Conference Session

Women Faculty Issues and NSF's ADVANCE program

Collection

2006 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

discrimination. These questions have no clear answers. At leastone commentator has argued against imposing an “actual notice” requirement on Title IXviolations other than sexual harassment, though, contending that educational institutions shouldnot need to be told when their programs and activities do not comply with the law.15 But howactively must an educational institution seek out such instances of inequity, especially when theymight be isolated deep in an academic department or when they might result from poor choicesmade by lone or small groups of faculty or administrators?Another question relates to how far an educational institution must go in its attempts to remedy aTitle IX violation. Here, the answer is a little clearer. Courts generally find

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

. The process and rationale for the proposedchanges can be guessed at from internal ABET documents, which provide a simplified view ofwhat must have been a complex process. About six years ago it appears there was a perceptionby program evaluators (PEVs) that there were a substantial number of shortcomings on Criterion3. One of these shortcomings was that some of the outcomes were difficult to assess which inturn led to inconsistencies in how institutions were evaluated which was viewed as leading toinjustice. The fact that there were eleven outcomes schools were responsible for was also seen tostifle innovation within engineering programs. In reconsidering Criterion 3, the outcomes werebroadly constituted into five topics: technical, business

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

something I learned better.” “We could test it, feel it, touch it.”The students also liked the fact that they were being challenged in this project, and that it showedthem how to break down large tasks into a series of small testable steps. “The [ALU] was fun yet difficult enough to keep my attention.” “It broke down the logic into doable circuit building.” “It was much more open-ended problem solving than the other projects.” “I liked the ALU…I rarely had points where I couldn’t figure it out. It took a lot of time, but it allowed for the greatest amount of problem-solving.” “I liked lab work because it was fun and

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

this qualitative assessment of a pilot program spanning 3 semesters, two (2) College ofEngineering faculty at Northeastern University explored and managed several experientialservice-learning projects in their first-year engineering courses between Fall 2012 – Fall 2013.As a result of 84 first-year engineering students working with 7 different community partners,215 middle school and high school students were exposed to engineering curriculum throughmeaningful service-learning projects involving STEM (science, technology, engineering &mathematics) education that they otherwise would not have received. The service-learningprojects were qualitatively very successful in delivering STEM curriculum to young students, asdetermined from faculty

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, University of California, Irvine; Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

International

scenario through multiple rounds of datacollection with subject matter experts (SMEs, i.e., practicing engineers). Third, we discuss howthis scenario can be used for assessment purposes in the context of global engineering programs.Fourth, we present an instructional guide for those who might wish to use this type of scenariofor training. Fifth and finally, we provide information about a complementary assessment toolwe developed, the self-report Global Engineering Competency Scale (GECS).This paper is expected to be of interest to faculty, staff, and administrators who are interested inassessing global engineering programs, as well as researchers who wish to measure globallearning among engineering students, practicing professionals, and other

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Melissa Dagley-Falls, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida

Tagged Divisions

First-Year Programs

AC 2010-777: INFLUENCING SENSE OF COMMUNITY IN A STEMLIVING-LEARNING COMMUNITY: AN NSF STEP FUNDED PROJECTMelissa Dagley-Falls, University of Central Florida Melissa Dagley Falls is the Director of Academic Affairs for the UCF College of Engineering and Computer Science and advisor to both undergraduate and graduate students within the college. Dr. Dagley Falls chairs the Admission, Advising, and Retention Committee (AARC) and serves on the assessment and activities teams of the NSF-funded STEP program entitled “EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence." Her research interests lie in the areas of student access to education, sense of community, retention, first-year

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doanh Van, Union University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Assessment Through Performance Indicators1. IntroductionAll engineering programs have the same minimal set of student outcomes which are widelyknown as outcomes a-k by ABET currently.1Although these outcomes are subject to changes inthe near future,2documenting the assessments of these outcomes is key to the compliance ofcriterion 3 for the accreditation of the Program.For many years, our own system of assessing student outcomes produced acceptable results butin inconsistent manners because of its high degree of subjectivity (D.O.S) which depends largelyon the definition of the rubrics and the users of the rubrics as shown in Table 1 below. Table 1: Scoring Rubrics of student outcomes Score

Conference Session

Innovative Teaching Techniques

Collection

2005 Annual Conference

Authors

Jill Lane; Sarah Rzasa; Richard Behr; Christine Masters

Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”Assessment ChallengesThis project generated specific challenges regarding the assessment. Of particular concern in theassessment was the large number of students enrolled in the course (n=468). Based on logisticalissues regarding data collection and data analysis with such a large population of students, allsurveys were administered online, rather than in class. The surveys were created using aprogram called Perseus9 and were sent electronically to students enrolled in the course. Usingonline data collection helped to reduce the amount of class time devoted to administration andalso reduced the time required for data analysis

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

CommunityChange is hard, a truism that can be highlighted in engineering education in many ways. Themomentum of engineering education in traditional forms, and even the experiences of people inprofessional careers, is hard to shift, but many have tried.1 One can argue that the shift toABET’s EC2000 outcomes-based assessment was meant to serve as a change agent, but after adecade of implementation, engineering education looked pretty much the same. Small changesin programs sometimes stuck, and sometimes programs faded back to the way they were beforeany interventions were attempted. With the idea that maybe things could be different, thatmaybe change could last, a group of engineering educators got together to imagine what anengineering program could look

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

enlightened, responsibleleader who attends to them as a researcher and beyond. EL-STEM focuses primarily on theresearcher as an agent, presuming that if the researcher gains leadership skills and insights, thework they do as a researcher and beyond will take broader considerations into account. The EL-STEM program runs in parallel with SRR, with a comparable student population. The twoprograms use a largely overlapping set of assessment instruments which will allow us to assessthe two programs comparatively as well as independently. Future publications and presentationswill detail the EL-STEM program as well as the comparative assessment results. Here, most ofthe focus will be on the SRR program, except as EL-STEM is relevant. While these four

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

help formulate future research assessing the development ofengineering identity (1) within specific engineering disciplines, and (2) over time throughout collegiatestudy. If commonalities can be found in past experiences, influencers, etc for students with strongengineering identities, it may become possible to tailor information sessions and activities for middle andhigh school students, to assist in the development and/or realization of stronger engineering identities atan earlier age.2. Literature/BackgroundEngineering identity has been identified as a way to improve recruitment, retention, and persistence inengineering programs [1-7]. Kendall, Choe, Denton, and Borrego created a table in their engineeringidentity paper, showing many

Conference Session

Mechanical Engineering Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Greg Kremer, Ohio University-Athens

Tagged Divisions

Mechanical Engineering

staff or faculty, a hiring freeze due to budget cuts, purchasing card restrictions due tomisuse by University personnel, a faculty member leaving for industry mid-year, and the adversereputational effects of misleading reporting of events in a student newspaper.Although you may think that a risk assessment can only be done by a large department with lotsof resources, that is not the case. Our department has about 250 undergraduates, 30 graduatestudents, 12 full time faculty, and three staff members. There are two research centers under thedepartment, and overall the department and centers are involved in several million dollars worthof funded research. Our campus is primarily residential and is located in a small town.Ohio University is similar

Conference Session

Multidisciplinary Teams

Collection

2008 Annual Conference & Exposition

Authors

Samantha Jacques; Deepti Suri, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

AC 2008-236: STRATEGIES OF ASSESSING MULTI-DISCIPLINARYCOLLABORATIVE EXPERIENCESSamantha Richerson, Milwaukee School of Engineeirng Samantha J. Richerson, PhD is the program director of the Biomedical Engineering program at the Milwaukee School of Engineering. She received her PhD from Louisiana Tech University in 2003 and taught for two years at Bucknell University. She moved to MSOE in 2005 and became Program Director in 2007. Her research interests are in effective teaching and learning methodologies as well as the effects of diabetes on balance and biomedical signal and image processing.Deepti Suri, Milwaukee School of Engineering Deepti Suri, PhD is the program director of the Software

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania

Tagged Divisions

Cooperative & Experiential Education

various ways to improve the engineeringprograms and to assess the student outcomes. It is important to note that data is collected everysemester. “Red flag” reviews are done continuously as the data is collected. More substantialreviews of accumulated data from the various sources take place through two primarymechanisms – bi-annual faculty assessment retreats and weekly faculty meetings.The remaining sections show some of the assessment data that has been collected through the co-op process and describe some of the ways the data has been used for program assessment andimprovement.4.0 Co-op Assessment Data4.1 Preliminary NotesThe engineering programs at the authors’ institution are relatively small. When co-opassessment data collection began in

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Wayne Hager; Ronald Land

campuses are generally too small for asingle survey to produce statistically adequate data for such assessments. At this point, the planis to circumvent this problem by doing year-to-year trend analyses like that often used inindustry when quality samples are limited. The SETCE will continue to survey graduates eachyear, and results from individual campuses and individual programs will be tracked against arunning average of results from preceding survey years. While such trending will not generallypermit objective comparisons among campuses, or among programs at a campus, it will providea basis for monitoring the effects of quality improvement actions that are initiated. That is,actions that have positive effect should produce improving trends in

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology - ITS; Masaomi Kimura, Shibaura Institute of Technology; Hitoshi Nakamura, Shibaura Institute of Technology; Tomoko Iwata, Shibaura Institute of Technology; Mohammad Iqbal, Sepuluh Nopember Institute of Technology - ITS; Imam Mukhlash, Sepuluh Nopember Institute of Technology - ITS; Faiqoh Agustin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

the internationalization of SIT and its partner universities throughout the Southeast Asian region. Under his initiatives, various short-term mobility programs and student exchanges have been started. He is also Chair of the Mobility Special Interest Group of Asia Technological University Network (ATU-Net) and initiated a COIL program called Virtual Asia Exploration (VAx) by orchestrating the collaboration of six Asian universities. He is also an entrepreneur through his consulting company established in 2004, and has been rendering management consultation services to both small-medium size companies and multi-national enterprises such as global strategy planning, cross-border business entry, middle manager

Conference Session

Why Can't We Get Faculty and Students to Go Abroad?

Collection

2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Holly M. Matusovich, Virginia Tech; Mayra S. Artiles , Virginia Tech; Kirsten A. Davis, Virginia Tech; Timothy Kinoshita, Virginia Tech; Diana Bairaktarova, Virginia Tech; Kacie Hodges P.E., Virginia Tech; Tamara Knott, Virginia Tech; Walter C. Lee, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech ; Lisa D. McNair, Virginia Tech; Kenneth Reid, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

International

Virginia Tech. She focuses on the teaching and implementation of Freshman Engineering courses. c American Society for Engineering Education, 2018 Paper ID #21948Prof. Tamara Knott, Virginia Tech Tamara Knott is Associate Professor of engineering education at Virginia Tech. She is the Course Coordi- nator for one of the three first-year engineering courses offered by the department and also teaches in the graduate program. Her interests include assessment and pedagogy. Within ASEE, she is a member of the First-year Programs Division, the Women in Engineering Division, the Educational Research and Meth

Collection

2020 ASEE North Central Section conference

Authors

Ron Averill, Michigan State University; Geoffrey Recktenwald, Michigan State University; Sara Roccabianca, Michigan State University; Ricardo Mejia-Alvarez, Michigan State University

of them will not expend the extra effort to achieve the desired level of competency.They will put their faith in the “magic of curving” to attain a reasonable grade, and the cruciallink between performance and the grade will be lost.ConclusionsWhen implemented holistically, the positive benefits of the SMART Assessment model havebeen demonstrated uniformly across multiple courses by multiple instructors. A small number ofpartial implementations have been less successful, largely due to a loss of completeness,connectedness and consistency among the components of the model. We thus conclude that aholistic approach is necessary, especially when students are experiencing the model for the firsttime.References 1. Averill, R., Roccabianca, S

Collection

1999 Annual Conference

Authors

Timothy Robert Wyatt; Pedro Arduino; Emir Jose Macari

wide variation in file sizes among individual students, there appears to bea cluster in the range from 400 to 800 kilobytes; approximately 30% of the class falls in thisrange. Because of the large variation in recorded activity, in terms of both time and disk usage,it is evident that students used a number of individual approaches to complete the assignment.Interestingly, among the two clusters identified, there are only two common students. That is,only two of the seven students who used the program from 1-2 hours also had file sizes in therange from 400 to 800 kilobytes. The other four students in that block had a file size of 1.6Megabytes, on average. This indicates wide variation in the way the program was used. Therecould be several

Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

greater depth of understanding needed to identify when partial credit waswarranted. There is likely some truth to these concerns, as the transition to the rubric-basedapproach was a learning curve for all involved. It is anticipated that more directed training ofgraders and experience on the part of the exam writing team in terms of rubric creation willlargely mitigate these concerns in future semesters.A group of students (5%) thought that the exams tested too many small, “nitpicky” items such asformatting or syntax. This concern is likely related to both of the above concerns. Ultimately,this is in large part a pedagogical question regarding how best to assess programming skill. It isalso however a question of the rubrics themselves, albeit to

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elyse K. Zurawski, Purdue University at West Lafayette (COE); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Mayari I. Serrano, Purdue University at West Lafayette (PPI); Lavanya Swaminathan, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Lafayette (COE) Dr. Suzanne Zurn-Birkhimer is Associate Director of the Women in Engineering Program and Associate Professor (by courtesy) in the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University. She conducts research around student success.Ing. Mayari I. Serrano, Purdue University at West Lafayette (PPI) Mayari Serrano Anazco is a visiting clinical assistant professor in the Honors College and College of Engineering at Purdue University. She has authored, co-authored, implemented, and assessed learning activities, outreach activities, and workshops focused on modifying negative attitudes towards technology and engineering and increasing knowledge of several topics of STEM (science

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Carlson, South Dakota School of Mines and Technology; Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Sarah Folsland, Woment in Science and Engineering

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Minorities in Engineering, Women in Engineering

students with upper-class women students in similar disciplines. All first-year womenstudents are automatically placed in the program; mentors are selected through a self-nominationand application process. The mentors often help their first-year mentees choose classes, preparefor finals, integrate into campus life, and find their way around the local area. The peer-mentoring program is a fun and rewarding way for first-year students to make a smoothtransition from high school to college, including making friends, getting connected to resources,and becoming part of the university and community. In addition to one-on-one communication,mentors and mentees participate in several small-group meetings and scheduled workshopsthroughout the year. It is an

Conference Session

MIND Education Trends

Collection

2005 Annual Conference

Authors

Benjamin Flores; Jana Renner Martinez; Ann Darnell

providing funding forselected science and engineering undergraduates to participate in research projects under theguidance of a faculty mentor. Program assessment includes qualitative and quantitativeassessment and the longitudinal tracking of student participants. The results from thiscomprehensive study demonstrate that the large majority of students who have participated inthis program persist and graduate in Science, Technology, Engineering, and Mathematics(STEM) disciplines. To date, 88 percent of the 303 participants have graduated, 6 percent arestill enrolled in either the College of Science or College of Engineering (undergraduate), andonly 5 percent have stopped out. More than a third (37%) have either earned an advanced degreeor are

Conference Session

Learning and Assessment I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert G. Ryan, California State University, Northridge

Tagged Divisions

Mechanical Engineering

c American Society for Engineering Education, 2012 Assessment of a New Design Stem Course SequenceAbstractIn Fall 2009, the Mechanical Engineering Department at California State University, Northridgeimplemented significant changes to the curriculum by creating a new course sequence focusedon design. The course sequence is distributed throughout the four years of the program, andculminates in the traditional capstone senior design course. One of the features of the newsequence was the requirement of a team project in each course, including oral design reviewsdocumenting the projects’ progress. Enabling our students to continuously develop anddemonstrate skills related to design and communication was the main incentive behind

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

William Jordan; Henry Cardenas; Chad O'Neal

questions where the students gained the mostknowledge and where they gained the least knowledge, we were able to use the conceptinventory to assess what we were doing. Our course emphasizes the relationship betweeninternal structure and mechanical properties, and these are the questions where weshowed the greatest gain in knowledge. Our course only covers electrical properties ofmaterials in a limited fashion, and this shows in the small gain in content knowledge inthis area.There was also a good correlation between course grades and concept inventory results,which indicate that our grading in the course can be used to help assess the quality of ourteaching. This can be used in our next accreditation cycle to show we are continuallyassessing the

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; Miriam Regina Simon, Ohio State University

Tagged Divisions

International

insuch a program with another 16.9% indicated they may be interested. With only 44.6%indicating they would not be interested.Results of seven questions directed at international experience and demographics, for 2 and 3 YrAlumni only, are summarized in Table 10. The table compares male and female responses aswell as the overall response rates. Numbers for ethnicity categories were too small formeaningful comparisons. Highlights that can be gleaned from the table would include: A much higher percentage of students traveled abroad for vacation (36.7%) than for study or work abroad (7.7%) or other academic reasons (5.3%). A high percent of the employers of the graduates (77%) do business outside the US; with 39% of graduates working on

Conference Session

Learning and Assessment III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Raghu Echempati, Kettering University; Anca L. Sala, Baker College, Flint

Tagged Divisions

Mechanical Engineering

classroomsettings as well as a variation of the intervention which expands its applicability to large classes(the previous study was performed in small classroom setting). Data will be collected from thesecourses and analyzed to see if general conclusions can be drawn that support the cognitive modelstudies presented in the literature. The idea of this study is to enhance student motivation tocomplete the assigned homework more thoroughly, as originally intended by assigninghomework, with the assumption that better learning will occur. To assess the effectiveness of theinterventions, the performance of control and experimental student samples on exams iscompared and student attitudes are surveyed. Results based on student learning and motivationsurvey show

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Xingya Xu, George Mason University; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

Paper ID #18752Examining Learner-driven Constructs in Co-curricular Engineering Envi-ronments: The Role of Student Reflection in Assessment DevelopmentDr. Lori C. Bland, George Mason University Lori C. Bland, Ph.D., is an associate professor at George Mason University. She teaches courses in edu- cational assessment, program evaluation, and data-driven decision-making. Bland received her Ph.D. in Educational Psychology from the University of Virginia. Her current research focuses on identifying, ex- amining, and assessing learning and professional outcomes in formal and informal learning environments in K-12, higher

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Rukangu, University of Georgia; John Ray Morelock, University of Georgia; Kyle Johnsen, University of Georgia

Tagged Divisions

Computers in Education Division (COED)

what we called the "simple task", which required them to pick up a block with the robot, rotate it to a specificorientation, and place it back down in a specific spot (Figure 3). The purpose of the simple task was to give studentsa chance to get used to the controls with a relatively easy goal in mind. Students then conducted what we calledthe "complex task." This task involved picking up and rotating three blocks (one large, medium, and small) that werescattered around in different orientations, and stacking them as a pyramid in a specific location and orientation. Thepurpose of the complex task was to challenge students to apply their knowledge of the system to a task that is moreinvolved and builds upon itself.Once students finished the desktop

Conference Session

COED: Online and Remote Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

James Edward Toney, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Interface Programming with App Designer 6. SimulationsThe first 3 units contain the core material that constitutes basic proficiency in MATLAB;completion of these units is therefore sufficient for a minimum passing grade. The latter 3 unitsdeal with more specialized or advanced topics; completion of all units is necessary to earn an Agrade.Each unit has a single summative assessment (unit exam) and two types of formativeassessments: programming exercises, which are short problems, typically requiring less than 10lines of code, and application assignments, which require longer, more complex programs. Theexercises are implemented in the MATLAB Grader platform from Mathworks [5], an auto-grading system that facilitates mastery learning by allowing