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

Conference Session

Assessment and Accreditation in Engineering Management

Collection

2012 ASEE Annual Conference & Exposition

Authors

Maxwell Reid, Auckland University of Technology

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

knowledge and skills related to the ideas, principles, concepts, chief research methods and problem-solving techniques of a recognised major subject (or subjects, in the case of a double degree or a double major). 2. Demonstrate the skills needed to acquire, understand and assess information from a range of sources. 3. Demonstrate intellectual independence, critical thinking and analytic rigour.At the International Engineering Alliance workshops in Canada in June 2009, WashingtonAccord signatories affirmed that in all future reviews of Washington Accord (WA)signatories for compliance with the Accord, the exemplar graduate profile developed andapproved in 2009 would be applied and it was formally incorporated into the WA

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Jorion, University of Illinois, Chicago; Brian Douglas Gane, University of Illinois at Chicago; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

Paper ID #13108Developing and Validating a Concept InventoryMiss Natalie Jorion, University of Illinois, Chicago Natalie Jorion is a research assistant and Ph.D. student of learning sciences specializing in psychometrics at the University of Illinois in Chicago, 1240 W. Harrison St, Chicago, IL 60607; njorio2@uic.edu.Dr. Brian Douglas Gane, University of Illinois at Chicago Dr. Brian Gane is a Visiting Research Assistant Professor at the Learning Sciences Research Institute, University of Illinois at Chicago. Dr. Gane’s research focuses on psychological theories of learning and skill acquisition, assessment

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ability to learn new material. Concept inventories can identifysome of these misconceptions. Existing discipline-specific inventories include assessments ofconceptual frameworks related to rate and accumulation processes. However, these inventoriesmeasure context-specific understandings of rate and accumulation processes and do not delveinto the mathematical and scientific conceptual frameworks that may underlie contextualmisconceptions.This paper builds on previous evidence that many engineering students possess robustmisconceptions about rate and accumulation processes. These findings led to the development ofthe Rate and Accumulation Concept Inventory (RACI), which is intended to assess students’conceptual understanding of rate and

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

Libby Osgood P.E., UPEI & Dalhousie University; Clifton R. Johnston, Dalhousie University

Tagged Divisions

Mechanical Engineering

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dion Timmermann, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

toacquire conceptual understanding of the topics taught. Consequently, a course’s assessmentshould at least in part evaluate this conceptual understanding. 1 To achieve this, there are multipleassessment methods that could be used, as for example essays or oral exams. However, many ofthese methods require a very high time investment on the part of the instructor, which is, in manycases, simply not possible. For large classes, multiple-choice tests are among the most efficienttypes of assessment. Although much care has to be taken in their development, machine-basedscoring of multiple-choice tests can significantly reduce an instructor’s work load, freeing uptime for more face to face interaction with students. However, one main point of criticism

Conference Session

Design and Assessment of Graduate Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dhaval Gajjar, Arizona State University; Kenneth Timothy Sullivan PhD, Arizona State University; Jacob Shizuo Kashiwagi; Joshua Jason Mischung

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Mechanical Engineering

American Society for Engineering Education, 2015 Using Team-Based Learning to  Ensure Student Accountability and Engagement in Flipped ClassroomsAbstractEnsuring student accountability and engagement can be a concern for faculty wanting to utilize aflipped classroom; however, Team-Based Learning (TBL) achieves both student engagement andaccountability in engineering courses as a result of its coherent framework. The Team-BasedLearning Student Assessment Instrument, grades from in-class quizzes, and instructorobservations were used to assess whether students came to class prepared and were engaged inthe in-class activities. The results demonstrate that students are

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

transportation - at Oregon State University. Address: School of Civil and Construction Engineering, 211 Kearney Hall, 1491 SW Campus Way, Corvallis, OR 97331 Phone: 509-499-5187 Email: bornasaf@onid.oregonstate.edu Page 26.1236.1 c American Society for Engineering Education, 2015 Practicing Civil Engineers’ Understanding of Statics Concept Inventory QuestionsAbstractBackground: Engineering concept inventories have been broadly used to assess studentconceptual knowledge and evaluate the effectiveness of educational innovations. Conceptinventory questions were

Conference Session

Design and Assessment of Graduate Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ali Alavizadeh, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Graduate Studies

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luz Adriana Amaya-Bower, Central State Connecticut University

Tagged Divisions

Mechanical Engineering

include multiphase flow systems, computational fluid dynamics, and numerical methods. Page 26.343.1 c American Society for Engineering Education, 2015 Changing the Approach of How to Teach Computational Methods for Engineering Dr. Luz Amaya-Bower l.amaya.bower@ccsu.edu Engineering Department Central State Connecticut UniversityAbstractThis paper presents data using several methods of assessing student performance with the newinverted

Conference Session

Design and Assessment of Graduate Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Homero Gregorio Murzi, Virginia Tech; Prateek Shekhar, University of Texas, Austin; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

andsystems, pedagogical implementation, diversity and inclusiveness, and assessment; (ii) Apply theresults of such research to the courses, curricula, and educational policies in academic and non-academic settings; (iii) Be prepared for academic, government, and industry positions related tothe lifelong education of engineers and scientists; (iv) Actively participate and act as leaders intheir fields through professional organizations, conferences, government organizations,workshops, and related activities to advance engineering and science education, and to develop Page 26.368.4highly qualified engineers, scientists, and discipline-based education

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

James V. Canino, Trine University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

most effective way to use classroom time (e.g., homeworkproblems, quizzes, labs, field trips, etc.) when content coverage is not an issue would be useful Page 26.376.8for instructors who are currently using the flipped classroom model. Finally, a study focused onobjectively assessing if the flipped classroom improves students' ability to learn independentlycould help determine if the flipped classroom has advantages outside of students' immediatecontent learning.References1. Bishop, Jacob L. and Matthew A. Verleger, "The Flipped Classroom: A survey of the Research". Proceedings of the 120th ASEE Annualk Conference & Exposition

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Douglas Gane, University of Illinois at Chicago; Dana Denick, National Science Foundation; Natalie Jorion; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #13101Continuous Improvement of a Concept Inventory: Using Evidence CenteredDesign to Refine the Thermal and Transport Concept InventoryDr. Brian Douglas Gane, University of Illinois at Chicago Dr. Brian Gane is a Visiting Research Assistant Professor at the Learning Sciences Research Institute, University of Illinois at Chicago. Dr. Gane’s research focuses on psychological theories of learning and skill acquisition, assessment, instructional design, and STEM education.Ms. Dana Denick, National Science FoundationMiss Natalie JorionProf. Louis V DiBelloProf. James W Pellegrino, University of Illinois, ChicagoDr. Ruth A

Conference Session

Systems Engineering Learning Outcomes and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oscar H. Salcedo, University of Texas, El Paso

Tagged Divisions

Systems Engineering

use constructs of affect to                                                                                                                i  This material is based upon work supported by the National Science Foundation under Grant No. NSF 14-32426,14-31717, and 14-31609. Any opinions, findings, conclusions or recommendations expressed in the materialsprovided are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  understand and assess the students’ STEM affect. Each component of the theoretical frameworkis described in the following paragraphs.STEM-literacy for the 21st Century is multifaceted and includes content knowledge and habits ofmind5. For the purpose of this study, we refer to

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

Paper ID #16206Don’t Tell Me What You Know, Tell Me What You Would Actually Do! Com-paring Two Design Learning Assessment ApproachesProf. Reid Bailey, University of Virginia Reid Bailey is an Associate Professor in the Department of Systems and Information Engineering at the University of Virginia. He holds a BSE from Duke University and an MSME and PhD from Georgia Tech, all in mechanical engineering. His professional interests include engineering design, engineering education, and sustainability. c American Society for Engineering Education, 2016 Don’t Tell Me What You Know, Tell Me What You

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16531From Peripheral to Full Participation: Implications of Learning Theory forEducational Design and Learning Assessment in STEM ApprenticeshipsDr. Tamara Ball, University of California - Santa Cruz Dr. Tamara Ball is a project-scientist working with the the Sustainable Engineering and Ecological De- sign (SEED) collaborative at UCSC. She is the program director for Impact Designs - Engineering and Sustainability through Student Service (IDEASS) and Apprenticeships in Sustainability Science and En- gineering Design (ASCEND). She is interested in understanding how extracurricular and co-curricular innovations

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Deboer, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; David B. Nelson, Purdue University, West Lafayette; Craig Zywicki, Purdue University; David A. Evenhouse, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #16175Work in Progress: Rigorously Assessing the Anecdotal Evidence of IncreasedStudent Persistence in an Active, Blended, and Collaborative Mechanical En-gineering EnvironmentProf. Jennifer DeBoer, Purdue University, West Lafayette Jennifer DeBoer is currently Assistant Professor of Engineering Education at Purdue University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for diverse learners.Mr. Nick Stites, Purdue University, West Lafayette Nick Stites is pursuing a PhD in Engineering Education at Purdue

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Gartner Ph.D., Washington State University; Bernard J. Van Wie, Washington State University; Kirk A Reinkens, Washington State University; Stephanie Anne Pitts, Washington State University

Tagged Divisions

Chemical Engineering

. Our approach consists of two types of engagement, where studentschoose between attending a research seminar or a club meeting. Assessment of the effect ofengagement activities on motivation was performed with the Science Motivation QuestionnaireII, adapted to engineering courses. Test results were analyzed using three engineeringengagement activities: research seminar, club meeting, and senior presentations as independentvariables and the five motivation constructs from the SMQ-II as dependent variables. None ofthe constructs showed statistical significance.IntroductionThe need to increase the numbers of engineering graduates has often been discussed1, asindicated by the President's Council on Jobs and Competitiveness' commitment to

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

design. The students themselves may not realize they already possess skills andbeliefs that are valuable for engineering design. We describe an approach to uncover potentialand discover the attributes, skills, and beliefs that students hold. Students in the first two coursesof a chemical engineering program at a Minority-Serving, Very High Research university(N=136) completed a survey and an assessment of their problem framing ability. We identifiedthe following attributes, skills, and beliefs: women were significantly likelier than men to viewdesign as a co-evolutionary process and first generation college attendees were significantlymore likely to agree that design is a learning activity. Regression analysis revealed that studentsin the

Conference Session

Systems Engineering Learning Outcomes and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota

Tagged Divisions

Systems Engineering

Conference Session

Learning and Assessment in ME 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nina Robson, California State University, Fullerton; Madeline E. Rasche, California State University, Fullerton, Chemistry and Biochemistry Department; Vishalkumar Jayantibhai Ahir, California State University Fullerton; Iulian Mocanu

Tagged Divisions

Mechanical Engineering

) were assessed through anonymous surveys. The resultswere based on students’ as well as faculty perception. Part of the assessment was indirect andrequired the students to outline questions that they were asking themselves while working oneach project. A comparison between the results from two sections of the class, both taughtduring the Fall 2016 semester, one with and one without the incorporated new activities,showed that presenting a series of multidisciplinary projects designed specifically tocomplement each other, improves students’ critical thinking, intellectual maturity, andresponsibility for their own learning. The intellectual growth was the category that improved themost, based on students’ and faculty perception. In addition, the

Conference Session

Learning and Assessment in ME 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Patrick Bass, The Citadel; Monika Bubacz, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

Mechanical Engineering

appropriate mates andinterference detection. This methodology was conducted four times throughout the semester andprovided a way to connect real-world functionality to the use of the CAD software.Survey and FindingsThe assessment method included student end of the course survey data that was collected duringthe last days of class and focused on measuring student’s interest in the material andeffectiveness of the instructor. The data from approximately 60 students who responded to thesurveys was included in this study. A standard five-level Likert Scale was used to assess thelevel of agreement or disagreement for the questions (Table 1). Table 1: Assessment Scale Strongly Disagree Neutral

Conference Session

Learning and Assessment in ME 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Canino, Trine University; Brett Batson, Trine University

Tagged Divisions

Mechanical Engineering

classrooms for quizzes, whichserved as formative assessments, and solving practice problems in informal groups. Many studieshave shown the benefit of collaboration between students1 so the authors hoped to increase theamount of collaboration among students by assigning students to groups and quizzing them inthese groups at the end of each week. To test the group quizzing hypothesis, in Spring 2016, the authors conducted a study in twodifferent courses, each having two sections, all taught in flipped mode. One section for each coursewas the control group. Collaboration was encouraged in the control group, but not formalized. Inthe study sections, after the middle of the semester, groups were chosen by the instructors. Thegroups worked as teams on

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitch Cieminski, Franklin W. Olin College of Engineering; Alexandra Coso Strong, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

confusion, we willinstead term these genres “engineering design reviews” and “design critiques,” while reservingthe unqualified “design review” as encompassing both genres. When distinguished in this way,engineering design reviews are conceived of as having the purpose of assessing the quality andverifying the status of a design. Originating in industrial contexts, they can be considered asdesign process elements to evaluate and control engineering activities, or as elements to makeexplicit and communicate design decisions and rationale. In contrast, design critiques emphasizethe use of feedback to inform the design and the socialization of students into communicationmodes and practices of professional designers (Cardella et al., 2014). The

Conference Session

Learning and Assessment in ME 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanical Engineering

the specific value thatwe are trying to produce in the course and we can then create a set of student experiences toachieve the specified value. This focus helps eliminate waste in the course by allowing theremoval of any instruction that does not support the course outcomes. Once the course outcomesare define, the next step is to determine how to assess students’ achievement in these outcomes. Table 1: Course Outcomes and Rationale Outcome Rationale 1. To be able to identify and classify mechanisms and These are the basic ideas and definitions that define the examine their basic performance parameters performance of kinematic systems. This is

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette (College of Engineering); Tiago R. Forin, Rowan University; Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

XRoads Research Group, the Global Engineering Program and the Office of Institutional Research, Assessment, and Effectiveness. He received a Bachelor’s degree in civil engineering from Florida State University and a Master’s degree in environmental engineering from Purdue University.Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering) Cole Joslyn is a Ph.D. candidate in the School of Engineering Education at Purdue University. His re- search interests include: professional formation of engineers; interdisciplinary engineering design for rec- onciling the social and technical nature of engineering/engineering education; transformative/emancipatory learning for humanizing engineering education