Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen Caroline Hurtado, Arizona State University; Dean Takeo Kashiwagi; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

Paper ID #10364An Assessment Tool for Using Videos and Rich Media in Construction Man-agement Curriculum - A Case StudyMrs. Kristen Caroline Hurtado, Arizona State University Kristen is a current PhD candidate in Construction Management at Arizona State University in the School of Sustainable Engineering in the Built Environment. She is also pursuing a Graduate Certificate in In- structional Design and Performance Improvement in the Mary Lou Fulton Teachers College. Kristen has experience teaching applied statics and estimating at the undergraduate level. She also instructs profes- sionals in her work and research in value

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard N. Shapiro, Iowa State University; Gloria Starns, Iowa State University

Tagged Divisions

Mechanical Engineering

opportunities and the challenges through two case studies. Thecourses described were offered concurrently as face-to-face and online sections of the samecourse. Every attempt was made to use effective pedagogy in each setting that involved engagedlearning, on-going formative and summative assessment, and significant interaction amongstudents and between the students and the instructor. We used Chikering and Ehrmann’s“Implementing the Seven Principles: Technology as Lever” [2] and “Seven Principles for GoodPractice in Undergraduate Education (Chickering and Gamson[3]) as guides. In each course, we Page 24.310.2attempted to use best practice as laid

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Jeffrey Allen, Michigan Technological University; Jason Blough, Michigan Technological University; James P. De Clerck, Michigan Technological University; William J. Endres, Michigan Technological University; Scott A. Miers, Michigan Technological University; Ibrahim Miskioglu, Michigan Technological University; Gregory M. Odegard, Michigan Technological University; Charles D. Van Karsen, Michigan Technological University; Paul J. Van Susante, Michigan Technological University

Tagged Divisions

Mechanical Engineering

feedback on options; CRC creates draft proposal and seeks further feedback.Design new courses: identify learning objectives. CRC proposes learning objectives for four new practice-based courses; faculty and staff provide input with sticky notes in lounge, and at follow-up meeting with survey to rate importance of each objective.Design new courses: identify learning assessments Course coordinators and smaller groups areand learning activities

Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Divisions

Electrical and Computer

delivery; and student engagement in the classroom. Data collectedfrom these anonymous surveys provided real-time formative feedback that helped faculty to reactjust in time to address issues related to student learning process. In addition to providingcontinuous feedback, this process has also shown to help students develop their metacognitiveknowledge and therefore become more responsible towards their academic success. It alsohelped the instructor to understand the cognition profile of the student cohort to ultimately adaptthe course content, pedagogy, and assessment to achieve an optimal learner-centric environment.The effectiveness of this approach was verified by assessing the students’ performance in pre andpost exams. The pre exam was

Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mohammed Taqiuddin Taher, DeVry University, Addison; Ahmed S. Khan, DeVry University, DuPage

Tagged Divisions

Electrical and Computer

(hardware) and Multisim-8 (Simulation software). Afterpracticing the circuits in the class, the whole group was given a simulation lab of buildingcircuits using Multisim-8 for each of the topics covered in the class. The labs were given on aspecific topic after covering the corresponding lecture component of that topic. All of thestudents in the participating class section were also given lab assignments that provided an equaland independent chance to build circuits using simulation software. After completing all practicelabs (using Multisim-8) on each of the topic, students were given a two—hour mid-term(problem solving exercise) to assess the acquisition of domain knowledge. The grades of thestudents who completed the mid-term (simulated lab

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Hamworthy Combustion; Lynna J. Ausburn, Oklahoma State University

Tagged Divisions

Mechanical Engineering

Morgan StateUniversity were predominantly assimilators.15 Larkin-Hein and Budny gave specific instructionaldesign recommendations for each type of learning style for engineering students.16 However,Holvikivi argued that despite its popularity, the use of learning styles testing in engineeringeducation is poorly understood.17 Another problem with learning styles is that they have beendefined and tested in a variety of ways which makes it difficult to compare studies and generalizeresults.18A potentially beneficial alternative to the standard definitions and assessments for learning stylesis known as learning strategies. Learning strategy preferences, like traditional learning styles,are important characteristics that vary among learners. Conti

Conference Session

Learning and Assessment II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Randy Dean Kelley P.E., University of Pittsburgh, Johnstown

Tagged Divisions

Mechanical Engineering

Conference Session

CAD Assessments, Trends and Applications

Collection

2013 ASEE Annual Conference & Exposition

Authors

Srikanth B Pidugu, University of Arkansas, Little Rock; Mamdouh M. Bakr, University of Arkansas, Little Rock; Swaminadham Midturi, University of Arkansas, Little Rock; George P Tebbetts, University of Arkansas, Little Rock

Tagged Divisions

Engineering Design Graphics

Education, 2013 Assessment Process Using the First Year Computer Graphics Course at University of Arkansas at Little RockAbstract Continuous improvement is an important requirement for Engineering Technologyprograms that are undergoing the accreditation review process by Engineering TechnologyAccreditation Commission (ETAC) of ABET. This issue will remain important in the future asABET emphasizes the importance of a continuous improvement process in their review processas it benefits both instructors and their students. The faculty of the Mechanical EngineeringTechnology (MET) program at the University of Arkansas at Little Rock (UALR) developed ageneral assessment method to evaluate the student outcomes of

Conference Session

CAD Assessments, Trends and Applications

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Chirag Patel; David Joseph Tortoriello; Justin Baldacci, ASME Northeastern chapter; Jeffrey Speroni

Tagged Divisions

Engineering Design Graphics

activities designed for the studentdriven course and to provide assessment information on the course’s effectiveness. Itwill also present details and insights for administering these learning experiences forthose who may consider using undergraduate teaching assistants to supplement a course.BackgroundAt Northeastern University, the first-year engineering curriculum is common for allmajors and the general engineering courses each year typically have about 25 separatesections of approximately 30 students each. The College of Engineering requires anEngineering Design course during the entering semester in which learning principles ofengineering and design is accomplished through active learning in areas such as needsassessment and problem formulation

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Richard Devon

divergence in the scope ofthe information and knowledge assembled in support of the design process, as more avenues areexplored and more stakeholders considered. Even the sheer volume of information growsrapidly. This divergence begins with the development of the problem through such processes asstakeholder identification; market assessment; project planning; team creation and management;establishing the use, needs, metrics, and constraints of the technology; and benchmarkingcompeting products and services. These processes lead to the final divergent conceptual designstages, which are completing the problem definition and concept generation. This stage is thenfollowed by a convergent process focused on decision-making more than questions that

Conference Session

Assessing Where We Stand

Collection

2005 Annual Conference

Authors

Steve Eisenbarth; Kenneth Van Treuren

Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering Educationefficiency, and end-of-life resource recovery. While most programs have elements of liberaleducation, particularly in its humanities and social science courses, most programs do notunderstand or assess the impact of these courses on the student's design experiences.Clive L. Dym of Harvey Mudd College states, that most engineering programs look far morealike than not.14 He asserts that the curricula are highly constrained so significant change is hardto envision or implement. He observes four conclusions about curricula. First, long serial coursesequences leave little flexibility and create disjointed or

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Julie Petlick; Alice Scales; Aaron Clark

prototyping was mentioned morethat any other area. Areas mentioned more than once included assessment, working withsecondary schools, and on-line instruction. The survey also asked participants to identifycurrent or previous sources of funding for their research. The responses to this questionindicated that the National Science Foundation (NSF) was the most mentioned source,followed by grants from private industry. When asked what grants participants are currentlyinvolved with, no one grant or funding title was mentioned more than once.The survey asked participants about the types and topics of research they were mostinterested in for the future. The most frequently mentioned area was outreach to high schoolstudents, and the second most frequently

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Kendree Sampson; Darin Ridgway; Valerie Young

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Gregory Watkins

Conference Session

Assessment & Evaluation of Graphics Programs

Collection

2004 Annual Conference

Authors

Aanstoos Theodore; Thomas Krueger; Ronald Barr

Conference Session

Assessment & Evaluation of Graphics Programs

Collection

2004 Annual Conference

Authors

Julie Petlick; Alice Scales

of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education"References1. Wild, C.J. (May, 1994). Embracing the “wider view” of Statistics. The American Statistician, 48 (2), 163-171.2. Snee, R.D. (1990). Statistical thinking and its contribution to total quality. The American Statistician, 44, 116-121.3. Chance, B.L. (2002). Components of statistical thinking and implications for instruction and assessment, Journal of Statistics Education, 10 (3).4. Scales, A.Y. (October, 2003). Non-parametric statistics analyses and their application to educational research studies. Paper presented at the Engineering Design

Conference Session

Assessment & Evaluation of Graphics Programs

Collection

2004 Annual Conference

Authors

Kathleen Harper; Frederick Meyers; John Demel; Frank Croft

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

Cyrus Hagigat

the context of online coursedelivery. The intent of these strategies is the alignment with academic standards in such areas ascourse development, faculty training, student services, learning resources, infrastructure, andoutcome assessment.7V.A.7: In response to item V.A.2, the university assures adequacy of technical and physical plantfacilities including appropriate staffing and technical assistance for supporting its electronicallyoffered programs. The university continually researches and implements the latest in availablehardware, balanced by financial practicality and essentiality relative to delivery of course materialand/or for the support of students, faculty and staff. Staffing consists of administrative, softwareapplication and

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

John Ventura

a plan of action tomeet the EC-2000 criteria for an engineering program at a local university.The implications of the EC-2000 guidelines are that educators in engineering developcurriculum and assessment tools based on program outcomes. ABET does not stipulate themethods used in the development and assessment process. However, ABET demands thatinstitutions demonstrate the pedagogy used to achieve learning objectives as well asevidence of assessment and continuous improvement. As a consequence of this freedom inprogram development, engineering faculty now have the flexibility to meet student,industry, and institutional needs.Keywords: accreditation, engineering education, assessment, curriculum, online learning

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

Joseph Wunderlich

PurdueUniversity.II. “ABET 2000”, The New Accreditation StandardsAny examination of the evolution of ABET accreditation standards over recent years will alwaysaddress the changes made in “ABET 2000” over “ABET 98”; most notably, a change fromsomewhat “prescribed” requirements to more “self-determined” measurements. For ABET 2000, aprogram must: 1) Set goals. 2) Have an internal assessment process involving all significant contributors to the program. 3) Document assessment results (based on “Outcomes”). 4) Demonstrate that results are used to continuously improve the program.For “Continuous Improvement”, departments must not only emphasize a commitment tocontinuous improvement, but must establish “traceable” achievements

Conference Session

Assessment Strategies in BAE

Collection

2003 Annual Conference

Authors

Ann Kenimer; Jim Morgan

pollution. For example, if you believe an understanding of hydrology is important for understanding water erosion and sediment transport, draw an arrow to indicate that linkage. For each arrow you draw, be prepared to explain why that linkage is important. Your work on this assignment will not be graded, but you may be called upon to share your concept map with the class. When you have completed your diagram, answer the self- assessment question at the bottom of the page. • Contaminant Transport (movement of water quality constituents in runoff) • Fluid Mechanics • Introductory Soil Science • Behavior of Chemicals in the Environment • Water Erosion and Sediment Transport • Hydrology • Selection and Design

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Neal Jackson; Susan Magun-Jackson

up clear rules and adhering to them Futuristic - inspires others with their visions of the future Harmony - searches for consensus Ideation - finds connections between seemingly unrelated information and events Input - wants to know more and often collects all types of information Intellection - is introspective and values intellectual discussions Learner - has a need to learn and continuously improve Strategic - creates alternative ways to proceedThe StrengthsFinder Profile is an on-line assessment tool. Through a secure Internet connection,the user is presented 180 statements. For each statement the user is asked to indicate how he

Conference Session

Assessment of Graphics Programs

Collection

2003 Annual Conference

Authors

Holly Ault

research into the question of how best to introduce 3D solid modeling in order to havean impact on the development of these skills.One method of assessing student development is through the use of standardized tests. In the areaof engineering graphics and visualization, the Purdue Spatial Visualization Test: Rotations8 hasbeen widely used. This test asks students to visualize the orientation of object rotations. Morerecently, Young & Sorby9 have developed a more comprehensive test with fifty (50) questionscovering nine different visualization skills. Page 8.26.1 Proceedings of the 2003 American Society for Engineering Education Annual

Conference Session

TC2K Issues and Assessment

Collection

2003 Annual Conference

Authors

James Higley; Gregory Neff; Susan Scachitti

for programs? It means that faculty and administrators must beprepared to prove that their students at the end of the program satisfy the required a through koutcomes of Criterion 1. Program criteria developed by professional societies must be satisfiedand continuous improvement processes based on assessment data evaluation must be in placeand producing results. Additionally, program objectives that satisfy constituents and areconsistent with the institution’s mission, goals, and objectives need to be defined and datagathered on graduates to show the quality of the program in meeting these objectives.The authors are drawing on their TC2K program evaluator experience and on their TC2Kevaluator training to prepare their programs at Purdue

Conference Session

Course and Program Assessment

Collection

2003 Annual Conference

Authors

Abi Aghayere

Session 3649 Assessing the Impact of the Concrete Canoe and Steel Bridge Competitions on Civil Engineering Technology Students Valerie L. Sirianni, Kerin E. Lee, Matt D. LeFevre, James W. Lindholm Abi Aghayere, Maureen Valentine Rochester Institute of TechnologyAbstractThe new accreditation criteria (TC2K) of the Technology Accreditation Commission of ABETrequire an assessment of Program Intended Learning Outcomes. Some of the learning outcomesrequired by the “a” through “k” and the Civil criteria of TC2K include leadership skills,teamwork skills, project

Conference Session

Advisory Boards & Program Assessment

Collection

2003 Annual Conference

Authors

Michael Cutlip

undertaken at each meeting. This can become an Page 8.362.4 Proceeding of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationimportant part of the continuing assessment needs of the ABET accreditation. A three or fouryear cycle could have subgroups of the Board review and assess all of the core undergraduatecourses as well as the entire curriculum. Task Force SessionsThe Board or a subset of Board members, selected faculty members, and student representativescan consider specific important matters. An example here might

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Peter Mente; Marian McCord; Joni Spurlin; H. Troy Nagle; Susan Blanchard

in Biomedical Engineering. Due to the overwhelmingly positiveresponse of students to the Biomedical Engineering Concentration, the BAE faculty voted in1997 to develop a separate B.S. in Biomedical Engineering (BME). In May 2001, the Board ofGovernors of the University of North Carolina system approved the establishment of the B.S. inBME, and the new degree program, which is strongly supported by both the College ofEngineering and the College of Agriculture and Life Sciences at NC State and is the only state-supported B.S. in BME in North Carolina, became effective in August 2001.II. Development of Program Educational Objectives, Outcomes, and Assessment MethodsThe initial program educational objectives (PEOs) for the BME program (Figure

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Paul Kauffmann; William Peterson

choose from a wide range of routes and, as a result, every aircraft will be a potential “first plane at risk” in unknown turbulence areas.Are forward sensing turbulence systems a feasible alternative to reduce aviation injuries? ShouldNASA continue funding research in this area if the goal is to produce a system (or systems) thathas high potential for introduction into the market place? Data to support analysis of thisquestion follows.Turbulence Related InjuriesIn either a regulatory driven or market driven adoption scenario, a starting point for assessing thefeasibility of turbulence sensing technologies is evaluation of the injury impact of turbulence. Thissection examines data from two sources that may be useful to assess turbulence

Conference Session

Assessment of Graphics Programs

Collection

2003 Annual Conference

Authors

Sheryl Sorby

courses at Michigan Tech and will present assessment results that comparegraphics performance achieved with that achieved prior to the adoption of the first-year engineer-ing program.IntroductionIn recent years, several universities have adopted common first-year engineering programs. Thereare many advantages inherent to a common first year of engineering studies. Students are able tospend a year making up their minds about which engineering discipline they wish to pursue,before committing to a specific program. Since many 18-year olds do not typically understand thedifferences between engineering disciplines, and since many of our programs are relatively“unknown” (such as materials, geological, etc.), enabling students to spend a year exploring

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman; Monica Schmidt

Paper 2003-1462 The In-class Use of Assessment and Rubrics by Student Groups to Improve Presentation Performance in Biomedical Engineering Jack Wasserman, Monica Schmidt, Richard Jendrucko University of Tennessee at Knoxville Abstract After many years of teaching, the shift of perspective to student learning has provided the most satisfying results. The student performance has exceeded all expectations based on past courses. In addition, it is now much easier to evaluate student progress in areas that do not require a specific numerical answer. The student response has