Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

Tom Thomas; Mohammad Alam

latest cycle, USA opted to seek accreditation under ABET’sEducational Criteria 2000 (EC 2000) program, a set of guidelines that is mandatory for allengineering programs. A self-study period followed by a site visit by an ABET team evaluatedthe Batchelor of Science in Electrical Engineering and Batchelor of Science in ComputerEngineering programs based on criteria in each of the following areas:1 • Students • Program Educational Objectives • Program Outcomes and Assessment • Professional Component • Faculty • Facilities • Institutional Support & Financial Resources • Program CriteriaThe required one-year self-study was performed in 1998 and an ABET site visit was conductedin October 1999. In August 2000, ABET

Conference Session

Assessing Teaching and Learning

Collection

2002 Annual Conference

Authors

Craig Somerton

compares favorably with their achievement on graded assignments.IntroductionAs part of the its response to Engineering Criteria 2000, each undergraduate course in theDepartment of Mechanical Engineering at Michigan State University has a published set ofcourse learning objectives (CLO). At the end of each semester, students complete a courselearning objective questionnaire in addition to the university’s Student Instructional RatingSystem (SIRS) form, which is the primary tool used to assess teaching at the university. Thecourse learning objective questionnaire asks the students to evaluate their achievement of thecourse learning objectives. However, this may not be a true indication of their achievement. Inan attempt to assess how true an

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Richard Jendrucko

Session 2609 Assessment and Discussion Versus Lecture Jack Wasserman, Richard Jendrucko University of Tennessee, KnoxvilleIntroductionThis paper will present several different uses of class time other than a traditional lecture tofacilitate learning. The methods are designed to facilitate communication between students andthe instructor so that a clearer understanding of areas for emphasis is obtained. The work, HowPeople Learn, by John Bransford, Ph.D. at Vanderbilt University emphasized the importance ofthe context of information as well as the use of modules to

Conference Session

Assessment of Entrepreneurship Programs

Collection

2003 Annual Conference

Authors

Jack McGourty

Session # 1354 Using Multisource Assessment and Feedback Processes to Develop Entrepreneurial Skills in Engineering Students* Jack McGourty, James Reynolds, Columbia University Mary Besterfield-Sacre, Larry Shuman, Harvey Wolfe, University of PittsburghThis paper describes initial efforts to link, evaluate, and further develop specific innovation-related skill sets among students working in an engineering design context. By integrating twoareas of research - innovation-related skills and multi-source assessment processes - the authorspresent efforts at Columbia University and the

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Rich Fries; Paul King; John Gassert; Joan Walker; Paul Yock; Sean Brophy; Jay Goldberg

Page 8.909.1 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education”include assessment, evaluation, and motivation by the instructor; it must include teamwork inproject development and presentation, and must include real projects.Session 2: What structures are used to teach design? (Goldberg) and What are the expectationsfor graduate design courses? (King) The actual structure used to teach design seems to vary, from heavily emphasis on simpleprojects (generally at the freshman level), to a combination of project work and affiliated lectureson the design process and interactions necessary to permit

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Donald Merino

the traditional course Pre-test X1 – High Y1 - Low Post-test X2 – High Y2 - HighNote: No significant difference expected between X2 and Y2All students were randomly assigned to class sections by the Registrar’s office at Stevens.Regardless of section or year, all students took the same three computer tutorials (A, B and C)over a one semester time period. Prior to each tutorial, before any instruction began, everystudent took a pre-test. The purpose of each pre-test was to assess the student’s pre-existingaccounting knowledge in a particular area prior to performing the computer tutorial in that area(A, B, and C). The post-tests were administered after the completion of each

Conference Session

Assessment of Graphics Programs

Collection

2003 Annual Conference

Authors

Michael Guerci; Douglas Baxter

. Graphics Concepts, Prentice Hall, Upper Saddle River, New Jersey, 2000.9. Sorby, Sheryl, Young, Michael “Assessment of a Visualization-Based Placement Exam for a FreshmanGraphics Course”, Proceedings, American Society of Engineering Education: Annual Meeting, Seattle,Washington, June, 1998.DOUGLAS H. BAXTERDouglas H. Baxter is the Director of CAD/CAM/CAE for the School of Engineering at RensselaerPolytechnic Institute. He has been at RPI since 1993 teaching Engineering Graphics and EngineeringDesign. He earned his Doctorate in Mechanical Engineering in May, 2002. Prior to working at RPI, hespent over ten years at International Business Machine Corporation where he worked as a heat transferanalyst and as a developer of IBM’s computer aided analysis

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Tricia Varvel; Stephanie Adams

dynamics: The psychology of small group behavior (3rd ed.), New York, McGraw-Hill, 1981.[8] R. Bayne, The Myers-Briggs Type Indicator: A critical review and practical guide, New York, Chapman & Hall, 1995.[9] I. B. Myers, Introduction to type, Palo Alto, CA, Consulting Psychologists Press, 1998. Page 8.124.8 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education[10] N. L. Quenk, Essentials of Myers-Briggs Type Indicator Assessment, New York, John Wiley & Sons Inc, 2000.[11] R. Zemke

Conference Session

Assessment of Entrepreneurship Programs

Collection

2003 Annual Conference

Authors

Harvey Wolfe

Conference Session

Assessment in EM Education

Collection

2003 Annual Conference

Authors

Bianey Ruiz; Stephanie Adams

structured team problem solving. Journal on Excellence in College Teaching, 7(3), 129-153.12. Sanders, D. A. (1995). Renewal of a flagging environmental engineering program: Start at the beginning. Journal of Engineering Education, 285-293.13. Anderton-Lewis, L., & King, T. (1995). An assessment of global communication awareness achieved through teamwork. Delta Pi Epsilon Journal, 39(1), 12-23.14. Gardner, B., & Korth, S. (1998). A framework for learning to work in teams. Journal of Education for Business, 74(1), 28-33.15. Miller, G., & Polito, T. (1999). The effect of cooperative learning team compositions on selected learner outcomes. Journal of Agricultural Education, 40(1), 66-73.16. Brauchle, P. E. & Evans, R

Conference Session

TC2K Issues and Assessment

Collection

2003 Annual Conference

Authors

Paul Lin; Harold Broberg

Session 1877 Reassessing Capstone Courses to Support TC2K Program Accreditation Paul I-Hai Lin and Hal Broberg Department of Electrical and Computer Engineering Technology Indiana University-Purdue University Fort WayneAbstract: An assessment and evaluation of an outcomes-based two-semesterundergraduate capstone design course in our electrical and computer technologycurriculum and its value for supporting TAC/ABET, TC2K accreditation was conducted.The discussion topics include course objectives and outcomes, description of projectdesign phases, assessment and evaluation

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Chad Washington; Alene Harris

Session 2609 FORMATIVE FEEDBACK: PROVIDING BIOENGINEERING PROFESSORS WITH QUANTITATIVE MEASURES OF THEIR TEACHING Alene H. Harris, Ph.D. Department of Teaching and Learning, Peabody College at Vanderbilt University Chad W. Washington Department of Biomedical Engineering, Vanderbilt University Abstract. The purpose of this work is to determine the effects of formative, quantitative feedback to bioengineering professors on the teaching of their lessons. For the past three years, members of the assessment thrust

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Marian G. McCord; Susan Blanchard

signals were measured and processed; (9) Other technological innovations that affectedthis specialized area; and (10) Improvements that are needed in the future. Students writing abouta body system were asked to describe much of the same material in addition to the anatomy,physiology, function, and medical relevance of their topic.These term projects are being used to assess the following objectives and outcomes (Figure 1) forwhat graduates of the B.S. in Biomedical Engineering should be able to do, as well as certainABET Criteria (given in parentheses): • Objective 1, Outcome b: Identify contemporary clinical issues and be able to discuss potential biomedical engineering solutions. (3a, 3e, 3j, 3k, 8) • Objective 2, Outcome

Conference Session

Assessment of Entrepreneurship Programs

Collection

2003 Annual Conference

Authors

Thomas K. Miller; Catherine E. Brawner; Matthew Ohland; Guili Zhang

NSF-sponsored SUCCEED (SoutheasternUniversities and Colleges Coalition for Engineering EDucation) Coalition, the EntrepreneursProgram aims to retain student interest in engineering by exposing undergraduate students to thedesign process early in their academic careers and by providing upper class students as mentors.Secondly, it seeks to teach students “real-world” skills such as teamwork, leadership, and thedynamics of entrepreneurship.Multiple approaches to assessment—qualitative means such as surveys and focus groups as wellas quantitative methods such as longitudinal assessment of retention and GPA—triangulate on thebenefit of the program. The design of program is discussed, so that it may serve as a modelprogram. This model should be of

Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

Omid Ansary; Walter Buchanan; Alireza Rahrooh

Session 3560 Controversial Aspects of the New ABET Criteria and its Implementation Omid Ansary, Alireza Rahrooh, and Walter W. Buchanan Penn State University/University of Central Florida/Northeastern University AbstractThis paper will address the problems that are associated with the new ABET criteria.Specifically, it discusses the “a through k” assessment criteria, problems of creating a processand maintaining the infrastructure that is required to validate the outcomes, the cost issuesrelated to the resources engaged in accommodating such a process, and how these issues

Conference Session

Assessing Teaching and Learning

Collection

2002 Annual Conference

Authors

John Dantzler; Kevin Whitaker; Jim Richardson

skills to function effectively in team-based work environments. And finally, Lewis et al.6 present a method for assessing the acquisition of team skills onstudent teams. They point out that while many engineering educators give team assignments,“Often missing is a systematic focus on helping students acquire team competence. Rarer stillare systematic attempts to evaluate student learning of teaming skills and competencies.”Overview of TIDE Program The TIDE freshman-engineering program grew out of a prototype freshman programdeveloped as part of the NSF-sponsored Foundation Coalition (FC), of which the University ofAlabama (UA) was a partner. The four thrusts of the Foundation Coalition were curriculumintegration, active learning

Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

Nilufer Gozacan; Reza Ziarati

vs.ISO 9000 Terms Used inManufacturing Education1. Management Responsibilities 1. Management Responsibilities2. Quality system principles 2. Quality Elements3. Contract review 3. Contracts with customers and4. Document control clients5. Purchasing 4. Document control6. Purchaser supplied product 5. Purchasing7. Product identification and 6. Client admission and supporttraceability 7. Student and programme records8. Process control I9. Inspection and Testing 8. Curriculum design, development a10. Inspection, Measuring and 9. Assessment and testing of clientsTest 10. Validity and

Conference Session

Assessment in EM Education

Collection

2002 Annual Conference

Authors

Bonnie McCormick; Jessica Matson; David Elizandro

program outcomes andobjectives; developing and working a strategic plan; and assessing the effectiveness of the planand related activities to accomplish the desired outcomes and objectives. Demonstrating thatprogram constituents have participated in the process is also an important part of the programmanagement process.The ABET 2000 program management features described above, number of faculty in theSchool, nature of the degree programs offered, and the decision to develop an engineering degreeprogram were major factors that influenced the faculty’s decision to adopt the ABET 2000Criteria for program management. The remaining sections detail the implementation of theABET 2000 Criteria in the School of MSE at UIW.Strategic PlanningA paradigm

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

Jon Dixon

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

William Dempster

the end of the period most groups had designed and constructed a cycle and one of theassembled bikes is shown in Figure 2. The post construction assessment of the design sshowed that most of the bikes were excessively heavy and impossible to control or were tooflexible for reliable operation. In either case there was a failure by the student to accountproperly for strength to weight issues. Figure 2 Students Monowheel DesignThe student’s designs were assessed using a number of methods including, oral presentation,a design report and group interviews. These were used to determine the student’s technicalunderstanding of the problem and effectiveness in a group-working environment. Theassessment exercise indicated

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

Myron (Ron) Britton

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Wayne Hager; Ronald Land

Session 2647 Pilot Survey: Graduate Satisfaction with ET Education at Penn State Ron Land, Associate Professor School of Engineering Technology and Commonwealth Engineering College of Engineering, Penn State University Dr. Wayne Hager, Head School of Engineering Technology and Commonwealth Engineering College of Engineering, Penn State UniversityAbstract: Engineering and Technology educators have always needed to assess the strengths andweaknesses of their programs

Conference Session

Assessment in EM Education

Collection

2002 Annual Conference

Authors

Terry Collins; Alisha Youngblood

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

John Wiggins

Section 1323 Becoming TC2K Compliant: Implementing Outcomes Based Assessment to Improve Engineering Technology Course Delivery John A. Wiggins, J.D., P.E., Assistant Professor Department of Engineering Technology New Jersey Institute of Technology ABSTRACTThe shift in the accreditation process in both engineering and engineering technology fromtraditional instructional models to curricula centered on outcomes based assessment presents achallenge to department chairman and program coordinators to meet the requirement of thesenew criteria. Similarly, this new criteria

Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Engineering Design Graphics

Therefore, engineeringgraphics faculty must be efficient in their delivery of course material while ensuring that studentsare learning and understanding the key concepts to engineering graphics.In order to enable faculty to identify key areas of student misconceptions in graphics, we havedeveloped a concept inventory for engineering graphics encompassing line-types, isometric andorthographic projection, scaling, section views, auxiliary views, and dimensioning. A conceptinventory is a highly structured standardized test designed to reveal concepts of high importancealong with student misconceptions about a specific body of knowledge. In addition to revealingstudent misunderstandings, concept inventories are now accepted as an assessment tool

Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald Wroblewski, Boston University

Tagged Divisions

Mechanical Engineering

, wind turbine components and performance, and technical and social issues. • Supplemental Learning Modules (SLM) for each course (accessed through the Students link in the main menu). These are PowerPoint presentations with accompanying video, created using the Camstasia screen capture program (Figure 5). Each SLM covers one aspect of wind turbines related to the core concepts associated with that course. Table 1 also lists the topics covered by SLM (to date). • External links • RSS (Real Simple Syndication) feed of wind turbine news.Future PlansSince CATs are intended to extend throughout all four years of the ME curriculum, theirimplementation and assessment is logically accomplished in stages. Based

Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey G Marchetta, University of Memphis; Edward H. Perry, University of Memphis; Carol Stephens, Norwich University

Tagged Divisions

Mechanical Engineering

as a member on the AIAA Microgravity and Space Processes Technical Committee. His interest in improving engineering education is supported by his experience in developing web-assisted material for his courses and the use of customizable, real-time, instruction assessment to improve the learning environment.Edward H. Perry, University of Memphis Professor and former department chair of Mechanical Engineering at the University of Memphis. Re- ceived B.S., M.S., and Ph.D. degrees from the California Institute of Technology. Two-time recipient of his university’s Distinguished Teaching Service award and a recipient of the Herff College of Engi- neering’s Outstanding Faculty Teaching Award. Currently Co-editor of the

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Denny C. Davis, Washington State University

Tagged Divisions

Mechanical Engineering

AC 2011-565: UNDERGRADUATE HOMEWORK ASSIGNMENTS THATACHIEVE DESIRED LEARNING OUTCOMESFiras Akasheh, Tuskegee University Dr. Akasheh is an Assistant Professor at the Mechanical Engineering Department at Tuskegee University. He joined in 2008.Denny C. Davis, Washington State University Dr. Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engi- neering education. He currently leads projects creating and testing assessments and curriculum materials for engineering design and professional skills, especially for use in capstone engineering design courses. He has been a Fellow

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

. Page 22.1198.1 c American Society for Engineering Education, 2011 Proposed Renormalized Grade Point Average Accounting for Class GPAAbstractAn adjusted grade-point-average (GPA) is proposed based on both the grade earned in a class, aswell as the grade distribution for the class. The purpose of the adjusted GPA is to moreaccurately assess performance among students. An “A” earned in a class with a low class GPAis a stronger measure of academic excellence than an “A” earned in a class with a high classGPA. The study looks at classes relevant to the mechanical engineering program over a threeyear period. Grade distributions in each class are compared, showing that

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

AC 2011-8: MENTORING WITH INDEX CARDS: AN EARLY INTRO-DUCTION TO FORMATIVE ASSESSMENT FOR NEW FACULTYJohn K. Estell, Ohio Northern University John K. Estell is a Professor of Computer Engineering and Computer Science at Ohio Northern Univer- sity. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagog- ical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Nathaniel Bird, Ohio Northern University Nathaniel Bird is an Assistant Professor of Computer Science and Computer