Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

AC 2012-4488: EVOLVING A RUBRIC FOR USE IN ASSESSING ENGI-NEERING GRADUATE ATTRIBUTES IN A STUDENT SENIOR RESEARCHTHESISMr. Alan Chong, University of Toronto Alan Chong is a Senior Lecturer in the Engineering Communication program at the University of Toronto, housed in the Faculty of Applied Science and Engineering, where he teaches technical communication to undergraduate engineering students. He has spent the last five years working with engineering faculty to conduct research on and develop integrated courses in engineering design, research and communication, focusing on designing tools for better assessment and instruction, and improving students’ critical thinking skills.Ms. Lisa Romkey, University of Toronto

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Kahyun Kim, Virginia Tech; Jason Forsyth, Virginia Tech; Ed Dorsa, Virginia Tech; Thomas Martin, Virginia Tech; Eloise Coupey, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Kahyun Kim, Virginia TechMr. Jason Forsyth, Virginia Tech Jason Forsyth is a doctoral student in electrical and computer engineering.Prof. Ed Dorsa, Virginia Tech Industrial DesignProf. Thomas Martin, Virginia TechDr. Eloise Coupey, Virginia Tech Eloise Coupey is an Associate Professor and Assistant Department Head in the marketing department of the Pamplin College of Business at Virginia Tech. She has been at Virginia Tech since 1994. Coupey re

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fouad H. Fouad, University of Alabama, Birmingham; Sarah Stephens Bettinger; Virginia Sisiopiku, University of Alabama, Birmingham; Isabel C. Scarinci, University of Alabama, Birmingham; Mona N. Fouad

Tagged Divisions

Multidisciplinary Engineering

sedentary lifestyle, both at work andin leisure time. However, the impact of the built environment on people’s lifestyles should not bediscounted. The built environment is, quite simply, our man-made surroundings. It includes ourbuildings, waterworks, roadways, and, to a certain extent, our environmental conditions. Fromthe layout of streets to the options available for exercise, from the quality of air and water to thecondition and upkeep of residences, the built environment exerts silent but significant influenceon the way we live our lives.1This paper summarizes the result of a research project to assess the impact of built environmenton obesity.The project presented here is part of a larger multidisciplinary study that aims to develop

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert O. Grondin, Arizona State University, Polytechnic

Tagged Divisions

Multidisciplinary Engineering

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic; Odesma Onika Dalrymple, Arizona State University, Polytechnic

Tagged Divisions

Multidisciplinary Engineering

- ical engineering from Drexel University and Ph.D. from the University of California, Berkeley. McKenna also serves as an Associate Editor for the Journal of Engineering Education.Dr. Odesma Onika Dalrymple, Arizona State University, Polytechnic Page 25.513.1 c American Society for Engineering Education, 2012 Eliciting Students’ Interpretations of Engineering RepresentationsAbstractUnderstanding what students truly learn is contingent on choosing an assessment method thataffords students with the opportunity to fully express what they know. Allowing

Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Jo Howze; Jefferey Froyd; Kristi Shryock; Arun Srinivasa

that design projects must followto help students build tighter connections among the three subjects. A comprehensiveassessment and evaluation plan has also been designed and implemented. This paper willdescribe the integration mechanisms, project specifications, and systems to address study skills,as well as data that has been collected and analyzed to date. Future assessment plans andstrategies for expanding the program for more students and extending it to two additional first-year engineering tracks will also be described.IntroductionFirst-year engineering curricula have been identified as significant opportunities to improve four-year engineering curricula, and many institutions have addressed the opportunity in differentways. At Texas A

Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Richard Smith; Kevin Craig; Pamela Theroux

disciplines do, so they can make an informed choice. Faculty from the various engineering departments must take an active role in the development and delivery of this first-year curriculum.• Assessment We need to know what students are being taught in the high schools in physics, chemistry, biology, and mathematics, and we need to more effectively assess their individual level of preparation before they begin their first-year studies. We need to continually assess how well they are understanding the fundamental body of knowledge in engineering, science, mathematics, and social science, and most importantly, integrating and applying all of it. We

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Richard Felder

, legislatures, governing boards, and ABET. An added impetusfor improving engineering instruction is a growing competition for a shrinking pool of qualifiedstudents. If enrollment falls below a critical mass, the loss in revenues from tuition and otherfunds tied to enrollment could place many engineering schools in serious economic jeopardy. A prerequisite to improving teaching is having an effective way to evaluate it. Standardreferences on the subject all agree that the best way to get a valid summative evaluation ofteaching is to base it on a portfolio containing assessment data from multiple sources—ratingsfrom students, peers, and administrators, self-ratings, and learning outcomes—that reflect onevery aspect of teaching including course

Conference Session

Course/Program Assessment

Collection

2004 Annual Conference

Authors

James Higley; Jana Whittington; Joy Colwell

Session 3650 Tools for Using Course-Embedded Assessment to Validate Program Outcomes and Course Objectives Joy L. Colwell, Assistant Professor of Organizational Leadership and Supervision, Jana Whittington, Assistant Professor of Computer Graphics Technology, James B. Higley, P.E., Professor of Mechanical Engineering Technology Purdue University Calumet AbstractIn the last decade, academia has undergone a paradigm change unprecedented since the spacerace. Education is now directed toward customer-focused programs. No longer

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Sang Ha Lee; John Wise; Thomas Litzinger

, persistent/responsible, venturesome/creative, confident, independent/self-sufficient. “Can do” Skills: have highly developed information seeking and retrieval skills, have knowledge about and skill at the learning process, develop and use criteria for evaluating (critical thinking).A major issue in lifelong learning is how to assess the extent to which students are prepared toengage in it and also their willingness to do so, i.e., Flammer’s “can do” and “will do”characteristics of the lifelong learner. Two instruments for assessing lifelong learning areGuglielmino’s Self-directed Learning Readiness Scale (SDLRS), developed in 1978, 13 andOddi’s Continuing Learning Inventory (OCLI), developed in 1984. 14 Candy reports that theSDLRS

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Kenneth Cox; Janice Bordeaux; David Caprette; Beth Beason; Ann Saterbak

refined skills as students move through a sequence of laboratorycourses.Student self-evaluations and instructor evaluations have been developed from the core teachingobjectives and have been implemented during the 2002-2004 academic years. This collaborationand the resulting assessment tools have enhanced existing outcome assessment methods that arecontributing to ABET accredited degree programs at Rice University.One key benefit of this effort has been the increased communication among the instructors forthe existing laboratory courses. Cooperation among laboratory instructors has led to thedevelopment of a plan for continuous adaptation and change, aimed at coordinating laboratorycourses in the science and engineering departments. Efforts to

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Linda Strauss; Patrick Terenzini

ASSESSING STUDENT PERFORMANCE ON EC2000 CRITERION 3.a-k Linda C. Strauss, Patrick T. Terenzini The Pennsylvania State UniversityAbstract The instruments currently available to measure the 11 student learning skills specified inEC2000’s Critrion 3 are vulnerable to challenges to their validity and reliability. This paperdescribes the development and evaluation of a 36-item measure specifically designed to assessstudent performance on those outcomes. Development followed standard test-constructionprocedures, including a comprehensive review of the literature and available instruments, itemand content reviews by engineering

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Andrew J. Wiesner; Jonathan P. Mathews; Sarma Pisupati

due date. These assessments contribute 13% of the totalgrade.For each of the 3 examinations, two proctored rooms containing 80 computers each are Page 10.1468.2utilized over a four-hour period in the evening to accommodate the 400 students. Eveningexams are required because of scheduling limitations on the heavily utilized computerclassrooms and due to student class conflicts. Students sign up for a 1-hour slot for theexam. The exam contains two components: an essay portion with 4 out of 6 questions tobe answered during a 35 minute computer timed quiz, and a multiple choice style portion(incorporating True/False, multiple choice, select all that

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Peter Young

collaborating schools has reinforced the initialassumptions that an integrated learning space can provide significant augmentation of theeducation of engineering students. Mid-course and post-course surveys and assessments haveshown that students respond positively to workshop environments where they experience thefour key stages (Conceive, Design, Implementation, and Operations) of the product lifecyclethrough engineering projects, both curricular as well as extra-curricular.The examples of CDIO workspaces discussed in the paper show that costs and formats can varysignificantly, depending on goals, numbers of students and available financial resources.However, some design issues stand out regardless of scope: the need for a curriculum/usagemode-driven

Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Mark Urban-Lurain; Taner Eskil; Marilyn Amey; Timothy Hinds; Jon Sticklen

2005-1814 Curricular Integration of Computational Tools: A First Step Timothy Hinds, Mark Urban-Lurain, Jon Sticklen, Marilyn Amey, Taner Eskil Michigan State UniversityAbstractCalls for new paradigms for engineering education are widespread.1-3 Yet, major curricularchange is difficult to accomplish for many reasons, including having the necessary faculty buy-in.4 Generally, efforts can be classified as either top-down/structural, in which faculty assess anentire program of study and address needs in each component before implementation begins; orbottom-up/individual, a more traditional

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

T.M. Wildman; M. L. Wolfe; Jr., O.Hayden Griffin, O.Hayden Griffin,; J. Muffo; G.T. Adel; G.V. Loganathan; Kumar Mallikarjunan, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Tech; Vinod Lohani, Virginia Polytechnic Institute and State University

college. Use of theePortfolio is an important part of the assessment component of this 3-year long study.IntroductionA portfolio is a purposeful collection of artifacts to demonstrate effort, progress, andachievement. Within an educational setting a portfolio can be prepared in the context of acourse, a program, or an institution; the author of the portfolio can be the student, a facultymember, an administrator, or an organization (department, program, etc.); and the purpose of theportfolio may be developmental, evaluative, and/or representative.1 With the ever increasing useand advancement of technology, the electronic portfolio (ePortfolio) is emerging as a viableoption to the traditional paper portfolio. The University of California, Berkeley

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Tyler Cummings-Bond; Robin Adams

Conference Session

Teamwork and Assessment

Collection

2004 Annual Conference

Authors

Sharon Sauer; Pedro Arce

Engineering EducationNow, we turn the attention to point C, above, where students are faced with the task of theidentification of potential candidates for the functions described in Table 1. Several ways canactually be used to select the best potential candidates for these positions. We have used the“functional résumé” in which the students “apply” for the position with a very good descriptionof merits, i.e. background, previous experience and/or inclination of what “they are good at”. Apanel of students reviews these applications and determines if the qualifications, offered by thecandidate, actually meet the specifications of the positions. Generally, student assessment herefinds that some candidates are qualified for more than one position. These

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Larry Stetler; Stuart Kellogg

Session 3530 Portfolio Assessment and Improvement for a First-Year Engineering Curriculum Larry D. Stetler, Stuart D. Kellogg, Jon J. Kellar, David J. Dixon, Glen A. Stone, Larry A. Simonson, Zbignew J. Hladysz, Jason T. Ash, and Heidi L. Sieverding South Dakota School of Mines & Technology, Rapid City, SD 57701Abstract:For the past five years, the South Dakota School of Mines and Technology has redefined its first-year engineering curriculum. The program, now required of all first year engineering students,incorporates curricular elements developed by the Foundation Coalition and elements from theEPICS program at the Colorado School of Mines. As part of the course, students are required

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Kirk Allen; Teri Reed Rhoads; Teri Murphy; Andrea Stone

Session 3230 The Statistics Concepts Inventory: Developing a Valid and Reliable Instrument Kirk Allen1, Andrea Stone2, Teri Reed Rhoads1, Teri J. Murphy2 University of Oklahoma School of Industrial Engineering1 Department of Mathematics2AbstractThe Statistics Concepts Inventory (SCI) is currently under development at the University ofOklahoma. This paper documents the early stages of assessing the validity, reliability, anddiscriminatory power of a cognitive assessment instrument for statistics. The evolution of

Conference Session

TC2K and Assessment

Collection

2004 Annual Conference

Authors

Abi Aghayere

Session 2149 Use of Ongoing Assessment of Intended Learning Outcomes to Evaluate Effectiveness of Online and On-campus Delivery of a Structural Analysis Course Abi Aghayere College of Applied Science and Technology Rochester Institute of TechnologyAbstractThe ABET TC2K criteria now require proof of continuous improvement similar to the qualityassurance programs, such as, the Continuous Quality Improvement (CQI) that have long beenused in industry. In order to effect continuous improvement in a program or course, ABETrequires documentation of

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Constantin Chassapis; Hamid Hadim; Kishore Pochiraju; George Korfiatis; Keith Sheppard; David Vaccari

Mechanical Engineering Program Assessment in the Schaefer School of Engineering at Stevens Institute of Technology Hamid Hadim, Kishore Pochiraju, Costas Chassapis, David Vaccari, Keith Sheppard, George Korfiatis Charles V. Schaefer, Jr. School of Engineering Stevens Institute of Technology Hoboken, New JerseyAbstractThe Charles V. Schaefer, Jr. School of Engineering at Stevens Institute of Technology hasrecently completed successfully its first ABET visit based on EC2000 criteria. The assessmentsystem developed for the Mechanical Engineering Program within the School are presented

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Lawrence Feick; Larry Shuman; Katherine Thomes; Bopaya Bidanda

assessment of the program andaddress educational research questions that have emerged as the result of such a program.The Need For An International Focus For Engineering EducationIn commenting on ABET’s newly adopted criteria (EC-2000), Prados noted that the majordrivers had included the country’s shift from defense to commercial competition with a resultant Page 10.1289.1* This research was sponsored in part by the National Science Foundation, Grant number 0431355; “GOALI:Offshoring - The New Challenge for Engineering Educators.” “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Course/Program Assessment

Collection

2004 Annual Conference

Authors

Suguna Bommaraju

application’ and‘Identification of Unresolved lab problems’. These short writing assignments are incorporatedinto “Introduction to circuit analysis”, a freshman course in a 4-year engineering technologycurriculum at Miami University, OH. These assignments are simple, informal, and easy tocollect, check and/or grade, even for large classes.In addition to end-of-course rating instruments, three classroom assessment techniques are usedto evaluate the reaction to the assignments in ‘real- time’. These are: 1) Weekly questionnaire,2) One minute paper, and 3) Small Group Instructional Diagnosis (SGID).A brief overview of the method, discussion of each writing assignment, grading, including asample assignment is presented in this paper. This paper

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Ramon Vasquez; Anand Sharma

Session No: 3431 CONTINUOUS IMPROVEMENT EDUCATIONAL INITIATIVE: A CAMPUS-WIDE ASSESSMENT EFFORT Anand D. Sharma Ramón E. Vásquez Espinosa University of Puerto Rico University of Puerto RicoAbstractEver since the approval of the new Accreditation Board for Engineering and Technology(ABET) Engineering Criteria (EC 2000) on November 2, 1996, educational institutions acrossthe United States have had to assess and evaluate their undergraduate engineering programs froma different perspective. The University of Puerto Rico at Mayaguez undertook steps fully fouryears prior to the actual site visit. All six undergraduate engineering programs were

Conference Session

Teamwork and Assessment

Collection

2004 Annual Conference

Authors

James West; Dennis Miller; Daina Briedis

acceptable cost/benefit ratio for program improvement. In ourexperience, the role that outcomes assessment played in this process was surprising and positive.While curriculum redesign encompasses entire restructuring of courses, educational materials,and teaching methods, the information provided by yearly micro-scale evaluation of studentperformance provides important guidance, even to such macro-scale efforts as curriculumredesign. The assessment data are essential to decision-making on course content, placement ofcourses, and even restructuring of support courses. The value of outcomes assessment inprogram improvement has been clearly confirmed in our curriculum redesign process.Early ImplementationThe chemical engineering curriculum committee

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Mary A. Nelson; Barbara Olds; Ronald Miller; Ruth Streveler

“alternateconceptions”).1 The topic has garnered considerable interest among engineeringeducators over the past few years and several concept inventories on engineering-relatedtopics are being developed, most notably by the group led by Evans associated with theFoundation Coalition.2 The goal of our project, funded by the Assessment of StudentAchievement (ASA) program at NSF, is to develop and test an inventory for the thermaland transport sciences, based on the model of the Force Concept Inventory pioneered byHestenes and colleagues.3 Once our CI has been developed and validated, it will be madeavailable to interested engineering faculty for use as a classroom formative assessmenttool that can provide valuable information for tracking student understanding

Conference Session

Course/Program Assessment

Collection

2004 Annual Conference

Authors

Linda Tolan; James Hurny

Session 3650Resources, Organizational Change and Data Systems: Issues and Problems in the Implementation of Outcomes Assessment Linda A. Tolan, and James J. Hurny Rochester Institute of Technology, College of Applied Science and TechnologyAbstractAs academic units face the challenge of outcomes assessment (OA), the focus has been on thedevelopment and clear articulation of program and course outcomes, development of measures,and ‘closing the loop’ with result analysis and curricular modifications. However, the ‘elephanton the table’ that no one wants to talk about is the decisions and systems change

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Sara Tracy; Jin Yoo; Jason Immekus; Brian French; Susan Maller; William Oakes

Session 3230 Developing Self-Report Instruments to Measure ABET EC 2000 Criterion 3 Professional Outcomes Jason C. Immekus, Sara Tracy, Jin Eun Yoo, Susan J. Maller, Brian F. French, William C. Oakes Purdue UniversityAbstract The Accreditation Board for Engineering and Technology’s Engineering Criteria2000 (ABET EC2000)1 Criterion 3 Programs Outcomes and Assessment specifiesoutcomes college graduates are expected to know and demonstrate following graduationfrom accredited engineering programs. The generality of Criterion 3 objectives requiresengineering programs

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Michael Pavelich; Stephen Krause

objective of all this work is to provide the engineeringeducation community with reliable exams that can be used to determine the extent to which studentsdo hold misconceptions about fundamentals in these engineering and science subjects. The secondobjective is to have faculty experiment with teaching approaches designed to correct such problems,with the various CIs serving as one assessment method for evaluating and refining teaching methods.The Chemistry CI was conceived primarily from the work of co-author Steven Krauss on his CI formaterials science5. This CI contains several questions that relate back to chemistry concepts taught asprecursors to engineering courses and it was found that students did carry misconceptions out of theirchemistry