Collection

AEE Journal

Authors

Diana Bairaktarova; Michele Eodice

in Engineeringto explore and express their creativity, discover their own potential talent, and ultimately to bringtheir ideas to fruition. Michele Eodice is the Associate Provost for Academic Engagement and Director of the OU Writing Center at the University of Oklahoma. Eodice’s ongoing research interests include co-authoring, collaborative writing, adult and higher education, developing faculty writing at univer- sities, and student engagement and learning through writing practices. Eodice has been a director of a writing center and a leader in the field of

Collection

AEE Journal

Authors

Jae-eun Russel; Mark Andersland; Sam Van Horne; John Gikonyo; Logan Sloan

inthe course is to lead discussion sessions and to grade weekly homework assignments. Fundamentally, electrical circuits courses are about problem-solving. Nonetheless, engineeringcircuits instruction at most institutions has been lecture-based. Concepts and problem-solving strat-egies are introduced via lectures during class and students are expected to practice and master theconcepts and problem strategies outside of class. Therefore, if students make time outside of classto grapple with concepts and solve a variety of problems, they can be successful. Unfortunately,due to time constraints or the lack of timely help, students are asked to solve only homework prob-lems and a few practice problems. As a consequence, many students have a hard

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

reports via rubric. Rubric evaluation of student reports revealed that students’performance in senior design projects is primarily driven by their instructor’s expectations; ifsustainability is not a major deliverable, then students are less likely to integrate sustainabilityconcepts that they learned from prior classes in their reports. To make sustainability a priority,senior design project requirements should be updated to explicitly require holistic sustainabil-ity applications. Instructors could approach raising sustainability expectations by engaging asustainability expert as an advisor to the senior design course and/or utilizing a sustainabilityexpert as project mentor, as demonstrated in the success of one senior design project at

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

characteristics.A case study experiment was conducted in an architectural engineering capstone. Here, these surveyswere deployed in conjunction with traditional qualitative verbal feedback and technical assessments. Results presented here suggest that capstone teams exhibit high-functioning attributes of­effective teams based on the course formulation. Team dynamics evolved as the course progressednaturally and with the help of faculty based on the survey results. Discussions in this paper detailsurvey ­development, implementation, and sampled trends to represent how to use and interpret thesurvey output. Furthermore, best practices for implementing these ideas in other courses is touchedon. Evidence is presented to support the surveys as a tool and to

Collection

AEE Journal

Authors

Gail Goldberg

design, portfolio assessment, scoring BACKGROUND Today, decades after the term “rubric” began to enter common parlance among educators, onemight well ask, “What more is left to say about rubrics that has not already been said?” Articles,book chapters, and entire volumes have been written about rubrics—what they are, what typesexist, how they are created, and how and why they should be used. Many of those involved in edu-cation were first introduced to rubrics in the 1970s and 80s as scoring tools to facilitate the directFALL 2017 1 ADVANCES IN