Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington

Tagged Divisions

Educational Research and Methods

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ephraim Zegeye, Liberty University; Tom Eldredge, Liberty University

Tagged Divisions

Educational Research and Methods

Engineering Exams Work-In-Progress (WIP)Introduction The use of scoring rubrics for assessing student’s task is becoming more common acrossuniversities in the US. Rubrics are scoring guides that states the criteria for evaluating a task anddefine the levels of quality of work and are used for evaluating student’s assignments[1]. Rubricsmay help focus both students and instructors on the most important elements of the assignedtasks. Rubrics may also help in reducing the subjectivity of conventional assessment techniques.Professors have used scoring rubrics for a student’s written response to evaluate his/herunderstanding in subjects such as English, social studies, economics, law, natural and physicalsciences[2-5]. The dissatisfaction among

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; April Dukes, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Electrical and Computer

EERC and Pitt-CIRTL, April Dukes collaborates on educational research projects and facilitates professional development (PD) on instructional and mentoring best practices for current and future STEM faculty. As an adjunct instructor in the Department of Neuroscience at the Univer- sity of Pittsburgh since 2009 and an instructor for CIRTL Network and Pitt-CIRTL local programming since 2016, April is experienced in both synchronous and asynchronous online and in-person teaching environments.Dr. Renee M Clark, University of Pittsburgh Renee Clark is Research Assistant Professor of Industrial Engineering and Director of Assessment for the Engineering Education Research Center (EERC) in the Swanson School of Engineering

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Erol Ozan, East Carolina University; Mohammad Tabrizi, East Carolina University; Karl Wuensch, East Carolina University; Shahnaz Aziz, East Carolina University; Masao Kishore, East Carolina University

Tagged Divisions

Educational Research and Methods

workaholism, job attitudes (e.g., organizational commitment, job involvement, and job satisfaction), work stress, work-life balance, and life satisfaction. She teaches I/O psychology, which trains students in the research and application of I/O principles, as well as graduate testing/measurement and psychometrics. Moreover, she has served as a consultant to develop training needs assessments and performance appraisal systems.Masao Kishore, East Carolina University Dr. Kishore, is a professor in the Department of Computer Science at East Carolina University. He teaches computer science classes at East Carolina University. Courses include computer graphics, database, numerical analysis, and programming

Conference Session

Topics Related to Assessments and Outcomes

Collection

2007 Annual Conference & Exposition

Authors

Mark Maughmer, Pennsylvania State University; Kathy Schmidt, University of Texas-Austin

Tagged Divisions

Aerospace

is not possible to present the initial and final drawings of every student, anattempt is made at giving a quantitative assessment of the impact of sketchingactivity by ranking to each of these drawings, and then averaging the before andafter results. To do this, each student’s baseline and final drawings were rankedon a scale of 1 to 10 by five unbiased aerospace engineers who were all providedguidelines with examples for making their evaluations. It was emphasized that itis the drawing that is to be evaluated, not the airplane, although the intention isthat the student be able to sketch a realistic depiction of any real or hypotheticalaircraft. An abridged summary of the guidelines with an appropriate score is asfollows:1. An attempt is

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Alice Squires, Stevens Institute of Technology; Mike Pennotti, Stevens Institute of Technology

Tagged Divisions

Educational Research and Methods

Conference Session

Assessment and Evaluation of Graphics Programs

Collection

2008 Annual Conference & Exposition

Authors

Richard Onyancha, Rose Hulman Institute Of Technology; Matthew Derov, University of New Hampshire; Brad Kinsey, University of New Hampshire

Tagged Divisions

Engineering Design Graphics

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Christa Lynch, Arizona State University; Jonathan Hilpert, Arizona State University; mary ann Duggan, Arizona State University

Tagged Divisions

Educational Research and Methods

studentsconceptualize their future in S & E. Research still lacks basic groundwork concerningstudents’ representations of the future as well as models that are specific to S & E. In orderto move forward with these research goals, measurement instruments that assess engineeringstudents’ conceptions of the future need to be tested and validated. Basic models of future conceptualization refer to the construct of Future TimePerspective (FTP). Simply put, FTP is a personal, individual structured representation of thefuture [6-9]. Research on post-secondary students’ FTP has focused on its dispositional [10]and situational [11] aspects. Dispositional facets of FTP are those characteristics of time

Conference Session

Assessing the Efficacy of Non-traditional Programs

Collection

2008 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter, Seattle Pacific University; Steven Parsons, Seattle Pacific University; Brad Gjerding, Seattle Pacific University

Tagged Divisions

Continuing Professional Development

Conference Session

Assessment and Evaluation of Graphics Programs

Collection

2008 Annual Conference & Exposition

Authors

Michael Roller, Purdue University Calumet; James Higley, Purdue University, Calumet

Tagged Divisions

Engineering Design Graphics

. Since then, other accrediting bodies have also gone tooutcomes based assessment. In the intervening years, educators have learned about strategicplans, goals, objectives, outcomes, and a host of other terms. Many faculty and administratorswent through periods of confusion, doubt, and even anxiety over outcomes based assessment.Now that there is a general understanding of the process, it seems fair to "assess" outcomes basedassessment and see if it delivers what it promises - improved education.This paper examines the seemingly widely different areas of Computer Graphics Technology andMechanical Engineering Technology and finds notable similarities in the assessment techniquesused. The paper then examines historical assessment data from a course

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

elementary school classrooms in the hope that all students will haveaccess to engineering experiences at a young age.Research DesignThe data reported here are from the first phase of a large-scale investigation of the impacts theClassroom Mentor Program. While the study will look at how the classroom mentors haveaffected the K-12 teachers and students, its main focus will be on the effects the program has hadon the company and its employees. In this initial stage, the aim of the research is to investigatehow the major participants, the teachers and the classroom mentors, view the program. Theresults will direct future study using both qualitative assessments of the entire population, andfine-grained qualitative explorations with a smaller

Conference Session

Evaluation and Assessment of IE Programs

Collection

2006 Annual Conference & Exposition

Authors

Ann Koopmann, University of Nebraska-Lincoln; Erick Jones, University of Nebraska-Lincoln

Tagged Divisions

Industrial Engineering

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas-Austin; Taylor Martin, University of Texas-Austin; K. Diller, University of Texas-Austin

Tagged Divisions

Educational Research and Methods

classify its opposite as adaptive expertise (AE): a more globallyorganized, connected, and flexible knowledge base.The challenge-based method studied here follows the How People Learn (HPL) framework.2This framework proposes that learning environments should be knowledge centered, communitycentered, assessment centered and learner centered. Research has shown that the HPL method showsadvantages in the development of AE.4,9,11 In experimental studies in biomechanics andbioengineering ethics, HPL students developed more adaptive expert-like behavior along withequivalent levels of knowledge than students taught with traditional pedagogical methods.6,7,8,12While these are promising results, these studies covered only one or two instructional modules

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

of the principles of the engineering designprocess. Page 11.1199.14References1. The Guide for the College-Bound Student-Athlete. NCAA. Available at NCAA Clearinghouse website http://www.ncaaclearinghouse.net2. Massachusetts Science and Technology/Engineering Curriculum Framework (Spring 2001). Retrieved Nov.24, 2005, from http://www.doe.mass.edu/frameworks/scitech/2001/standards/te9_103.html3. Massachusetts Science and Technology/Engineering Curriculum Framework (Spring 2001). Retrieved Nov. 24, 2005, from http://www.doe.mass.edu/frameworks/scitech/2001/standards/strand2.html4. Field, M., Lee, R. (1992) Assessment of

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

included the text, “I don’t know” were assigned zero scoresin each category. The sum of all four items (maximum possible score 10), as well asscores from each category were then used as an initial assessment of students’perceptions of engineering. The descriptions provided in Table 1 were the criteria used todetermine point totals on student work.Table 1. Draw an Engineer Scoring Guide Engineering Artifacts (Tools/Equipment/Models/Symbols) 0 1 2 Any of the Any of the following found: Any of the following found: following - Artifacts or description associated - Artifacts or description associated found: with building

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Olga Pierrakos, Virginia Tech; Michael Alley, Virginia Tech; Pavlos Vlachos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

industry, technology, and academia. As a part of this effort, we attempted to transfer state-of-the-art fluid mechanics andbiofluids research into the engineering education of students from the high school level to theundergraduate level. This paper describes what mean by this transfer, discusses our methods toperform and assess the transfer, and presents the transfer’s results.Background: What We Mean by Research Transfer This paper presents the transfer of recent interdisciplinary engineering research in fluidmechanics and cardiovascular mechanics to the high school and undergraduate classroom in Page 11.1407.3order to

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Dava Newman, Massachusetts Institute of Technology; Kristen Wendell

Tagged Divisions

K-12 & Pre-College Engineering

11.224.1© American Society for Engineering Education, 2006 Applying K-8 science and technology curricula to engineering education: What can be learned from the Educator Resource Center at the Museum of Science, BostonThe National Research Council and the International Technology Education Association haveestablished standards for technological literacy, and several states require engineering conceptsto be taught and assessed on state tests. Each year sees the publication of more curricularmaterials to address these standards, but many teachers and districts lack the resources or time todetermine which curriculum is most appropriate for the learning needs of their students. Theprimary goal of this study is to

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Karen Hollebrands, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

closer examination. Most high school students who are on anengineering-bound track in the state of North Carolina take this course in their sophomore year,so any skill learned in the class would have had to be retained or applied in some subsequentcourse for students to feel comfortable with them.2.2 Selection of four objectives from the standard course of studyOf the many objectives in the North Carolina Standard Course of Study3, four were selected forcloser examination in this experiment in order to assess specific teaching techniques and specificskills acquired by students. The objectives were specifically chosen to relate to skills needed inintroductory engineering problem solving classes. They are: • 2.02 Use quadratic

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Susan Blanchard, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

responses (81% of those surveyed) Page 12.1210.4were received. Sixty-two percent (62%) of the BME programs that responded had challengeswith Criterion 3 Program Outcomes and Assessment, 46% with Criterion 2 Program EducationalObjectives, and 25% with Criterion 8 Program Criteria. Only one BME program that respondedto the survey had difficulty with Criterion 1 Students (an issue with degree auditing), one haddifficulty with Criterion 5 Faculty (due to having a small faculty), and two had difficulty withCriterion 4 Professional Component (one with regard to incorporating multiple designconstraints and another with having

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin W. Caldwell, LeTourneau University; Colleen M. Halupa, LeTourneau University

Tagged Divisions

Mechanical Engineering, Mechanics

be very difficult. Faculty opinions fallwithin all realms of the decision spectrum. Lachiver and Tarif stress the “transformation is muchmore ambitious and decidedly innovative.”2 The fourth condition is faculty must shift from aculture with a high degree of academic freedom to a high level of interdependence upon oneanother and the system around them. All faculty members must be able to assess what occurs inthe global scheme and how they relate to it, as well as the effect the actions have on the wholeuniversity as well as their profession.2Bourne, Harris and Mayado note for online engineering education to be broadly accepted andutilized: (1) the quality of online courses must be comparable to or better than the traditionalclassroom, (2

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Isabella M. Quagliato, Yale University: School of Engineering & Applied Science

Tagged Divisions

Chemical Engineering

by the experiences reported in this paper, that the ABET Self Study preparationprocess can be improved through the use of web-based information portals. These portals neednot be extremely sophisticated in their design and can be easily implemented as a means toeducate faculty and serve as a collection and distribution point for the many elements that areinvolved in conducting the Self Study.In a similar fashion, the assessment of Student Outcomes benefits from the use of systems thateffectively measure performance, involve a large number of faculty members, and use the resultsfrom a large number of the required courses in the curriculum. Here too a method is proposed,and demonstrated by the experiences reported in this paper, to efficiently

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan Huynh, University of South Carolina; Juan M Caicedo, University of South Carolina; Charles E. Pierce, University of South Carolina; Jason W Gantt, University of South Carolina

Tagged Divisions

Civil Engineering

capacity to apply critical thinking to assess the rationality,practicality, reasonableness, and correctness of possible solutions to problems3. In this way, theEFFECTs pedagogy provides a method for instructors to effectively teach both core knowledgeand critical thinking skills. Figure 2. Relationship between design and analysis process, critical thinking, and engineering judgement. Page 23.303.4In this study, we explore how to effectively use the In-Class Design Problems (ICDP) that is tobe done by students at the end of each major topic (i.e. chapters). Specifically, we would like touse the ICDPs

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

Civil Engineering

. Page 23.40.2A total of 69 students in steel structures courses in the 2010 and 2012 fall terms madedocumentaries. On a questionnaire, students favorably assessed this project against moretraditional team activities like reports and presentations in terms of interest and educationalvalue. Students generally appreciated the variety the project gave them from the weekly routineof textbook problem sets, and they commented extensively on likes and dislikes. In addition tothe educational experience, anecdotal evidence suggests that students made job contacts atseveral companies and also prompted the loyalty and appreciation of alumni who were subjectsof the documentaries. This project is easily implementable into almost any undergraduate

Conference Session

Student Development and Assessment in IE Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mahesh C. Aggarwal, Gannon University; Karinna M. Vernaza, Gannon University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

Conference Session

Assessment and Accreditation in Engineering Management

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pawel Pawlewski, Poznan University of Technology; Zbigniew J. Pasek, University of Windsor

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

also participate in project competitions. The best projects can also be accepted as undergraduate theses (required for completionof the Stage 1 degree, equivalent to BEng) and can also be continued in the 3rd course of thesequence, focused on application of optimization techniques. This course is offered to 4thyear students in the first year of their master’s program. It focuses on the supply chains andlogistic processes, assessment of their performance, lifecycle analysis and management. Thestudent group project will be carried out in an industrial setting, dealing with real-lifeassignments. The fourth course focused on the service engineering concepts and still in the planningphase, is intended to integrate knowledge acquired by the

Conference Session

Mentoring Graduate Students - Diversity and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, Minorities in Engineering

Professional Development program and instructs Purdue’s Preparing Future Faculty course and the Preparing Future Professionals course, designed to facilitate graduate students transition into faculty positions and non-academic positions respectively. Lynch’s re- search focuses on doctoral student engagement and assessment of doctoral student learning outcomes in identified best practices, including mentoring, developing effective writing strategies, orientations and transition courses, and doctoral student professional development. Page 25.931.1 c American Society for Engineering Education

Conference Session

Interdisciplinary Experiences and Assessment in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Francis J. Hopcroft, Wentworth Institute of Technology

Tagged Divisions

Environmental Engineering

Conference Session

Pedagogy and Assessment in ECE II

Collection

2010 Annual Conference & Exposition

Authors

Gerard Rowe, University of Auckland; Chris Smaill, University of Auckland; Lawrence Carter, University of Auckland; Elizabeth Godfrey, University of Technology Sydney; Bernard Guillemin, The University of Auckland; Mark Andrews, University of Auckland; Waleed Abdulla, University of Auckland

Tagged Divisions

Electrical and Computer

Page 15.1148.4attendees and non-attendees) and by interviews (conducted by an academic staff memberexperienced in qualitative research) with both the students and the tutors. Results of thisanalysis and interpretation of the (anonymized) interview transcripts are provided in the nextsection.Evidence of SuccessExaminationsFoundation tutorials have been run in three courses across four semesters. The coursesinvolved are Circuits & Systems and Electromagnetics (for which two years’ data is available)and Electronics. As a first attempt to assess the value of the tutorials, the at-risk students havebeen divided into two groups. Students who attended approximately 50% or more of theavailable tutorials were classified as regular attendees, with

Conference Session

Pedagogy and Assessment in ECE II

Collection

2010 Annual Conference & Exposition

Authors

Christopher Van Arsdale, Michigan Technological University; Anna Pereira, Michigan Technological University; Leonard Bohmann, Michigan Technological University; Michele Miller, Michigan Technological University; William Helton, Michigan Technological University

Tagged Divisions

Electrical and Computer

Conference Session

Assessment & Continuous Improvement in ECET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Youakim Al Kalaani, Georgia Southern University; Shonda Bernadin, GSU

Tagged Divisions

Engineering Technology

AC 2010-1158: AN OUTCOMES-DRIVEN APPROACH FOR ASSESSMENT:ACONTINUOUS IMPROVEMENT PROCESSYouakim Al Kalaani, Georgia Southern UniversityShonda Bernadin, GSU Page 15.172.1© American Society for Engineering Education, 2010 An Outcomes-Driven Approach for Assessment: A Continuous Improvement ProcessIntroductionContinuous improvement is an important issue in education because it defines the framework forassessment and evaluation, which is required by accrediting agencies. Consequently, anaccredited ET program that accomplishes its mission and successfully achieves its programobjectives and outcomes must have multiple levels of continuous