Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ryan Boyd Cartwright, General Electric; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

Tagged Divisions

Mathematics

Paper ID #5807Does it matter who teaches a core mathematics course to engineering under-graduates?Mr. Ryan Boyd Cartwright, General Electric Ryan Cartwright is a Quality Engineer with General Electric in Clearwater, FL. He holds a Master of Science in Engineering Management (2011) and a Bachelor of Science in Industrial Engineering (2011) from the University of South Florida. He is currently performing work related to the implementation of Lean Six Sigma techniques, supplier quality management, and logistics optimization in a manufacturing environment.Prof. Autar Kaw, University of South Florida Autar Kaw is a Professor

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Judith A Komar, Colorado Technical University; Tonya Troka, Colorado Technical University

Tagged Divisions

Mathematics

Curriculum Development. Notable is her number of years in the Academic and Educational Technology field and the experience it brings to her present position.Tonya Troka, Colorado Technical University Tonya Troka, with more than 10 years of experience working with online students, has been a leader of the adaptive learning implementation project since its initial launch in October 2012. As the University Program Director for General Education/Psychology, she works directly with the general education cur- riculum that was used to integrate the adaptive learning technology into the classroom. Troka has also provided insight into using the technology in the classroom and how success should be measured

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Daines, Colorado Technical University; Tonya Troka, Colorado Technical University; John M. Santiago Jr., Colorado Technical University

Tagged Divisions

Mathematics

. Her other interests include reading, photography, cooking, sewing, and various writing projects.Prof. Tonya Troka, Colorado Technical University Tonya Troka, with more than 10 years of experience working with online students, has been a leader of the adaptive learning implementation project since its initial launch in October 2012. As the University Program Director for General Education/Psychology, she works directly with the general education cur- riculum that was used to integrate the adaptive learning technology into the classroom. Troka has also provided insight into using the technology in the classroom and how success should be measured.Prof. John M. Santiago Jr., Colorado Technical University Professor John

Conference Session

The Transition from Secondary to College Mathematics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bert Pariser, Technical Career Institutes

Tagged Divisions

Mathematics

AC 2012-4138: TEACHING PYTHAGORAS’S THEOREM USING SOFT-WAREDr. Bert Pariser, Technical Career Institutes Bert Pariser is a faculty member in the Electronic Engineering Technology and Computer Science Tech- nology departments at Technical Career Institutes. His primary responsibility is developing curriculum and teaching methodology for physics, thermodynamics, electromagnetic field theory, computers, and databases. Pariser has prepared grant proposals to the National Science Foundation, which produced the funding for a Fiber Optics Laboratory. He served as Faculty Advisor to the IEEE and Tau Alpha Pi National Honor Society. Pariser was instrumental in merging Tau Alpha Pi National Honor Society into the ASEE. In

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, ITESM; Eliud Quintero, ITESM

Tagged Divisions

Mathematics

it in various real life contexts. Through the activitydeveloped on a motion context, students can establish the relationship between position andvelocity graphs, the latter establishing the former’s behavior. The interpretation of each of thesegraphs becomes a useful tool in order to describe in words the effects in the character motionsimulation that they represent.In what follows we describe a path of four didactic activities developed in the classroom, whichallow the establishment of generalizations on the qualitative relationships of the position andvelocity graphs; but through an environment that allows a different way of reaching theserelations. It must be said that the classroom sessions allowed for plenty of motion orientedscenarios

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

and was categorized as FGCS or Non-FGCS. After removing individuals who did not consent and those under the age of 18, data from19,191 students and 437 instructors remained. Data for instructors and students were matchedusing R software version 4.0.3 (R core team, 2019), resulting in 17,912 survey responses fromstudents, as seen in Table 1.Table 1 Count of survey responses broken down by the gender, race, sexuality, and First-Generation CollegeStudent status of the student and instructor. Matched Social Student Instructor survey Grouping Size for MRM Marker responses

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul L. Goethals, United States Military Academy; Karoline Hood, United States Military Academy

Tagged Divisions

Mathematics

. A pre- and post-assessmentgiven with graded events enabled the faculty to classify the students into one of several groupsand make inferences as to their ability to achieve specific objectives. This ongoing work, whichis to be expanded in scope for future terms, may provide insights for identifying trends inlearning, specifically with regard to an engineering mathematics program.1. IntroductionIn some philosophical discussions, it is recognized as the Socratic Paradox, i.e. “knowing whatyou do not know,” – in this light, an individual is considered ‘better off’ knowing that and whatthey do not know, versus knowing that they do not know [1]. This brings about a number ofpedagogical questions for the classroom, some of which may lead to

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Franziska Dorothea Wehner, Technische Universität Darmstadt

Tagged Divisions

Mathematics

ofvarious learning resources as well as their learning strategies, achievement goals andattributions). However, the focus of the current paper will be on answering the followingresearch questions: 1. How do engineering students use video tutorials in mathematics courses? 2. How frequently do engineering students use video tutorials in mathematics courses? 3. How helpful do engineering students find video tutorials in mathematics courses?The study was conducted in an advanced calculus course for engineering students at atechnical university in Germany. Important contents were differential equations and complexanalysis. In the first part of the course, basic existence and uniqueness theorems for solutionsto general ordinary differential

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gunter Bischof, University of Applied Sciences Joanneum, Graz; Andreas Zwölfer, University of Applied Sciences Joanneum, Graz; Domagoj Rubeša, University of Applied Sciences Joanneum, Graz

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Page 26.410.2be due to the general character of the entrance exams. The written test, which is the main partof the entrance exam, focuses mainly on cognitive ability and logical thinking, and to a lesserdegree on mathematics and technical understanding. The study also revealed a positive,though weak, correlation between the grade point averages of our students and their universityentry score. The weakness of this correlation is in accordance with related studies, e.g. theinvestigation of the influence of the university entry score on the students’ performance inEngineering Mechanics. Thomas, Henderson, and Goldfinch3 found it impossible to reliablypredict student performance in first year Engineering Mechanics based on their overallperformance

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

Mathematics

the efficiency of collection and scoring of in-class work.DyKnow has the ability to retrieve panels from each student in a session, and this feature is idealfor collecting an electronic in-class problem. Figure 1 shows a sample in-class problem, Page 23.1330.4including student’s work, retrieved as a panel in DyKnow (student answer is in blue). In-class problem in moderator ink Student’s work in participant ink Figure 1: In-class Problem in

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine Matos, Clayton State University; Tamara Pearson, Clayton State University

Tagged Divisions

Mathematics

below. Themean rating of the helpfulness of the videos was 4.44 on a scale of 1 to 5, with 5 being the mosthelpful. Two-thirds of those who used the video recordings reported using them at least once aweek. In general, nearly all students made use of at least some of the electronic resourcesprovided to them, as shown in Figure 4. Figure 3: Reasons for student use of video recordings Page 23.720.6 Figure 4: Electronic resources used by studentsAll of the survey respondents were at least somewhat familiar with Maple prior to starting theDifferential Equations class, with a self-rated intermediate level

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

technical papers (published or accepted), in either journals (11), conference proceedings (33), or in magazines (1). He also actively consults with industry and is a member of ASME, SIAM and ASEE. Page 26.161.1 c American Society for Engineering Education, 2015 Advanced Undergraduate Engineering MathematicsAbstractThis paper presents the details of a course on advanced engineering mathematics taught severaltimes to undergraduate engineering students at the University of St. Thomas. Additionally, itprovides motivation for the selection of different topics and showcases related numerical

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

online textbook. They were given the MPE again at the end of the program. Ifthey increased their scores to meet the cut score of 22 out 33 correct, they were permitted toenroll in engineering calculus I. This study examines their responses to the surveys during thebridge program and their grades, including any correlations that exist among the variables.IntroductionAs technology advances continue to grow rapidly, there remains a need for a diverse engineeringworkforce throughout the world. Most engineering majors rely on a strong mathematicsfoundation. Specifically, being successful on college calculus courses has been crucial to earn anengineering degree [1]. However, most engineering freshmen entered college without havingnecessary

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Guisela Alejandra Illescas Ms, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo

Tagged Divisions

Mathematics

frustration.In order to test the ATCL methodology, it was implemented in a second calculus course offeredfor engineering students. To quantify its performance, the midterms and final exams’ grades andtheir pass rates were compared with those obtained in the previous year (2017) course, taughtusing traditional lectures. A detailed analysis of each of the topics evaluated in the exams is alsopresented in this work. In general, the results of the ATCL implementation are significantlybetter than those obtained from the 2017 lecture-based course.The rest of this paper is organized as follows. In Section 2, the ATCL methodology isintroduced along with all the details regarding the structure of each course session. Section 3presents our case of study, that is

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Machen, University of Colorado Boulder; Wysheka Austin, Clemson University; Matthew K. Voigt, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

and inclusionin STEM. The 14 instructors (see table 1) who participated represent a range of institutional roles(e.g., adjunct instructors, professors, and a department chair) and personal identities (e.g.,women, people of color, multilingual, first-generation college graduates). Efforts such as this PLC occupy a unique and underexplored research area supporting STEMfaculty to develop critical awareness to address inclusion and inequity. The field of STEM isparticularly unique regarding efforts to support diversity and inclusion because of the historicalmarginalization of women and people of color in particular (National Science Foundation, 2019;2020). In large part, the historical underrepresentation and marginalization of individuals is

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luke A. Duncan, Clemson University; Karen A. High, Clemson University; Kaileigh A. Byrne, Clemson University; Rachel Nicole White, Clemson University

Tagged Divisions

Mathematics

an academic appointment in the Engineering Science and Education Department (ESED) at Clemson University. Prior to this Dr. Karen was at Oklahoma State University where she was a professor for 24 years in Chemical Engineering. She received her B.S. in chemical engineering from University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 in chemical engineering both from Pennsylvania State University. Dr. Karen’s educational research emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Campbell Rightmyer Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Il Young Barrow, University of Louisville

Tagged Divisions

Mathematics

• Gender.The backward-elimination method was used to generate the regression model; with DE grade asthe dependent variable, all independent variables were added to the model, and step by step,parameters were removed if they were not significant. Additionally, a logistic regression modelwith the independent variable DFW was also constructed with the backward elimination method.The significant variables that remained were used as covariates in the ANCOVA.The survey responses were reviewed by question type: (1) open ended questions were read forsimilarities, and frequent comments were highlighted, (2) the mean and distribution of Likert-scaleresponses were reviewed.ResultsThis study assessed the difference between flipped classroom design and the

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna Tague, Ohio State University; Jennifer Czocher, Ohio State University; Gregory Richard Baker, Ohio State University; Amanda Roble, Ohio State University

Tagged Divisions

Mathematics

, students were invited to complete a survey.The results of the pencast surveys are given in Table 1 and Figure 1 and Figure 2 below.Accesses in Table 1 was generated by counting the number of times a student clicked on aparticular pencast link through the course webpage. Table 1 shows that students thought thepencasts were easy to read, had just about the right number of steps, were easy to follow, and hadappropriate pacing.Table 1. Summary of pencast surveys and accesses Pencast # 5 6 7 8 Length 27:21 21:48 37:24 50:59 Accesses 137 139 157 138 Total Responses 63 60 63 36 Easy to Read 88% 93% 97% 81% Right Number of Steps 84% 85

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

12345 Confirm Student in Mentor Can Solve them Support Guide --- Apply Steps 3 4 5 in Support Guide M. Vitale, HISP Project, 6-29-17 Figure 3. Project Mentor Framework for providing mentor assistance.----------------------------------------------------------------------------------------------------------------------- Guidelines for Course-Specific Support Provided by Undergraduate Mentors 1. Mentor Preparation a. General Preparation (Need class syllabus, class textbook(s)) b. Class Specific Assistance Preparation

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Thomas Singraber B.Sc., Joanneum University of Applied Sciences; Christian J. Steinmann, HM&S IT-Consulting; Marton Szabo-Kass B.Sc., Joanneum University of Applied Sciences; Stefan Woerndl B.Sc., Joanneum University of Applied Sciences

Tagged Divisions

Mathematics

(9)This yields the one-dimensional wave equation ∂ 2u ( x, t ) 1 ∂ 2u ( x, t ) = 2 , (10) ∂x 2 c ∂t 2a fundamental example of a hyperbolic partial differential equation, where c = K λ is thespeed of wave propagation. The generalization of the above derivation to two and moredimensions is straightforward.ImplementationThe computer program written and implemented by the students in C# is structured in the fourmodules User Operation, Calculation, Visualization, and Error Handling. An essentialfeature is the declaration of the class Particle, because classes support inheritance

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

for Configuration Aerodynamics: A CaseStudy”, 44th AIAA Aerospace Sciences Meeting and Exhibit, Reno, NV, USA, 2006.[8] D. L. Ashby, “Potential Flow Theory and Operation Guide for the Panel Code PMARC_14”,NASA/TM-209582, 1999.[9] J. McCune, H. Wachman, and E. Murman, “A Workshop on Teaching Fluid Mechanics withWorkstation Based Software”, Final Report, National Science Foundation, 1990.[10] F. Stern, T. Xing, D. Yarbrough, A. Rothmayer, G. Rajagopalan, S. P. Otta, D. Caughey, R.Bhaskaran, S. Smith, B. Hutchins, and S. Moeykens, “Hands-On CFD Educational Interface forEngineering Courses and Laboratories”, Journal of Engineering Education, 95(1), January 2006.[11] J. Cabral, “Is Generation Y Addicted to Social Media?”, The Elon Journal

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, University of Wisconsin - Milwaukee; Sarah Baxter, University of St. Thomas

Tagged Divisions

Mathematics

courses, when context,application, and sometimes even notation can be quite different. This is often true forengineering students with respect to the Calculus sequence.In courses such as Calculus, concepts and solution methods are typically presented within amathematical context. While some students can recognize the underlying structure and themathematical construction, others have trouble identifying patterns or parallel thought structures,which makes it difficult for them to generalize the concept to a range of problem types. Forexample, students in an Introduction to Mathematical Statistics course were reported to claimthey do not know how to integrate a probability distribution over a region. The pre-requisite forthe course is Multivariable

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

thecourse made any significant difference in the student’s understanding of the underlyingMathematics and Engineering principles. Results from this study, generally encouraging, werepublished last year18.Having completed Pre-Algebra in 6th grade, algebra in 7th grade, Geometry on line during 8thgrade and Algebra 2 in class during 8th grade, one of the interview subjects was in an advancedlevel Pre-Calculus in 9th grade. He is at least two years ahead in math compared to the regular9th grade cohorts. The other subject was also at a somewhat accelerated math track and hascompleted Pre-Algebra in 6th, Algebra 1 in 7th, Geometry in 8th grade and was scheduled inAlgebra 2 in 9th grade while in the robotics course. The details of the interviews conducted

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jing Zhang, Virginia State University; Yongjin Lu, Virginia State University ; Zhifu Xie, Virginia State University; Dawit Haile, Virginia State University; Keith Williamson, Virginia State University

Tagged Divisions

Mathematics

, wedevelop the mathematical models of the payoff for both the firm and the university.We further give a detailed analysis on the selection of collaborator on innovationproject from the perspectives of both sides, in both non cooperative game and co-operative game settings. Under that assumption that (1) at one time a firm canonly link to one university and a university can only link to one firm, (2) a firmor a university will not enter a collaboration relation if there is limited payoffs tothemselves, the following results are obtained: (1) In general a firm will choose to collaborate with larger universities with better reputations and more relevance to their innovation project. (2) A university’s relevance to a firm’s innovation

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Lloyd Hieb, University of Louisville; William B. Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

when the class clearly needed additional work on a lesson topic.Table 2 shows the number of units and number of lessons for each of the three courses. A web-based, online, multi-media content system provide by the textbook publisher was used to assignlessons and homework. The system provides algorithmically generated questions with the abilityto score those questions automatically even when answers are mathematical expressions.Students were assigned a score for each course component and a weighted sum determined theirclass weighted average, which in-turn was the basis for the course grade. These weights areshown in Table 1. The 10% weight for class activities (CA) is due the instructor’s concern thatstudents might easily dismiss the importance

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary

Tagged Divisions

Mathematics

, generalizing the connection between exponential and Poisson distribution, will beused to discuss their differences and to point out nuances in the wording of someprobability problems that yield different answers when both distributions are used. Lastly,a teaching tool for explaining central limit theorem is discussed based on guessingweights of books. This guessing game proves useful to explain sampling distribution.1. IntroductionAlthough it has been argued since 1960s [1] that probability and statistics is as importantas calculus as a mathematical foundation for engineering students who have to cope withuncertainty and variability in their professional careers, majority of engineering programsin North America have one course for both probability and

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia

Tagged Divisions

Mathematics

increased the level of distraction aswell. Even if computers were brought to class with the purpose of taking notes, or access classmaterial, too many students were using theirs for activities not related to the lecture (e.g. surfingthe web, checking emails, instant messaging, etc.). We knew we were not alone, as many of ourcolleagues were facing the same issues, but this was of little avail. [1,2]What we didIn 2013 we received a grant from our institution to “flip the classroom” and we decided to use itfor our 4 credit course in Ordinary Differential Equations. The main reasons were 1) both of ushad been teaching the course for several semesters, and 2) the natural structure of the lecture: model of differential equation à

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University

Tagged Divisions

Mathematics

University of Michigan in 1985 and she received her M.S. in 1988 and her Ph.D. in 1991 in chemical engineering both from Pennsylvania State University. Dr. Karen’s educational emphasis includes: fac- ulty development critical thinking, enhancing mathematics, engineering entrepreneurship in education, communication skills, K-12 engineering education, and promoting women in engineering. Her technical work and research focuses on sustainable chemical process design, computer aided design, mixed integer nonlinear programing, and multicriteria decision making.William Bridges, Clemson University Dr. Bridges’ primary professional interests involve the statistical aspects of research projects. He has collaborated extensively with

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

questions tofacilitate individual reflection during the narrative writing: 1. Describe your role in this experience. 2. What are your previous experiences with and/or attitudes toward pedagogical change in STEM? 3. Describe your general experience during the implementation of the online forum (e.g. likes, dislikes, surprises, frustrations, limitations, things to improve…) 4. How has this experience changed the way the instructor does his job? Consider how the following aspects of the instructor’s job may /may not have changed: a. Instructor use of classroom time b. Preparation outside of class Page 26.1226.7

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erik A. Mayer, Pittsburg State University; Yaping Liu, Pittsburg State University; David Miller, Pittsburg State University; Jeremy Wade, PacificSource Health Plans

Tagged Divisions

Mathematics

) (2) (1) (0) score: Math Compre- 2 1 12 1 2.2 hension (50%) Concept Compre- 12 3 1 2.6 hension (30%) SAGE Technique 1 6 8 1 2.4 (10%) Technical Commu- 1 13 1 1 1.9 nication (10%) Weighted average score: 2.3In the EET program at Pittsburg State University, assessment data is regularly collected forETAC/ABET accreditation using the