Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gilbert C. Brunnhoeffer III, Roger Williams University

Tagged Divisions

New Engineering Educators

teacher and an engaged, participative student. Alongthe way the student should learn how to explore gaining knowledge without the teacher in orderto instill life-long learning. The teacher usually also tries to instill a good work ethic as thestudent learns. For the mathematics and sciences courses this often involves assigning problemsets for the student to apply and practice the tools, techniques, and concepts presented in classand in the reading assignments. At regular intervals the student is tested on her or his ability toidentify and categorize problems, select the appropriate tools to solve the problem, and apply theappropriate problem solving steps to actually solve the problem. This testing exercise isdesigned for assessment and feedback

Conference Session

Learning and Assessment in ME 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Namhee Kim, Texas A&M University; Matilda (Tillie) Wilson McVay, Texas A&M University, Department of Mechanical Engineering; Arun R. Srinivasa, Texas A&M University

Tagged Divisions

Mechanical Engineering

Conference Session

Learning and Assessment in ME 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Andrew Roney, University of Denver; Breigh Nonte Roszelle, University of Denver; Matt Gordon P.E., University of Denver; Bradley Davidson, University of Denver

Tagged Divisions

Mechanical Engineering

first-year engineering experiences, engineering assessment, and active learning pedagogy.Dr. Matt Gordon P.E., University of Denver Dr. Matt Gordon is Professor and Chair of the Department of Mechanical and Materials Engineering. His research areas include numerical and experimental plasma physics, chemical and physical vapor depo- sition, electronic packaging, and bio-medical engineering. He has supervised to completion 26 MSME students and 5 PhD students. Publications include 1 book chapter, 32 journal publications, 47 refereed conference proceedings, 29 non-refereed publications, and 27 non-refereed presentations. He is respon- sible for funds as PI or Co-PI from 52 separate proposals totaling almost $6,500,000

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Edward Schmidt, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Samuel J. Dickerson, University of Pittsburgh

Tagged Divisions

New Engineering Educators

solutions too, should be available with the potential to be leveraged intheir education. These paradigms present challenges for cultivating student motivation,maintaining academic integrity and, ensuring deeper learning objectives are met because theyinvite the habit of “searching” for solutions instead of producing them. This study evaluates aparadigm shift with respect to course assessments by using Assignment-Quizzes as an innovativemeans to improve student engagement.For each course, students are provided an inventory of problems along with detailed solutionsand supplemental explanations as worked out by the instructor. Within a week, the instructoroffers a quiz that includes a problem directly from the inventory. This method was motivated

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ifte Choudhury, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Construction

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elissa Morris, Texas A&M University; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

analysis of the survey responses indicate the peer grading method successfullyreinforces and improves understanding of engineering design concepts. Proposals for revisionand improvement of the peer grading method based on the survey results are also discussed andremain as future work.1. IntroductionAccording to Torrance et al., the practice and study of assessment in education has experiencedthree major transitions – ‘assessment of learning’ to ‘assessment for learning’ to ‘assessment aslearning’ where assessment dominates learning experiences [1]. Considering the potential ofassessment to significantly contribute to student learning, a peer grading method is integratedinto a graduate-level engineering product design course. Peer grading is a well

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Ghaly P.E., Union College

Tagged Divisions

Engineering Ethics

expressedargument. The students could see for themselves how seemingly small issues couldballoon into big problems. They could also see how thoughtfulness, wisdom, and goodcommunications could deflate a volatile situation before it gets out of proportion. Theinstructor’s goal out of this classroom discussion was twofold: get the students to thinkloud and express their opinions in an environment where no one is disrespected, and tohelp the students grow professionally as they are asked and encouraged to talk and feelfree to express their mind without fear of being judged.5. Assessment of learningAssessment of student learning in this course involved several tools as detailed below: 1. Students were required to be prepared to share with the class a current

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

performanceand participation assessments has not been conducted. In the present study, we have evaluatedteam composition over a six-year period, five of which included randomizing the teams in thefirst semester and then allowing students to self-select in the spring. In an intervention year, weallowed students to self-select both semesters, providing a comparative group with which toinvestigate the impact of team formation approach on dynamics and performance throughouteach academic year.We analyzed data from 139 student teams, consisting of 522 students total, calculating thepercentage of each team remaining together from the first to the second semester of the sequence(excluding students who took the course out of sequence). We then examined

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Peter Wesley Odom, Purdue University - Department of Engineering Education; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

Paper ID #26859Statistical Analysis and Report on Scale Validation Results for the Engineer-ing Ethical Reasoning Instrument (EERI)Peter Wesley Odom, Purdue University - Department of Engineering Education Wesley is a PhD student in Engineering Education at Purdue University. His primary research interests surround assessment technologies, the psychology of student learning of STEM subjects, ethics, and international community development.Dr. Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering) Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

MinoritiesAbstractHistorically, institutions have struggled to increase the number of underrepresented minority(URM) students completing computer science and computer engineering undergraduatedegrees.There are many potential obstacles to student success. Faculty that teach the large programmingcourses at our university identified three particular obstacles to diversity in computer science andcomputer engineering: stereotyped traits, perceived abilities, and learning environment.Identifying implicit bias and imposter syndrome as components of these obstacles, weimplemented a series of activities designed to lessen the impact of implicit bias and impostersyndrome on our students in large-enrollment introductory computer programming courses.One element of assessing the

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Jin Woo Lee, University of Michigan; Prateek Shekhar, University of Michigan; Jan Stegemann, University of Michigan

Tagged Divisions

Biomedical Engineering

Department at the Uni- versity of Michigan. His research is focused on examining translation of engineering education research in practice, assessment and evaluation of dissemination initiatives and educational programs in engineer- ing disciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communi- cation Engineering from India.Prof. Jan Stegemann, University of Michigan Jan Stegemann is a Professor in the Department of Biomedical Engineering at the University of Michigan in Ann Arbor. He received BS and MS degrees in Chemical Engineering from the University of Toronto. Prior to

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

David O. Johnson, University of Kansas; Molly A. McVey, University of Kansas; Christopher Patrick Melgares, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

S. Cyrus Rezvanifar, University of Akron; Rouzbeh Amini, University of Akron

Tagged Divisions

Biomedical Engineering

student satisfaction. Journal of Career Assessment, 10, 315-326.[13] Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14, 92-115.[14] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.[15] Tourangeau, R. et al. (2004). Spacing, position, and order: Interpretive heuristics for visual features of survey questions. Public Opinion Quarterly, 68(3), 368-393.[16] Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.[17] McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Kayla Chapman, University of Toledo

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

website is: http://www.utoledo.edu/engineering/chemical-engineering/liberatore/Kayla Chapman, University of Toledo c American Society for Engineering Education, 2019 Reading anytime: Do students complete missed readings after the due date when using an interactive textbook for material and energy balances?AbstractBig data is driving decision making in many industries, and similar, quantitative assessments canbe applied to engineering education when appropriate tools are deployed. In this study, a fullyinteractive online textbook, Material and Energy Balances zyBook, has been used to quantifyreading and homework scores. In total, three cohorts of data representing over 280 students andalmost 300,000 reading

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Garett Young, Arkansas Tech University; Edward Carl Greco Jr., Arkansas Tech University; Scott Marks Jordan, Arkansas Tech University; Thomas Galen Limperis, Arkansas Tech University

Tagged Divisions

Electrical and Computer

corrplot was used to implement this in the Rlanguage [10]. A proportional odds logistic regression (polr from the MASS package [11]) wasperformed on the data with earned grades in Circuits I as a response and various other data(earned Calculus I grades, Adjusted Cumulative GPA, ACT scores, etc.) as a linear predictor. AType III ANOVA analysis was applied to the output of the regression. A single predictor wasutilized for each model run. For the glm model, the R package rapportools was utilized with thefunction glm [12]. The data was randomly partitioned into training and testing sets and areceiver operating characteristic (ROC) analysis was performed to assess the classificationability of the most optimal set of parameters in the model.Correlation

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinhui Wang, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise Anne Basque, Ecole Polytechnique de Montreal; Christine Brodeur, Ecole Polytechnique de Montréal; Manon Du Ruisseau, Ecole Polytechnique de Montreal; Jimmy Roberge, Ecole Polytechnique de Montreal; Arina Soare, Ecole Polytechnique de Montreal; Marie Tremblay , Ecole Polytechnique de Montreal

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

in the number ofstudents attending these sessions, important changes were made to the type of learningassessment. At first, the students were required to produce a portfolio related to their researchprojects that the librarians graded and to which they suggested ways of improvement. Thisevaluation method being time-consuming, it was changed to open-book exams. After a fewyears, the librarians decided to modify the assessment again to allow students to work on theirown projects. Moreover, a heterogeneous clientele posed some significant challenges. Forexample, the university has welcomed a growing international graduate student population thatdid not speak French. In response to these challenges and to institutional requests, the team

Conference Session

Computing & Information Technology: Curriculum and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Masoud Naghedolfeizi, Fort Valley State University; Xiangyan Zeng, Fort Valley State University; Chunhua Dong, Fort Valley State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

ResearchAbstractThe Computer Science (CS) program at Fort Valley State University (FVSU) has recentlywitnessed an alarming decline in retention rate and a slow progress toward graduation ofits students. Additionally, the assessment results of computer programming courses andthe ETS (Educational Testing Service) Field Exam (the official exit exam of FVSUcomputer science program) have revealed that CS students are not performingsatisfactorily in computer programming subjects.To address the above issues, we propose a three-pronged approach to enhance CScurriculum as well as the retention and graduation rates of computer science students atFVSU. This approach includes revising course curricula of all upper division courses toinclude at least one major

Conference Session

Construction Division Technical Session 1: Assessments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thahomina Jahan Nipa; Sharareh Kermanshachi, University of Texas at Arlington

Tagged Divisions

Construction Engineering

Paper ID #21152Analysis and Assessment of Graduate Students’ Perception and AcademicPerformance Using Open Educational Resource (OER) Course MaterialsThahomina Jahan NipaDr. Sharareh Kermanshachi, University of Texas at Arlington Dr. Sharareh (Sherri) Kermanshachi is an Assistant Professor in the Department of Civil Engineering at the University of Texas at Arlington. Dr. Kermanshachi has received her Ph.D. degree in Civil Engineer- ing from Texas A&M University. She also holds a Master’s degree in Civil Engineering from Mississippi State University and an MBA from Eastern Mediterranean University in Famagusta, Cyprus

Conference Session

Computing & Information Technology: Curriculum and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Predrag T. Tosic, University of Idaho; Julie Beeston, University of Idaho

Tagged Divisions

Computing and Information Technology

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Construction

to the articlepreparation and have their work rejected or fail to follow through after graduation with therequired revisions needed to reach publication. Because more students are successful inconference publication of partial results prior to completing their thesis or research unrelated totheir thesis, the lack of published articles derivative of their thesis research may simply be basedon the end of degree timing of submitted articles and distraction from other priorities aftergraduation. It is our hope that as the quality of thesis research continues to improve, we canexpect the rate of publication to increase as well.ConclusionAs this program continues, it will be necessary to continually assess the impact of both the MSthesis research

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

research interests include novel assessments of educational efficacy, the molecular basis of cell movement, and the mitigation of infectious diseases. c American Society for Engineering Education, 2019Creativity activities in a design course fail to elicit gains in creativity over and above those elicited by the design course itselfEngineering educators often look to imbue students with qualities beyond purely cognitive skills.Among these are self-efficacy, a psychological construct, and creativity, a pseudo-cognitiveconstruct. We showed previously that a project-based design course is associated withimprovements in both of these constructs without overt training in either. We sought todetermine

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Christopher C. Willis, North Carolina State University - DELTA; Dan Spencer, North Carolina State University

Tagged Divisions

Chemical Engineering

Paper ID #25079Direct and Indirect Assessment of Student Perspectives and Performance inan Online / Distance Education Chemical Engineering Bridging CourseDr. Matthew Cooper, North Carolina State University Dr. Matthew Cooper is a Teaching Associate Professor in the Department of Chemical and Biomolecular Engineering at NC State University where he teaches courses in Material and Energy Balances, Unit Op- erations, Transport Phenomena and Mathematical/Computational Methods. He is the recipient of numer- ous teaching and pedagogical research awards, including the NCSU Outstanding Teacher Award, NCSU Alumni Distinguished

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

Grant Fore is a Research Associate in the STEM Education Innovation and Research Institute (SEIRI) at Indiana University-Purdue University Indianapolis. As a SEIRI staff member, Grant is involved in research development, qualitative and mixed methods research, and programmatic assessment and evalu- ation. His research interests include ethics and equity in STEM education, the intersubjective experience of the instructor/student encounter, secondary STEM teacher professional development, and issues of power in STEM education discourse. He is also an Anthropology doctoral candidate at the University of Cape Town, where he was previously awarded a Master’s degree. His dissertation research is focused on exploring the

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Jennifer Cole, Northwestern University; Kevin D. Dahm, Rowan University; Laura P. Ford, University of Tulsa; Lucas James Landherr, Northeastern University; David L. Silverstein P.E., University of Kentucky; Christy Wheeler West, University of South Alabama

Tagged Divisions

Chemical Engineering

- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Laura P. Ford, University of Tulsa LAURA P. FORD is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics, mass transfer/separations, and chemical engineering senior labs. She is a co-advisor for TU’s student chapter of Engineers Without Borders USA. Her email address is laura-ford@utulsa.edu.Dr. Lucas James Landherr, Northeastern University Dr. Lucas Landherr is an

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

, with 1 representing strictly visual approaches and 9 representing strictly verbalapproaches, and values in-between representing a mix of teaching approaches. Across several coursesand grade levels, students expressed a greater preference for visual tools than text-based instruction.While some studies are inconclusive on the evidence for visual learning as a specific trait,11 the students’self-assessed desire for visual learning tools have opened the potential for comics to directly fill aperceived need.Figure 1. Results from survey of several student chemical engineering sections at Northeastern, withstudents rating their learning preferences for types of learning tools, 1 representing strictly visual toolsand 9 representing strictly verbal

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

, she resigned from her faculty job and came to Connecticut for family reunion. Throughout her academic career in Australia and Sin- gapore, she had developed a very strong interest in learning psychology and educational measurement. She then opted for a second Ph.D. in educational psychology, specialized in measurement, evaluation and assessment at University of Connecticut. She earned her second Ph.D. in 2010. Li has a unique cross- disciplinary educational and research background in mechatronics engineering, specialized in control and robotics, and educational psychology, specialized in statistical analysis and program evaluation.Dr. Ronald S. Harichandran, University of New Haven Ron Harichandran is Dean of the

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University; Wade H Goodridge, Utah State University; Thayne L Sweeten Ph.D., Utah State University

Tagged Divisions

Educational Research and Methods

Professor in the Department of Engineering and Technology Education at Utah State University, has taught Solid Modeling, CAD, Introductory Electronics, Surveying, Statics, teaching and Learning, Assessment and Evaluation, and Introductory Engineering courses at Utah State University. Goodridge has been teaching for the Utah State College of Engineering for more than 15 years. He holds dual B.S degrees in industrial technology education and civil engineering from Utah State University, as well as an M.S. and Ph.D. in civil engineering from Utah State University. His research interests include spatial thinking/spatial ability at a course specific level in engineering, conceptual and procedural knowledge interplay in novice

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

Mechanical Engineering

employed to minimize this was toimplement a 0-1-2 grading system that quickly assessed the level of work. If a problem had thecorrect solution and with a quick glance it appeared that the correct approach had been used, it Page 26.839.4was graded with a ‘2’. Problems that had an incorrect answer but the correct approach, or, acorrect answer and an incorrect approach, were graded with a ‘1’. This was done because both acorrect approach and a correct solution are required to show mastery of a concept. Problems withneither a correct answer nor a correct approach received a ‘0’.The other challenge was associated with the conversion from during class

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

effectiveness was assessed for the Fall 2013 semester using three formats: (1) a new civilengineering sustainability literacy questionnaire administered before and after the module, (2)quality of application of the Envision Rating System to the project, and (3) instructor reflection.Results from full assessment in the Fall 2013 semester and partial assessment in the Spring 2014semester indicate the module helped introduce students to basic sustainability concepts andEnvision. However, the assessment suggests a stand-alone course within the civil engineeringcurriculum would promote a much deeper understanding of sustainability concepts, motivatingfactors, and broader applications which are beyond the capability of a single capstone designproject