Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua C. Palmer, Southern Illinois University - Carbondale; Kenneth D. Birchler, Southern Illinois University; Joseph David Narusis, Southern Illinois University; Rhonda K Kowalchuk, Southern Illinois University - Carbondale; Bruce DeRuntz, Southern Illinois University - Carbondale

Tagged Divisions

Engineering Leadership Development Division

Conference Session

Curriculum and Assessment I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asuman Cagla Acun Sener, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Olfa Nasraoui , University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

classroom and 2) it serves as a case study for a proposeddata science pipeline for educational data. As part of the flipped class, the instructor had studentscompleted assignments in an online homework system before each class meeting and workreadiness assessment tests (RATs) at the beginning of each class. The RAT scores were recordedin excel and combined with student performance data that was exported from the onlinehomework system. Paper exams were administered at the end of each unit, and combined withRAT scores, lesson assignment scores, and demographic data. A combination of data miningand classical statistical techniques were used to reveal the trends and peculiarities in the data,without having a specific question or topic to investigate

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Laura Melissa Cruz Castro, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and teaching assistant training.Ms. Laura Melissa Cruz Castro, Purdue University, West Lafayette Laura Cruz is native to Bogot´a, Colombia, where she obtained her Bachelor degree in statistics from Universidad Nacional de Colombia. Her passion has been always education. Laura Cruz is currently an Engineering Education Ph.D. student at Purdue University in West Lafayette, where she is working in Education Assessment, specifically in high-quality assessment practice in engineering education. c American Society for Engineering

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

students’ frustrations are productive, we believe, an important part of growth andtransformation, while other frustrations are less so, and even counter-productive. The same couldbe said of our own frustrations. After intense workouts, by analogy, it can be hard to tell whichare the useful pains of exertion, and which the pains of injury. What we need, and what thispaper addresses, is a productive way to think through these pains.What Should Students Learn about Sustainability?Our first step in assessing our first-year students and our living-learning program itself is toidentify what we want them to be learning. Because we began our program with existing courses,we began with inherited course objectives, which had to be adjusted. We are still

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Ph.D. in Civil Engineering from the University of Colorado Boulder.Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She serves as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Brackin, Rose-Hulman Institute of Technology; J. Darrell Gibson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

AC 2007-2366: CAPSTONE DESIGN PROJECTS WITH INDUSTRY: USINGRUBRICS TO ASSESS STUDENT DESIGN REPORTSPatricia Brackin, Rose-Hulman Institute of Technology M. PATRICIA BRACKIN is an Associate Professor of M.E. at Rose-Hulman Institute of Technology where she teaches a variety of design courses, and graphics. Her BS and MS are from the University of Tennessee in Nuclear Engineering and her Ph.D. is from Georgia Institute of Technology in ME. She has also been an Associate Professor at Christian Brothers University. Her industrial experience includes Oak Ridge National Laboratories and Chicago Bridge and Iron. She is a registered PE.J. Darrell Gibson, Rose-Hulman Institute of Technology

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Katie Grantham Lough, University of Missouri; Robert Stone, University of Missouri

Tagged Divisions

Design in Engineering Education

AC 2007-2705: ENABLING PROBABILISTIC RISK ASSESSMENT INSTRUCTIONDURING THE CONCEPTUAL DESIGN PHASE: FUNCTION-BASED RISKANALYSISKatie Grantham Lough, University of MissouriRobert Stone, University of Missouri Page 12.603.1© American Society for Engineering Education, 2007 Enabling Probabilistic Risk Assessment Instruction During the Conceptual Design Phase: Function Based Risk AnalysisAbstractMost decisions about a product, i.e. form, function, aesthetics, etc, are made during theconceptual phase of product design. Since those decisions not only impact productperformance but also product failures, methods to address the potential product failures(risks) should be

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

John Nazemetz, Oklahoma State University; Paul Rossler, Oklahoma State University; Martin High, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Design in Engineering Education

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Phillip du Plessix, University of Calgary; Graham Armitage, University of Calgary; Kara Chomistek, University of Calgary; Clifton Johnston, University of Calgary; Daryl Caswell, University of Calgary; Mohamed Nazir, University of Calgary; Marjan Eggermont, University of Calgary; Diane Douglas, University of Calgary; Brigit Knecht, University of Calgary

Tagged Divisions

Design in Engineering Education

importantpart of practicing responsible engineering. After implementing and assessing a health and safetytraining program at the Université de Sherbrooke, the following was noted: “Whether for thedesign of new machines or for the modification of existing machines, the engineer has to makedecisions that will have a major impact on the health and safety of workers. It is thus essentialthat the engineer be able to adequately assess risks” 9. For these reasons, providing safety trainingfor students will not only reduce the likelihood of accidents, but will give students an opportunityto learn about the importance of safety considerations in the design process

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Martin Grimheden, Royal Institute of Technology (KTH)

Tagged Divisions

Design in Engineering Education

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Ringenberg, University of Michigan; Elliot Soloway, University of Michigan; David Chesney, University of Michigan

Tagged Divisions

Design in Engineering Education

2.30 14) Overall, I felt that the team meetings were effective 4.09 15) Overall, I felt that the GSI was effective 4.64 16) Overall, I feel that a GSI is an effective resource for this course 4.77 Page 12.433.6 Figure 2: Results of End User Survey4.1 Assessment of Survey ResultsAfter studying the results of the survey, we discovered that the new GSI roles had an overallpositive impact on the course. In addition, we learned several

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Bernard Gallois, Stevens Institute of Technology; Rashmi Jain, Stevens Institute of Technology; Ian Denholm, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

, developing context diagrams and use cases on theirselected concept.Fig. 4 Crane Retrofit Project Fig. 5 Environmental Monitoring StationFor the conceptual stage, the use of a systematic evaluation of their ideas is encouraged throughthe use of a Pugh Matrix [2] in which concepts are plotted versus customer acceptance criteriaand are each rated based on an assessment of whether the concept can meet, exceed or does notmeet each of the criteria. The fifth stage would be to develop system specifications to guide thephysical realization of the design. However, this has been limited to a basic response in thecontext of the RFP due to time limitations.It should be noted that students are assigned to the groups in both Freshman design

Conference Session

ECE Pedagogy and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Owe Petersen, Milwaukee School of Engineering; Stephen Williams, Milwaukee School of Engineering; Eric Durant, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

accreditation processwithout a clear sense of the meaning and implementation of these items.This paper traces the development of the current definitions associated with ABET criteria 2 and3 and provides insights into the resulting impact on program and curriculum development,specifically, the assessment process.A useful understanding of objectives and outcomes can be achieved with a top-down approach.The process starts with the expected niche of the engineering world in which the graduates of anengineering program expect to pursue their intended/possible careers. The descriptors of therange of career paths and accomplishments expected of the graduates form the programobjectives. The academic input and contribution that would foster and enhance the

Conference Session

ECE Pedagogy and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Fadi Kurdahi, University of California, Irvine; Judy Shoemaker, University of California, Irvine; John LaRue, University of California-Irvine

Tagged Divisions

Electrical and Computer

holds a Ph.D. from the University of Kansas in educational psychology and research methods. She is currently serving as a consultant to the Henry Samueli School of Engineering, assisting with assessment of student learning outcomes. She has conducted numerous evaluations of educational programs, including programs funded by NSF, FIPSE and the Department of Defense. Before coming to UCI she was a program officer with the U.S. Department of Education and also worked for three years with the National Assessment of Educational Progress (NAEP).John LaRue, University of California-Irvine Page 12.448.1

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Shih-Liang (Sid) Wang, North Carolina A&T State University

Tagged Divisions

Design in Engineering Education

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Eric Johnson, Valparaiso University; Doug Tougaw, Valparaiso University; Kenneth Leitch, Valparaiso University; Barbara Engerer, Valparaiso University

Tagged Divisions

First-Year Programs

so much material is covered in the course, each exam tests only the previous 6-7 topicsand CSIs. The exams are primarily short problems, with some true/false and multiple choicequestions and are given in a common period.4. Fluid Mechanics ModuleFluid mechanics is one of twenty-six modules in the Fundamentals of Engineering course. It waschosen for assessment and reporting because it is a typical module in the middle of thecourse and because the concepts can be rather difficult for first-year students. A description andpartial content of each part of the fluid mechanics module is provided in the followingdiscussion.The lecture is provided in PowerPoint format for each instructor. The lecture is designed for a50-minute class period and

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan Freeman, Northeastern University; Beverly Jaeger, Susan Freeman and Beverly Jaeger are members of Northeastern University's

Tagged Divisions

First-Year Programs

assesses the effectiveness of changes made to somelearning modes. In addition to the student survey results, instructing faculty personal opinions of learningpotential and level of engagement for each mode are included along with faculty predictions of how thestudents would respond from their learner’s perspective. The data was used to establish how well we aseducators know our students. Results were evaluated to determine if (a) our prediction for an activitymakes a difference in how the students rate a learning mode for learning potential and level ofengagement and (b) if any mismatch exists in what we think and what they rate. This work providesexamples of the student and faculty surveys, proposes solutions, provides assessment to components

Conference Session

ECE Pedagogy and Assessment II

Collection

2008 Annual Conference & Exposition

Authors

Bruce Krogh, Carnegie Mellon University; Tsuhan Chen, Carnegie Mellon University; Tuviah Schlesinger, Carnegie Mellon University

Tagged Divisions

Electrical and Computer

Conference Session

ECE Pedagogy and Assessment I

Collection

2008 Annual Conference & Exposition

Authors

Charles Kim, Howard University; Mohamed Chouikha, Howard University; Veronica Thomas, Howard University

Tagged Divisions

Electrical and Computer

application and assessment of technology in engineering education.Mohamed Chouikha, Howard University Mohamed Chouikha received a Ph.D. degree in Electrical Engineering from the University of Colorado in Boulder in 1988. Since 1988, he has been with Department of Electrical Engineering at Howard University. Since 2000, he has been serving as the Chair of the EE Department. Dr. Chouikha’s research interests include Multimedia Signal Processing and Communications, Wireless Communications, and Home-networking. Dr. Chouika is the prime mover of the mobile studio inception and expansion into Howard University.Veronica Thomas, Howard University Veronica G. Thomas received a Ph.D. degree in Social Psychology from

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University

Tagged Divisions

Educational Research and Methods

is an increasing interest in getting engineering students to function onteams is the demonstrated impact of cooperative education techniques on student learning.Several meta-analyses 4, 5 of cooperative learning have shown a strong positive impact comparedto more traditional, competitive approaches. Students, however, needed to be trained inteamwork in order to obtain maximal benefit from such cooperative learning approaches. As aresult of the positive effect on students learning and engineering programs’ interest in developingteamwork skills in their graduates, a wide variety of resources on team building are becomingavailable. Such resources include team development handbooks 6, 7, formative assessment forstudents working on teams 8, and

Conference Session

Assessment Issues in Environmental Engineering

Collection

2008 Annual Conference & Exposition

Authors

Kevin Bower, The Citadel; William Davis, The Citadel

Tagged Divisions

Environmental Engineering

Institute of Transportation Engineers – District 5. Page 13.333.1© American Society for Engineering Education, 2008 Continuous Improvement of Environmental Engineering Curriculum in a CE Accredited ProgramAbstractThe development of the American Society of Civil Engineers (ASCE) Body ofKnowledge (BOK) guidelines for assessment of program outcomes provides an excellentbackdrop for monitoring and improving environmental engineering curriculum in a CEaccredited program. A department wide process has been developed which allowsfaculty to monitor individual student learning as well as tracking changes made to courseand

Conference Session

ECE Pedagogy and Assessment II

Collection

2008 Annual Conference & Exposition

Authors

Dale Buechler, University of Wisconsin-Platteville

Tagged Divisions

Electrical and Computer

the course more accessible and efficient. In-classtime savings were used to do more examples and to incorporate in class assessment techniquessuch as pair and share to determine the level of student understanding. I found that the changesthat I made to help the non-traditional students in my class helped improve the class for all of mystudents.Unlike at a traditional institution where non-traditional students are treated as an exceptioninstead of the rule, in this new collaborative program non-traditional students are the majorityand traditional students are the minority. As a result, the course design needs to be tailored to theneeds of non-traditional students and the validity of basic pedagogical assumptions had to beevaluated. In pedagogy

Conference Session

ECE Pedagogy and Assessment II

Collection

2008 Annual Conference & Exposition

Authors

Dorian Yeager, Grove City College

Tagged Divisions

Electrical and Computer

Conference Session

Assessment Issues in Environmental Engineering

Collection

2008 Annual Conference & Exposition

Authors

Gayle Davis, United States Military Academy; Michael Butkus, United States Military Academy

Tagged Divisions

Environmental Engineering

. Because ethical behavior is essential to the profession of engineering, ABET Inc., hasaddressed this topic in Criterion 3, outcome (f): graduates will have an understanding ofprofessional and ethical responsibility. The environmental engineering program criteria (ABETCriterion 9) also requires an understanding of professional practice issues.3 There are numerousexamples in the literature on how professional practice issues might be included in engineeringcurricula, but limited data on methods for assessment. The United States Military Academy (USMA) Environmental Engineering Program hasa robust military ethical education and training program that spans the entire four year WestPoint experience. It is thought that the moral character

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

assessments show that through repeated practice, peer leaders become more adept athandling larger numbers of students in group settings, and they become more confident andcapable in leading workshops. Systematic assessments show that students who are engaged Page 13.549.5through PLTL have higher grades, faster time to graduation, and improved retention ofundergraduate students. Students and peer leaders report that students arrive early to PLTLsessions and more fully engage in the process of acquiring conceptual understanding. Ongoingassessments suggest that students exposed to and use cooperative learning early in theirundergraduate careers more

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

pursue engineering) • What made you decide to leave engineering? (check all that apply): o To keep my scholarship. o My GPR isn’t high enough to declare an engineering major. o The courses are too hard (list courses) o I really am more interested in another field. o I’m ready to get a degree in something, and engineering will take too long. o I took interest inventories that helped me see that I’ll be happier in this new field. o General Engineering class(es) helped me see that engineering isn’t what I want to do (list courses)“Interest inventories” refer to one of various assessment tools given to students over thecourse of this study to help them

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

AC 2008-1884: A NEW TOOL TO ASSESS THE VALUE OF ACTIVE ANDPROBLEM-BASED LEARNING IN ENHANCING ENGINEERING STUDENTSELF-EFFICACYGary Halada, State University of New York at Stony Brook Department of Materials Science and Engineering Stony Brook University Stony Brook, New York 11794-2275 Page 13.74.1© American Society for Engineering Education, 2008 A New Tool to Assess the Value of Active and Problem-Based Learning in Enhancing Engineering Student Self-EfficacyAbstract:Self-efficacy, or belief in one’s own ability to learn, is a key predictor of success for engineeringstudents. I have developed and evaluated

Conference Session

ECE Pedagogy and Assessment I

Collection

2008 Annual Conference & Exposition

Authors

Steven Northrup, Western New England College; John Burke, Western New England College

Tagged Divisions

Electrical and Computer

strongly recommends to the community of engineering educators that similar tightlycoupled feedback loops be implemented across engineering programs. It is believed thatcontinuous improvement similar to the improvement demonstrated in this paper can be made atinstitutions of any size – all it takes is communication between the instructors of the tightlycoupled courses.Bibliography1. McGourty, J., Sebastian, C., and Swart, W, “Performance Measurement and Continuous Improvement of Undergraduate Engineering Education Systems”, Proceedings of the 1997 Frontiers in Education Conference, October 1997.2. Potter, L., Jo Min, K., and Peters, F., “Effecting Improvements in an Industrial Engineering Program by Applying Outcome Assessment

Conference Session

ECE Pedagogy and Assessment I

Collection

2008 Annual Conference & Exposition

Authors

Tokunbo Ogunfunmi, Santa Clara University

Tagged Divisions

Electrical and Computer

these are shown in Figure 1.The focus of this paper is on the Advanced DSP courses in the area of Speech: 1. ELEN 421 (Speech Coding I) (2 units) 2. ELEN 422 (Speech Coding II) (2 units) 3. ELEN 423 (Voice-over-IP) (2 units) Figure 1 : Some courses in the Graduate MSEE DSP Emphasis area Page 13.967.5The Speech Coding CoursesMany universities, including ours, continually strive to improve their programs by assessing itsimpact and learning outcomes and modifying, changing or deleting, adding courses based onacademic and industrial technology trends. This is actually required by the Accreditation Boardfor Engineering Technology

Conference Session

Pedagogy and Assessment III

Collection

2009 Annual Conference & Exposition

Authors

Jay Wierer, MSOE; Steven Reyer, MSOE

Tagged Divisions

Electrical and Computer

before the analogsignals course. While this is somewhat non-traditional, it appeared to be a logical choice. Thefaculty generally believed that the mathematics in DSP was simpler than in analog signals –there is no calculus, and the math is mostly algebra with some infinite series concepts. It wasbelieved that students would more readily grasp ideas of frequency content, spectrum, andfiltering. Additionally, teaching DSP first3 has been proven to be successful at other institutions.After two years of the new approach, the situation was assessed. As one measure, student gradesin the analog signals course were examined in both the pre-DSP and post-DSP programs.Somewhat to our surprise, grades in the analog course decreased slightly, as a whole