanical Engineering, University of Massachusetts – Lowell, Lowell, MA, (2003-2004).

Design and Advanced Materials Engineer: Advanced Mechanical Design Section, G.E. Aircraft Engines, General Electric Corp., Cincinnati, OH, (2000-2002).

Project Engineer and Program Manager: Composites Technology Division, Foster-Miller, Inc., Waltham, MA, (1998-2000).

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David N Guo Daniel Webster College

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David Guo joined Daniel Webster College (DWC) as an assistant professor in engineering after he obtained his PhD degree of Engineering Mechanics of Aerospace in May 2005 from Old Dominion University. In 2010, he was promoted to Associated Professor. He graduated from Beijing Institute of Technology with Bachelor's Degree on Mechanical Engineering and Master’s degree in Aerospace Engineering in 1995.

Dr. Guo teaches undergraduate aeronautical and mechanical engineering courses, develops engineering program curriculum and lab components, and conducts academic research in engineering fields such as nonlinear finite elements, random vibrations, fatigue estimations, and smart materials. His teaching strategy is focusing on improving the overall experience of engineering students by adopting latest teaching philosophy, such as CDIO (Concept, Design, Implement, and Operate) initiative, and making use of advanced teaching tools, such as project-based learning, team-learning, electronic-based learning environment, and laboratory/visualization-aided teaching. So far his students’ projects have involved with DBF competition and joint project with UML and University of Colorado Boulder.

He serves as the academic advisor for AIAA student chapter at DWC. He is enthusiastic about aviation/aerospace educations and related applications. He participated AIAA academic conferences as well as student paper conferences regularly.

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Jennifer McInnis Daniel Webster College

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Linda Marquis Daniel Webster College

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Linda Marquis teaches English composition courses at Daniel Webster College and is the communications specialist for engineering courses. For the latter role, she instructs engineering students in oral and written communications, helping them to advance these skills in their fields. Ms. Marquis has expertise in marketing communications and public relations for the high-technology industry.

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Abstract

Building on substantial work done on a new automated course and program assessment tool, we undertook an experiment to determine the accuracy of the outcomes assessments. We compared assessments of course-level outcomes using manual instructor assessments in Moodle and our Automated Course Assessment Tool (ACAT). Four courses taught in the Spring of 2015 were considered. Two are Laboratory courses, and two are traditional book-based courses with exams or projects. We found that in all but one specific case the manual assessment matched the ACAT assessment. In the sole case that did not match, a single indicator attempted to measure all course outcomes simultaneously. The study considered 34 students, 27 outcomes, and used 107 indicators to measure the outcomes. A single indicator affecting two students caused three outcomes to be adjudged incorrectly.

Glossner, J., & Bertozzi, N., & Kostar, T. D., & Guo, D. N., & McInnis, J., & Marquis, L. (2016, June), ACAT Assessment of Grade-based and Outcome-based Criteria Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26491

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