Conference Session

Pedagogy and Assessment I

Collection

2009 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Elizabeth Godfrey, University of Auckland

Tagged Divisions

Electrical and Computer

investigations, and draws parallels with the results ofresearch conducted elsewhere.The Diagnostic Test, Initial AnalysisIn 2007 and 2008, the diagnostic assessment was administered (without prior warning) on thesecond day of the ELECTENG 101 course. This 30-minute assessment consisted of 22questions. The first 20 questions were multiple-choice while the final two questions werefree-response. The multiple-choice questions (worth 1 mark each) covered simple circuittheory (involving batteries, switches, light bulbs and resistors), forces exerted on charges andcurrents in magnetic fields, and electromagnetic induction. The first free-response questionaddressed simple circuit analysis (worth 3 marks), while the second addressed simplealgebraic manipulation

Conference Session

Pedagogy and Assessment I

Collection

2009 Annual Conference & Exposition

Authors

Shanmugalingam Easwaran, Pacific Lutheran University

Tagged Divisions

Electrical and Computer

Conference Session

Pedagogy and Assessment I

Collection

2009 Annual Conference & Exposition

Authors

Shanmugalingam Easwaran, Pacific Lutheran University

Tagged Divisions

Electrical and Computer

Conference Session

Student Learning and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Benxin Wu, Illinois Institute of Technology

Tagged Divisions

Mechanical Engineering

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Jean-Claude Thomassian, State University of New York, Maritime College; Anoop Desai, Georgia Southern University

Tagged Divisions

Electrical and Computer

insight of engineering basics and to complementtraditional teaching methods. It also explores the evaluation outcomes of student outlook towardsmedia based modules. This development as well as lessons learned in the first two years ofMedia Based Modules in undergraduate engineering courses namely, Circuits, Electronics,Network Analysis, Matlab/Java in computing for engineers, and C++ for digital computation isexamined and some figures are presented. A concluding section is offered that evaluates theeffectiveness of complementing traditional teaching methods with Media Based Modules.IntroductionThis paper provides the results of a survey and feedback of an assessment prepared by studentson their outlook toward a media based instrument that was

Conference Session

Student Learning and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University; Enayat Mahajerin, Saginaw Valley State University; Anca Sala, Baker College

Tagged Divisions

Mechanical Engineering

AC 2009-2059: DEVELOPMENT OF AN ASSESSMENT PROCEDURE FORINTEGRATION OF MATHEMATICAL AND CAE TOOLS IN ENGINEERINGCOURSESRaghu Echempati, Kettering University Dr. Echempati is a Professor of Mechanical Engineering at Kettering University, Flint, MI. His area of expertise is Design and CAE. He is a member of ASME, SAE and ASEE.Enayat Mahajerin, Saginaw Valley State University Dr. Mahajerin is a Professor of Mechanical Engineering at Saginaw Valley State University, Saginaw, MI. His area of expertise is Computational Mechanics. He is a member of ASME.Anca Sala, Baker College Dr. Sala is an Associate Professor and Chair of the Mechanical Engineering Department at Baker College in Flint, MI. She is

Conference Session

Pedagogy and Assessment I

Collection

2009 Annual Conference & Exposition

Authors

Bill Yang, Western Carolina University; Amy Martin, Western Carolina University; Robert Adams, Western Carolina University; James Zhang, Western Carolina University; Kenneth Burbank, Western Carolina University

Tagged Divisions

Electrical and Computer

students in two similar level technical courses, one with a more traditional instructiondelivery and assessment and one with more elements of intentional learning, are compared.Besides regular course assessments and student feedback, we also conduct small group analysesand present results that compare the various aspects of the teaching and learning experience suchas teaching effectiveness and student experience.From the study, we can comfortably draw the conclusion that the students are more receptive tothe teaching methods that incorporate intentional learning elements. Even with a deficiency inimplementing such intentional learning methods as compared to the more traditional passiveteaching that an instructor is more familiar with, student

Conference Session

Student Learning and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Constantin Ciocanel, Northern Arizona University; Suzanne Pieper, Northern Arizona University

Tagged Divisions

Mechanical Engineering

additional component of the new format of the laboratory consistedof more hands-on opportunities being created for the students. Accordingly, in the problem-based module, the students were required to design and build a setup that allowed them toinvestigate experimentally a theoretical problem of their choice (upon approval by the labinstructor). For these experiments, the students were required to develop the laboratoryprocedure and the experiment handout such that a third party would be able to perform theexperiment without guidance. A set of measures was designed and implemented for eachlearning module. An assessment of student learning and development over time was performedusing these measures. The results of assessment are presented and

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; James Nelson, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

for Entrepreneurship and Information Technology (CEnIT).Patricia Brackin, Rose-Hulman Institute of Technology Dr. Patricia Brackin is Professor of Mechanical Engineering at Rose-Hulman University. Her research interests are engineering design and assessment. Page 14.619.1© American Society for Engineering Education, 2009 The Facilitation of Lifelong Learning Skills through a Project- Based Freshman Engineering CurriculumAbstractEngineering accreditation criteria, as well as the Engineer of 2020 report, list lifelong learning asa critical attribute of future engineers. While exercises

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College

Tagged Divisions

Engineering Libraries

substantive introduction to information literacy, building on first-semester writing intensive courses and a college-wide online quiz-tutorial to offer discipline-specific instruction in information literacy. This course lays the groundwork for additionalinformation literacy instruction throughout the engineering core curriculum and in the capstonedesign clinic.Information literacy topics are integrated with course material in mass and energy balances usingthe organizing vehicle of a semester-long project on Life-Cycle Assessment. The engineeringlibrarian taught a class that was tailored to the course and the LCA projects; developed a course-specific web site to direct students to relevant library resources they would use in completing theproject

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Yevgeniya Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

? (3) To which extent does passive involvement (i.e., no instruction or assessment of teaching techniques) in a student-centered educational environment affect faculty’s adoption of learner/knowledge-centered teaching approaches? Preliminary analysis indicates that most mathematics and physics faculty teaching in the project-based environment have student-centered intentions in teaching and the context in which the instruction is implemented (e.g., academic discipline) plays an important role in shaping faculty intentions and teaching approaches. Most faculty identify a need to continually adjust their conceptions of teaching to have a successful teaching and learning

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

AC 2009-1474: PEER AND SELF ASSESSMENT IN DEVELOPING TEAM SKILLSIN A CORE DESIGN SEQUENCEKeith Sheppard, Stevens Institute of Technology Keith Sheppard is a Professor of Materials Engineering and Associate Dean of Engineering at Stevens Institute of Technology. He earned the B.Sc. from the University of Leeds, England and Ph.D. from the University of Birmingham, England, both in Metallurgy. As Associate Dean, Sheppard is primarily responsible for undergraduate programs. He is a past Chair of the ASEE Design in Engineering Education Division.Edward Blicharz, Stevens Institute of Technology Edward Blicharz is a Distinguished Service Associate Professor in the Electrical and Computer

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Oliver Platts-Mills, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Design in Engineering Education

AC 2009-1509: A FRAMEWORK FOR ASSESSING THE INFLUENCE OFVARIATIONS BETWEEN INDIVIDUAL CAPSTONE EXPERIENCESOliver Platts-Mills, University of VirginiaReid Bailey, University of Virginia Page 14.28.1© American Society for Engineering Education, 2009 A Framework for Assessing the Influence of Variations between Individual Capstone ExperiencesAbstractWithin the boundaries of a single capstone course, the experiences of different studentscan vary greatly. Different students tackle different problems, work with different clients,are advised by different faculty and are organized into unique teams. Such a range ofexperiences within a single course is not typical; many

Conference Session

Pedagogy and Assessment I

Collection

2009 Annual Conference & Exposition

Authors

Ehsan Sheybani; Singli Garcia-Otero; Keith Williamson

Tagged Divisions

Electrical and Computer

and Technology hadtwo programs reviewed by the EAC and the Department of Mathematics and Computer Sciencehad one program reviewed by the CAC, respectively. There were many similarities anddifferences between the two, requiring internal controls, timelines, and processes to ensurecorrect completion of the requirements. Course and outcome coordinators and other facultyneeded guidance in preparing for the visit, managing additional administrative loads during therecord year, and in understanding how assessment improves their programs. This paper presentssome of the unique challenges of accreditation for new programs at a small HBCU setting andsolutions for implementing the required criteria. Although all of the areas mentioned above arediscussed

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Barbara MacAlpine, Trinity University; Mahbub Uddin, Trinity University

Tagged Divisions

Engineering Libraries

longer.Based on these responses, it was reasonable to say that the students learned about ways ofaccessing information beyond Google, could recognize which databases were most useful, andcame to appreciate that the research portion of their design work was both more demanding andmore productive than they had expected.Assessment, 2007/2008 Page 14.760.4During 2007 the Engineering Science Department requested an assessment by the librarian thatwould reflect progress toward the ABET Criterion Three Program Outcome that students attain“a recognition of the need for, and an ability to engage in life-long learning.”3 More specificallyfrom the information

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Ozdemir Gol; Jan Machotka; Zorica Nedic; Andrew Nafalski

Tagged Divisions

Electrical and Computer

f. information provided to the student about academic integrity as part of their course, and Page 14.435.2 g. where applicable, information about the student held in the academic misconduct database.”How to detect plagiarism?There is a number of ways by which plagiarism can be detected. These vary from the intuitive tothe sophisticated. In the case of text-based assessment tasks, such as assignments and reports, thestyle of writing may provide the basis for detection. For instance, if the text is written inimmaculate English by and large, but contains passages with syntax and spelling errors, theassessor would not be wrong in

Conference Session

Pedagogy and Assessment III

Collection

2009 Annual Conference & Exposition

Authors

Peter Osterberg, University of Portland; Aziz Inan, University of Portland

Tagged Divisions

Electrical and Computer

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

changes enabled the fulfillment of “a strong desire to movestudents straight into the engineering way of thinking”. The changes made were seen asmatching well with international calls for engineering education curriculum reform. This in-house program is very rare in an international landscape where the majority of first-yearengineering courses, are taught as service courses by faculty from mathematics and sciencedepartments with one or two design or hands-on introduction-to-engineering coursesproviding a taste of “real” engineering. This paper charts the evolution of that program, itsstrengths, challenges, weaknesses and ongoing evaluations with particular reference toinnovations in delivery and assessment in the context of an integrated

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Tom Bramald, Newcastle University; Sean Wilkinson, Newcastle University

Tagged Divisions

First-Year Programs

delivery and assessmenthas been refined each year and the module’s content has been extended to adopt varioussustainability literature including papers from professional bodies and learned societies. In themodule’s current form, engineering, academic and transferable skills are all introduced, practicedand assessed, four different forms of assessment are used, three different teaching environmentsattended, and the module leader is supported by a variety of staff including academics, guestlecturers from industry and construction site managers and operatives.Senior Academic staff have shown considerable support for the module and it wascomplimented by a professional accreditation visit that took place in the year of the module’sfirst outing. The

Conference Session

Pedagogy and Assessment III

Collection

2009 Annual Conference & Exposition

Authors

Robert Egbert, Missouri State University

Tagged Divisions

Electrical and Computer

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Aurenice Oliveira, Michigan Technological University

Tagged Divisions

Electrical and Computer

enter engineering programs asfreshman do not earn an engineering degree.The purpose of this paper is to discuss the main challenges and to share teaching methodsthat the author has used to encourage active learning and engagement among non-EEmajor students. The author addresses the use of technology for teaching, the use oflecture time effectively, the importance of well designed laboratory experiments, and useof basic simulation tools. Assessments of an introductory electrical engineering coursetaught following the author’s guidelines were performed to evaluate the teachingeffectiveness, and they indicate that the teaching methods have been successful inmeeting their objectives

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Peter Schmidt, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte; Linda Thurman, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; Patricia Tolley, University of North Carolina, Charlotte; Martin Kane, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

assistant Professor of Electrical Engineering at John C. Smith University. She has also worked as a Test Engineer at the Electrical Power Research Institute (EPRI) in Charlotte. Dr. Sharer’s research interests include assessment and modeling of the behavior of microelectronic devices and solid state materials. She has served in numerous mentoring and educational roles for undergraduates, high school and middle school students.Linda Thurman, University of North Carolina, Charlotte Linda Thurman is currently the Faculty Associate for Student Professional Development and Student Success for the Lee College of Engineering at The University of North Carolina at Charlotte. She has nine years of

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Esteban Rodriguez-Marek, Eastern Washington University; Min-Sung Koh, Eastern Washington University; Michael Brzoska, Eastern Washington University; Claudio Talarico, Eastern Washington University

Tagged Divisions

Electrical and Computer

Infineon Technologies, IKOS Systems (now Mentor Graphics), and Marconi Communications. His research interests include design methodologies for integrated circuits and systems with emphasis on system-level design, embedded systems, HW/SW co-design, system specification languages, and early design assessment, analysis, and refinement of complex SOCs. Talarico received a PhD in electrical engineering form the University of Hawaii at Manoa, and is a member of IEEE. Contact him at ctalarico@ewu.edu Page 14.1281.1© American Society for Engineering Education, 2009 Tribulations of a New Electrical

Conference Session

Pedagogy and Assessment III

Collection

2009 Annual Conference & Exposition

Authors

Chao Chen; Carlos Pomalaza-Ráez; Ma Oo

Tagged Divisions

Electrical and Computer

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University

Tagged Divisions

Electrical and Computer

AC 2009-400: DIRECT ASSESSMENT OF PROGRAM OUTCOMES IN ACOMPUTER SCIENCE AND ENGINEERING PROGRAMNeelam Soundarajan, Ohio State University Neelam Soundarajan is an Associate Professor in the CSE Dept. at the Ohio State University. His technical interests are in Software Engineering, Programming Languages, and in issues related to engineering education, including program assessment and improvement. Page 14.493.1© American Society for Engineering Education, 2009 Direct Assessment of Program Outcomes in a Computer Science and Engineering ProgramAbstractAlthough direct assessment

Conference Session

Manufacturing Education Innovation and Assessment

Collection

2006 Annual Conference & Exposition

Authors

David Wells, North Dakota State University

Tagged Divisions

Manufacturing

Conference Session

Manufacturing Education Innovation and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Priya Manohar, Robert Morris University

Tagged Divisions

Manufacturing

thinking to solve problems • Is a team player in a diverse, multi-cultural workplace • Establishes a strong network • Pursues continuous learning • Promotes safety, health and environmentally sustainable developmentThe university administration has expectations from the faculty in accordance withABET criteria. These expectations include: • Course content and delivery is aligned with program outcomes. • Faculty course assessment reports (FCARs) are prepared on time and any suggested modifications are incorporated next time the course is delivered so that the loop is closed. • Faculty design student assessment tasks that facilitate quantitative measurement of ABET outcomes • Performance benchmarks are achieved in

Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Richard Turton, West Virginia University; Joseph Shaeiwitz, West Virginia University

Tagged Divisions

Chemical Engineering

2006-369: THE CHANGING CHE CURRICULUM – HOW MUCH CHANGE ISAPPROPRIATE?Joseph Shaeiwitz, West Virginia University Joseph A. Shaeiwitz received his B.S. degree from the University of Delaware and his M.S. and Ph.D. degrees from Carnegie Mellon University. His professional interests are in design, design education, and outcomes assessment. Joe is an associate editor of the Journal of Engineering Education, and he is a co-author of the text Analysis, Synthesis, and Design of Chemical Processes (2nd ed.), published by Prentice Hall in 2003.Richard Turton, West Virginia University Richard Turton received his B.S. degree from the University of Nottingham and his M.S. and Ph.D. degrees from

Conference Session

ECE Pedagogy and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Peter Mark Jansson; Ying Tang; Ravi Ramachandran, Rowan University; John Schmalzel, Rowan University; Shreekanth Mandayam, Rowan University; Robert Krchnavek, Rowan University; Robi Polikar, Rowan University; Linda Head, Rowan University; Raul Ordonez, University of Dayton

Tagged Divisions

Electrical and Computer

most successfulinnovations in engineering education [19]. It was the inspiration for the development ofthe Rowan University model and has been replicated at other institutions. Harvey Mudd Page 11.1329.8continues to rank second overall and third in EE/ECE specialties based upon theEngineering Dean’s reputation assessments reported by the US News and World Report.The curriculum at the Franklin W. Olin College of Engineering in Massachusettsis one of the newest on the scene for the BSECE degree. The goal of the curriculum is tomake sure that each student is taught their courses in integrated blocks of dual subjectareas with a strong project element. It

Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Jean Layne, Texas A&M University; Lale Yurttas, Texas A&M University; David Ford, Texas A&M University

Tagged Divisions

Chemical Engineering

content, and how the learning process is designed, modeled,and assessed are all issues pertinent to curriculum reform. Recent studies of curricular reformhave suggested that increased attention to the process of curricular reform might lead to broader,deeper, and more lasting improvements1,2,16,17. With these studies in mind, the Departments ofChemical Engineering at Texas A&M University, Texas A&M University Kingsville, and PrairieView A&M University, as they began their journeys of curricular renewal in September 2005with support from the NSF DRL program, are constructing a process through which they hope toachieve sweeping and durable improvements.Challenges to sustainable departmental curricular reform are manifold. First, there