Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Samuel Daniels; Bouzid Aliane; Jean Nocito-Gobel; Michael Collura

Session 1969 Project-Based Introduction to Engineering – Course Assessment Samuel Daniels, Michael Collura, Bouzid Aliane, Jean Nocito-Gobel School of Engineering & Applied Science, University of New HavenAbstractThe School of Engineering and Applied Science at the University of New Haven has a newlydeveloped project-based Introduction to Engineering course. This new course plays a central rolein the new Multi-Disciplinary Engineering Foundation Spiral curriculum as the first semestercourse for all engineering freshman1. An assessment process was developed to determine theeffectiveness of this project-based course

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

J. Keith Clutter; Alberto Arroyo; Amir Karimi

Session 1793 An Example of Course and Program Outcome Assessment Amir Karimi, Keith Clutter, and Alberto Arroyo College of Engineering The University of Texas at San AntonioAbstractThis paper describes a process for systematic evaluation and updating of the undergraduateeducational objectives and outcomes of the engineering programs at the University of Texas atSan Antonio (UTSA). It describes a set of assessment tools, which includes surveyquestionnaires, test results, and interviews. The course objectives are defined and evaluated foreach subject in the

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Thomas Slack

Session 1793 Using WebCT to Assess ABET ET2K Outcomes Thomas B. Slack The University of MemphisAbstractA characteristic of the new criteria for TAC/ABET accreditation is the assessment requirements.This part of the new criteria seems daunting to many people. However, assessment of theoutcomes of education has always been a part of the university experience through the use ofgrading. The conventional criteria evaluated this assessment by requiring the school to capturegraded student work and create course books with these captured samples in them. By looking

Conference Session

Teamwork & Assessment in the Classroom

Collection

2003 Annual Conference

Authors

James Newell; Kevin Dahm

Session 3613 Rubric Development for Assessment of Undergraduate Research: Evaluating Multidisciplinary Team Projects Kevin D. Dahm, James A. Newell and Heidi L. Newell Department of Chemical Engineering Rowan University Glassboro, NJ 08028AbstractAt Rowan University, all engineering students participate in clinic courses involvingmultidisciplinary student teams working on semester-long or year-long research projects led by anengineering professor. The difficulty arises in trying to assess student learning and

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Ramana Pidaparti; Hasan Akay

Session 1566 ME Curriculum Redesign Through an Assessment Process Ramana M. Pidaparti and Hasan U. Akay Department of Mechanical Engineering Purdue School of Engineering and Technology Indiana University-Purdue University Indianapolis (IUPUI) Indianapolis, IN 46202 Email: rpidapa2@iupui.edu and hakay@iupui.eduAbstractThe curriculum at the Department of Mechanical Engineering at IUPUI was redesigned,addressing the ABET 2000 outcomes through a systematic assessment process

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Gearold Johnson; Thomas Siller

contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.”In this list, each can be classified as being analytical: a, e, k; synthesis: b, c, k; and social: d, f, g,h, i, and j. Based on this classification, there is a significant shift to social abilities/outcomes.IndustryMany engineering departments employ industrial advisory boards to assist with the ABETmandated outcomes assessment program. Industry tends to want it all: graduates who are highlytrained in the analytical skills, can synthesize–design, and who have the social skills necessary tobe immediate productive members of the company. Whereas in the past industry often acceptedthe responsibility of

Conference Session

Trends in Mechanics Education

Collection

2004 Annual Conference

Authors

Scott Danielson

Session 1168 Knowledge Assessment in Statics: Concepts versus skills Scott Danielson Arizona State UniversityAbstractFollowing the lead of the physics community, engineering faculty have recognized the value ofgood assessment instruments for evaluating the learning of their students. These assessmentinstruments can be used to both measure student learning and to evaluate changes in teaching,i.e., did student-learning increase due different ways of teaching. As a result, there aresignificant efforts underway to develop engineering subject assessment tools

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Barbara Stewart; Carole Goodson; Susan Miertschin; Luces Faulkenberry

Session 3431 Comprehensive Program Assessment: The Whys and Wherefores Carole Goodson, Luke Faulkenberry, Susan Miertschin, and Barbara Stewart University of HoustonIntroductionMany faculty view program evaluation as a strenuous process, something imposed by a higherauthority, another hoop to jump through, and of little real benefit. In fact, there are a number ofreasons to undertake some level of program evaluation. First, evaluation is required by entitiesexternal but, nonetheless, important to the academic institution, including accrediting

Conference Session

Trends in Mechanics Education

Collection

2004 Annual Conference

Authors

Sean St.Clair; Nelson Baker

Session 1168 Formative Evaluation of Assessment Instruments for Statics Sean St.Clair and Nelson Baker Georgia Institute of TechnologyAbstractThis paper describes a formative study that took place within the context of a larger projectinvestigating the effects of technology on knowledge retention. In the larger project, studentswere evaluated at various points in time to assess their levels of learning and retention. Thepurpose of the formative study was not to assess students, but to evaluate the pretests, posttests,and examination questions that were later used to assess students

Conference Session

Perceived Quality Engineering Education

Collection

2003 Annual Conference

Authors

Allen Estes; Stephen Ressler

Session 2255 Teaching Assessment: How Do You Do It? Allen C. Estes and Stephen J. Ressler United States Military AcademyIntroductionThe role of the teacher in the classroom carries tremendous responsibility. A group ofstudents that can range from a half dozen to several hundred are depending on thatindividual to provide structure to a body of knowledge, to guide the learning process, toconvey difficult subjects in a clear manner, to lead the classroom and out-of-classactivities such that student time used efficiently, and to provide a course of instructionwhere the students can

Conference Session

Women in Engineering: New Research

Collection

2002 Annual Conference

Authors

Naphysah O. Duncan; Gerardo Del Cerro

Session 2592 Assessing Success: Female Engineers at The Cooper Union Gerardo del Cerro, Naphysah O. Duncan The Cooper Union for the Advancement of Science and Art At the Cooper Union School of Engineering, female students account for about thirty fivepercent of the student population. This figure has held constant for the past ten years. Rather thantrailing male students, female engineers at Cooper show a remarkable success in various areas, asmeasured by positive perception of the school's curriculum and programs and academic results. Thispaper presents and analyzes

Conference Session

Teaching Industrial Engineers Design

Collection

2002 Annual Conference

Authors

Manuel Rossetti; Kellie Scheider; Richard Cassady

Session 2257 Assessing an Industry-Based IE Senior Design Course Manuel D. Rossetti, Ph.D. P. E., C. Richard Cassady, Ph.D., Kellie Schneider University of ArkansasAbstractThis paper presents an example for assessing course performance and ABET outcomes for anindustry-based industrial engineering senior design course. To provide context for theassessment process, we first describe our current senior design course and its relationship todepartmental ABET objectives and outcomes. The structure and operating parameters of thecourse are presented because the assessment process is built into how the

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Richard Ciocci

Session 1547 Engineering and Engineering Technology Program Assessments – DACUM Style Richard Ciocci Penn State UniversityA DACUM (Develop-a-Curriculum) analysis is a three-phase process, which can be a key part ofa program assessment effort. DACUM is a tool that provides course-related duties and tasks,which can be converted into outcomes. Phase I features a panel of off-campus personnel withexpertise in the program being assessed. Phase II consists of the interaction between thoseexperts and college’s or university’s faculty. The third

Conference Session

Teamwork & Assessment in the Classroom

Collection

2003 Annual Conference

Authors

Joseph Shaeiwitz

Session 3613 Observations on Forming Teams and Assessing Teamwork Joseph A. Shaeiwitz West Virginia UniversityIntroductionThere are two, well-known, conventional wisdoms regarding team formation. One is that teamsshould be assigned rather than self selected. Another is that white males dominate all teamfunctions; therefore, women and minorities should not be in the numerical minority on any team.In the Chemical Engineering Department at West Virginia University, students have been doingdesign projects in teams of 3 or 4 each semester in the sophomore and junior

Conference Session

Perceived Quality Engineering Education

Collection

2003 Annual Conference

Authors

Kena Burke; Paul Rainey

Session 2255 Cal Poly Engineering Assessment Center - How It Works Kena Burke, Paul E. Rainey College of Engineering, California Polytechnic State University, San Luis ObispoAbstractThe eleven engineering programs at Cal Poly had their accreditation visit during the fall of 2002,using the EC 2000 Criteria. The assessment efforts are reviewed, including the formation andworking of the Cal Poly Engineering Assessment Committee and the initiation of the Cal PolyEngineering Assessment Center. The Engineering Assessment Center (EAC), consisting of afull-time

Conference Session

Trends in Mechanics Education

Collection

2003 Annual Conference

Authors

Don Evans; Gary Gray; Francesco Costanzo; Phillip Cornwell; Brian Self

Session 1168 Toward a Nationwide Dynamics Concept Inventory Assessment Test Gary L. Gray, Don Evans, Phillip Cornwell, Francesco Costanzo, Brian Self The Pennsylvania State University / Arizona State University / Rose-Hulman Institute of Technology / The Pennsylvania State University / USAF Academy Abstract This paper will describe our efforts to develop a national concept inventory test in undergraduate dynamics, that is, a Dynamics Concept Inventory (DCI). This paper will

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Harvey Lyons

Session 3648 Teaching and Assessing Teaming Skills via Design Courses Harvey I. Lyons, P.E., Ph.D. College of Technology Eastern Michigan University Ypsilanti, MI 48197The writer has had the experience to introduce open-ended, team-based design projects tofreshmen in an introductory course and, as well, supervise open-ended, team-based designprojects to upper classmen who had not experienced the noted introductory program, e.g.,Introduction to Engineering, Introduction to Engineering Technology, etc

Conference Session

Advisory Boards & Program Assessment

Collection

2003 Annual Conference

Authors

Shamsuddin Ilias; Franklin King; Keith Schimmel

Session #3413 Using Standardized Examinations to Assess Engineering Programs Keith A. Schimmel, Franklin G. King, Shamsuddin Ilias, North Carolina A&T State UniversityAbstractThe ABET EC2000 criteria require programs to have quality improvement processes in place tomake decisions based on assessment data from student performance and program constituencies.Within this context, there is a need for development of additional quantitative measures that willbe consistent over time and between instructors of whether students have mastered courselearning objectives. This paper will discuss

Conference Session

Web-Based Laboratories and Classes

Collection

2003 Annual Conference

Authors

Steve E. Watkins; Richard Hall; Vicki Eller

Session 2158 Viewing the Learning Process: Assessment Via Usability Testing Vicki M. Eller, Steve E. Watkins, Richard H. Hall University of Missouri-RollaAbstract Learning through computer-based activities provides a multi-modal approach in which theuser can select the educational media and process. Effective development of these activitiesrequires an understanding of user interactivity. Traditional assessment, such as test scores andsubjective surveys, looks at end results and attitudes. This method does not monitor the learningprocess. In particular developer needs to accommodate

Collection

2001 Annual Conference

Authors

Heidi Diefes-Dux; William LeBold; William Oakes; P.K. Imbrie

Session 1036 A Comprehensive Beginning Engineering Student Assessment Program Heidi Diefes-Dux, William LeBold, William Oakes, and P.K. Imbrie Purdue University, West Lafayette, INAbstractSince 1953, Purdue University’s Department of Freshman Engineering (FrE) has pursued a widevariety of educational research programs that have focused on beginning students. FrE’s currentassessment of beginning engineering students and the freshman engineering program is fairlycomprehensive. The FrE assessment strategy is to collect and analyze a data from a number ofsources and of

Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

Session 2793 Life Long Learning: Implications for Curricular Change and Assessment Thomas A. Litzinger and Rose M. Marra Penn State, University Park, PA 16802AbstractEC 2000 brings lifelong learning to the forefront for engineering educators. In the past, our rolein lifelong learning was primarily offering courses and degree programs for practicing engineers;now EC2000 demands that we prepare engineering students to engage in lifelong learning.These demands immediately raise a number of questions, including− What are the critical skills and attributes needed for lifelong learning?− What changes can be

Collection

2000 Annual Conference

Authors

John K. Estell

Session 3520 On-line Assessment for Web-Based Programming Portfolios John K. Estell Bluffton CollegeAbstractA methodology for Web-based programming portfolios that focuses on utilizing the interactivenature of the medium is presented. The concept of a portfolio and its value for assessment isreviewed, leading into a discussion on the benefits of electronic portfolios and rubrics forenhancing student learning outcomes. The development of the Interactive ProgrammingPortfolio at our institution is used as a case study to

Collection

2000 Annual Conference

Authors

David S. Cottrell

Session 2468 Outcomes Assessment Inside the Classroom: Performance Oriented Teaching David S. Cottrell, P.E., Ph. D. United States Army Corps of EngineersAbstract This paper presents a methodology employed in an introductory mechanics ofmaterials course to quantify individual student mastery of learning objectives, to initiateadditional instruction as required, and to revalidate improved skills. This paper examines thefirst of four major blocks of instruction in an introductory mechanics of materials course as avehicle to demonstrate the tenets of performance

Collection

2000 Annual Conference

Authors

Joan A. Burtner

Session 2793 Teaching Freshman Students to Assess Team Performance Joan A. Burtner Mercer UniversityAbstractThis paper describes an approach to teaching teaming that has been used in a freshmanengineering design course for the past three years. The approach includes three components.First, provide students with a variety of teaming experiences. Second, teach students somebasics of team functioning. Finally, establish a culture in which self-assessment and evaluationof others is expected. The paper briefly describes the use of the following class activities: 1) asurvey

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Beth Kolko; Linda Whang

Session 1520 Assessing Reliability and Credibility for Online Engineering Resources Beth E. Kolko, Linda Whang University of WashingtonIntroductionThe easy availability of material on the Web means that students are increasingly turning toelectronic resources for research purposes. While many resources that are accessibleelectronically parallel familiar print resources and are, often, simply online versions of familiardatabases and catalogs, there exists a large quantity of information that rests outside familiarframeworks for

Collection

2001 Annual Conference

Authors

Lyle McCurdy; William Drake; Douglas Walcerz

Session 2147 A Web-Based Approach for Outcomes Assessment Lyle B. McCurdy, Ph.D., Douglas B. Walcerz, Ph.D., William H. Drake, Ph.D. California State Polytechnic University at Pomona / Enable Technologies, Inc. / Southwest Missouri State University /AbstractThe Electronics and Computer Engineering Technology (ECET) program at Cal Poly Pomonaand the Industrial Management (IM) program at Southwest Missouri State University (SMSU)are designing and implementing an outcomes assessment process in order to continuouslyimprove their programs and to prepare for upcoming accreditation visits. Both

Collection

2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

Session 2793 Web-Based Technology for Long-Term Program Assessment Heidi Diefes-Dux, Kamyar Haghighi Purdue University, West Lafayette, INAbstractDuring its first round of assessment plan implementation, the Department of Agricultural andBiological Engineering (ABE) at Purdue University collected data utilizing a variety ofassessment tools including ABET-compliant course profiles and constituent surveys. The man-hours involved in the development of program unique assessment tools and data collection andanalysis is astounding, especially when a university adopts a

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Zhengtao T. Deng; Xiaoqing (Cathy) Qian; Ruben Rojas-Oviedo; Zhengtao Deng

Session 1566 Developing Assessment Tools for Outcome Based Engineering Courses Drs. Z.T. Deng, Ruben Rojas-Oviedo and Xiaoqing (Cathy) Qian Mechanical Engineering Department, Alabama A&M University P.O. Box 1163, Huntsville, AL 35762 Voice: (256) 858-4142, E-Mail: AAMZXD01@AAMU.EDUAbstractThe implementation of the Accreditation Board for Engineering and Technology (ABET)Engineering Accreditation Criteria 2000 (EAC 2000) into Mechanical Engineeringundergraduate curricula is critical to the success of the education program. The EAC Criteria2000 emphasizes an outcome

Conference Session

Faculty Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Robert E. Kleine III, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2012-4795: CLOSING THE ASSESSMENT LOOP: A FACULTY TRAIN-ING PROTOCOLDr. Kenneth Reid, Ohio Northern University Ken Reid is the Director of First-year Engineering, Director of Engineering Education, and an Associate Professor in electrical and computer engineering and computer science at Ohio Northern University. He was the seventh person in the U.S. to receive a Ph.D. in engineering education from Purdue University. He is active in engineering within K-12, serving on the TSA Board of Directors and 10 years on the IEEE-USA Precollege Education Committee. He was named the Herbert F. Alter Chair of Engineering in 2010. His research interests include success in first-year engineering, introducing entrepreneurship

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Thomas Allen Knotts IV, Brigham Young University; William G. Pitt, Brigham Young University; Morris D. Argyle, Brigham Young University

Tagged Divisions

Chemical Engineering, Minorities in Engineering

AC 2012-4462: DEVELOPING AND ASSESSING LEADERSHIP IN ENGI-NEERING STUDENTSDr. W. Vincent Wilding, Brigham Young University W. Vincent Wilding is professor, Brigham Young University, 1994-present. He worked for Wiltec Re- search Company, Inc., 1985-1994. He has a Ph.D., chemical engineering, from Rice University, 1985; and B.S., chemical engineering, Brigham Young University, 1981. He has a P.E. license: 362027-2202.Prof. Thomas Allen Knotts IV, Brigham Young UniversityDr. William G. Pitt, Brigham Young University William G. Pitt received a Ph.D. in chemical engineering in 1987 from the University of Wisconsin, Madison. He obtained a faculty position at Brigham Young University in the Chemical Engineering Department