Displaying results 2881 - 2910 of 34995 in total
- Conference Session
- Interdisciplinary Experiences and Assessment in Environmental Engineering
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Butler, University of Oklahoma
- Tagged Divisions
- Environmental Engineering
students stated that they had at least some knowledge of basic environmental issues relatedto sustainable development and sustainable engineering (acid rain, air pollution, deforestation,global warming, ozone depletion, and water pollution) they reported relatively low knowledge ofother environmental issues, including design for the environment, life cycle assessment, wasteminimization, and components of sustainable development.4 In another survey, a majority ofstudents studying science and technology at the University of Plymouth in England ratedthemselves as “familiar” or “very familiar” with the terms “sustainability” and “sustainabledevelopment”, yet did not demonstrate a multifaceted understanding of the environmental,economic, and social
- Conference Session
- Interdisciplinary Experiences and Assessment in Environmental Engineering
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Angela R. Bielefeldt, University of Colorado, Boulder
- Tagged Divisions
- Environmental Engineering
were presented with only three project options. Thisguaranteed that each available project would have at least 1 student team involved. No studentswere interested in the real project on end-of-life vehicle salvage for a client, but since acommitment had already been made by the instructor to execute the project, a group of threestudents were randomly selected to work on the project. It is unclear if that was due to the natureof the project (vehicle salvage with a focus on lifecycle assessment) or the lack of competition.The remaining students distributed between the two competition projects. Student interest wasabout equal in the regional WEF design competition to upgrade a local municipal wastewatertreatment plant and a CU College of
- Conference Session
- Assessment and Accreditation in Engineering Management
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- David S. Cochran, Southern Methodist University and Meijo University; Makoto Kawada, Meijo University
- Tagged Divisions
- Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering
- Conference Session
- Mentoring Graduate Students - Diversity and Assessment
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Sylvanus N. Wosu, University of Pittsburgh; Devdas M. Pai, North Carolina A&T State University
- Tagged Divisions
- Graduate Studies, Minorities in Engineering
and EngineeringIndicators 2012 Page 25.68.6Model Description and ObjectivesThe equity scorecard designed by Bensimon focused attention on educational equity and servesas a data-driven, information-tracking model to drive and assess the diversity change process inhigher education.25 The proposed scorecard assessed educational excellence by consideringethnicity and gender in relation to factors such as the dean’s list, four-year graduation rates, thetop ten percent in GPA distribution, and pass/fail rates in gatekeeper courses. The scorecardevaluated institutional viability by considering the faculty and staff’s ethnicity, gender
- Conference Session
- Interdisciplinary Experiences and Assessment in Environmental Engineering
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Cheryl J.K. Desha, Queensland University of Technology; Charlie Hargroves, The Natural Edge Project
- Tagged Divisions
- Environmental Engineering
online learning environments; and b) core threshold concepts within education for sustainability literature, focusing on project management in the built environment in the 21st Century. Consultation was undertaken with the Masters Program Convenor to confirm learning expectations (i.e. with regard to graduate attributes and program aims), two other convenors whose courses are compulsory regarding their experiences, and two teaching and learning experts within the university’s engineering Faculty.– Curriculum Renewal: This comprised updating the Course Outline, creating a Study Guide, suitable criterion-referenced assessment items, and a supporting Blackboard student interface. Concurrently questionnaires were developed
- Conference Session
- Student Development and Assessment in IE Programs
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Terri M. Lynch-Caris, Kettering University; Jonathan Weaver, University of Detroit Mercy; Darrell K. Kleinke, University of Detroit Mercy
- Tagged Divisions
- Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering
useful application of the laws of nature to solve a technicalergonomics design problem. The BIT blends aspects of problem based learning, innovation,biomimicry, and ergonomics into a single student experience.The prototype BIT was applied and assessed in an undergraduate ergonomics course. Theprogram the students were in requires alternating twelve-week terms of academics andcooperative education employment. The students began by individually identifying anergonomics concern at their co-op workplace and providing a one-page written description of theconcern. The concern was then passed along to another student to innovate a nature-basedsolution to the concern. Using a step-by-step approach, students formed an idea that evolvedinto a solution. A
- Conference Session
- Mentoring Graduate Students - Diversity and Assessment
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Rochelle Letrice Williams, ABET; Eyassu Woldesenbet, Southern University and A&M College
- Tagged Divisions
- Graduate Studies, Minorities in Engineering
AC 2012-5169: THE ROLE MODEL AFFECT AND ITS EFFECT ON UN-DERREPRESENTED MINORITIES PURSUING DOCTORATES IN EN-GINEERING EDUCATIONDr. Rochelle Letrice Williams, ABET Rochelle Williams recently joined the ABET headquarters staff as Educational Research and Assessment Manager in the Professional Services Department. In this role, Williams manages ABET’s educational of- ferings on a global scale and leads technical education research projects. Prior to joining ABET, Williams held two positions at Baton Rouge Community College: Science Laboratory Manager and Adjunct Fac- ulty in the Mathematics Department. In addition, Williams has worked closely with the National Sci- ence Foundation’s Next Generation Composites Crest
- Conference Session
- Assessment and Accreditation in Engineering Management
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Amy K. Zander, Clarkson University
- Tagged Divisions
- Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering
- Conference Session
- Student Development and Assessment in IE Programs
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Kim LaScola Needy, University of Arkansas; Edward A. Pohl, University of Arkansas; Eric Specking, University of Arkansas
- Tagged Divisions
- Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering
- Conference Session
- Interdisciplinary Experiences and Assessment in Environmental Engineering
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Angela R. Bielefeldt, University of Colorado, Boulder
- Tagged Divisions
- Environmental Engineering
www.stonybrook.edu/for Health, Energy and the Stony Halada 2011 10 cie/For%20Departments/Environment Brook Application.pdfREU Site: AdvancingSustainable Systems andEnvironmental Technologies Clarkson Rogers 2011 10 www.clarkson.edu/reu/to Serve Humanity (ASSETsto Serve Humanity)REU Site: Assessment and U ofSustainable Management of Matlock 2011 10 www.ecoreu.uark.edu/ ArkansasEcosystem ServicesREU Site: Tackling Some of engineering.purdue.edu/the Grand Challenges of Purdue Hua 2010 10 EEE/Research
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julian Ly Davis, University of Southern Indiana; Amie Baisley, University of Florida; Geoffrey Recktenwald, Michigan State University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Phillip Cornwell, United States Air Force Academy
- Tagged Divisions
- Mechanics Division (MECHS)
techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element Analysis courses.Dr. Amie Baisley, University of Florida I am an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. My teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.Dr. Geoffrey Recktenwald, Michigan State UniversityDr. Brian P. Self, California Polytechnic State University, San Luis ObispoDr. Phillip Cornwell, United
- Conference Session
- Student Self-assessment in Mechanics Courses
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Matthew Jordan Ford, University of Washington; Heather Dillon, University of Washington
- Tagged Divisions
- Mechanics Division (MECHS)
coursesfor juniors and seniors: Machine Design, System Dynamics and Controls, and Heat Transfer. Ourresults indicate that students’ self-assessments are accurate and reliable, with an average bias
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julian Ly Davis, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana
- Tagged Divisions
- Mechanics Division (MECHS)
way to evaluate student understanding of material and as a tool toevaluate teaching [1]. Concept inventories have been developed for subjects such as Physics, [2], Statics[3], [4], Dynamics [5] , Strength of Materials [6], Heat Transfer [7] and many other topics [8]. At times,students can matriculate through classes based on procedural efficiency because they are good at knowinghow to solve different types of problems; yet, they may still not have a good conceptual grasp of thematerial in question even by the time they graduate. Some work has also been done to make correlationsbetween concept inventory and course performance [9], [10], [11]. Even more challenging is assessing student’s actual thought process at the time they are
- Conference Session
- Student Self-assessment in Mechanics Courses
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Huihui Qi, University of California, San Diego; Isabella Fiorini, University of California, San Diego; Edward Zhou Yang Yu, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Zongnan Wang, University of California, San Diego; Trevor Keoki Oshiro, University of California, San Diego; Changkai Chen, University of California, San Diego
- Tagged Divisions
- Mechanics Division (MECHS)
, ranked from lower tohigher. The lower-level learning outcomes are often a prerequisite to achieving higher-orderlearning outcomes. However, when failing to solve a complex problem, students often fail toprecisely evaluate what component knowledge they lack or what skills they need. This canhinder the student’s metacognitive regulation of their learning progress, lower their self-efficacy,and stifle their motivation. Learning activities and assessments that explicitly communicate andscaffold students’ learning progress across the different levels of learning outcomes will providestudents with a better opportunity to plan and adjust their learning plan accordingly.Scaffolding is the process that aims to deconstruct a complex assignment into
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Katherine E. Welsh, United States Air Force Academy; Lorena S. Grundy, Tufts University; Brian P. Self, California Polytechnic State University, San Luis Obispo
- Tagged Divisions
- Mechanics Division (MECHS)
answers to a statics concept question. These responses were examined,sorted into helpful and unhelpful reasoning patterns, and coded into themes. To more deeplyexplore student reasoning patterns, we use a think aloud protocol to study how students addressthis same friction problem with multiple solution paths, and how they assess their own thinking.Specifically, we ask:1. What patterns emerge in student approaches to the problem?2. How do different student approaches interact with their assessment of their thinking?Previous WorkConcept questions provide one avenue for educators to engage in student-centered pedagogywhere the students influence the content, materials, and pace of learning by providing facultyfeedback on current
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Amie Baisley, University of Florida; Keith D. Hjelmstad, Arizona State University
- Tagged Divisions
- Mechanics Division (MECHS)
Paper ID #42424Student Performance on Statics Problems in Deformable Solids: A Look atPre- and Post-Test ResultsDr. Amie Baisley, University of Florida I am an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. My teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.Prof. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at
- Conference Session
- Student Self-assessment in Mechanics Courses
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ashraf Badir, Florida Gulf Coast University; Ali Irmak Ozdagli, Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Micheal Abiodun Uduebor, Florida Gulf Coast University
- Tagged Divisions
- Mechanics Division (MECHS)
FGCU have been investigating ways to improve studentperformance in engineering mechanics (statics and dynamics), a required course for studentsmajoring in bioengineering, civil engineering, and environmental engineering. Success in thiscourse is critical to excel in follow-up mechanics courses and upper-level engineering courses.Data has been collected on students’ performance on homework, quizzes and exams, and on thestudents’ thoughts on learning and course delivery. Thus far, it has been concluded that the useof traditional hand-written homework, frequent assessment via quizzes [1] or the PearsonMastering Engineering [2] software for formative assessment did not have a significant impacton students’ performance on exams. It was also
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alexander John De Rosa, University of Delaware; Samuel Van Horne, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
address this need by building on a prior study [19] that used a series ofthink-aloud, problem-solving interviews to assess the barriers and challenges students face intransferring knowledge from prior mathematics courses into an applied engineering setting. Inthis prior work, participants were tasked with solving a rigid-body equilibrium problem typicalof an engineering statics course but which required integration skills, as well as knowledge of thecentroid, to solve. In the course of this study it was found that participants could not solve theproblem as they could not determine the centroid of the object in question. Participants citedissues such as a lack of applied problems being taught that used centroids, the use of tabulateddata for
- Conference Session
- Developments in BME Pedagogy and Assessment
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington
- Tagged Divisions
- Biomedical
skillsnecessary to embark on successful careers and to contribute to the advancement of the currentstate of bioengineering. To this end, at our institution we have conducted an extensiveexamination of our undergraduate bioengineering program. The goal of this study was to utilizea variety of assessment techniques in order to enhance our understanding of the strengths andlimitations of our curriculum and to identify any aspects of the curriculum which could beoptimized to better meet the needs of the modern bioengineering undergraduate student.In this paper, we present our comprehensive approach to assessing the effectiveness of thecurrent curriculum at the University of Washington. We describe the multiple methods of self-analysis implemented over the
- Conference Session
- Mentoring Graduate Students, Diversity, and Assessment
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Lisa Frehill, Self employed consultant; Amanda Lain, Freelance Consultant; Catherine Didion, National Academy of Engineering
- Tagged Divisions
- Graduate Studies
Non-URM-Male, 23.9%In their intake interviews, students were asked to assess the relative percentages of internationalstudents, domestic minority students and women in their programs. Figure 3 shows the datafrom the “NSF-NIH Survey of Graduate Students and Postdocs in S&E” on enrollments byengineering program. The numbers in parentheses indicate the average annual enrollment withineach department during the AMP-BD period of 2003-2007.The students, for the most part are quite accurate in their assessments of the relative ratios ofthese groups. Approximately two-thirds of all chemical engineering and electrical engineeringstudents were international men and women, with the number of men dwarfing
- Conference Session
- Assessment of K-12 Engineering Programs & Issues
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University
- Tagged Divisions
- K-12 & Pre-College Engineering
AC 2010-1964: TEACHERS AS SCIENTISTS: A QUALITATIVE STUDY OFOUTCOMES FOR AN RET PROGRAMLisa Benson, Clemson University Lisa C. Benson is an Assistant Professor in the Department of Engineering and Science Education at Clemson University, with a joint appointment in the Department of Bioengineering. Dr. Benson teaches first year engineering, undergraduate research methods, and graduate engineering education courses. Her research interests include student-centered active learning in undergraduate engineering, assessment of motivation, and how motivation affects student learning. She is also involved in projects that utilize Tablet PCs to enhance student learning. Her education includes
- Conference Session
- Assessment & Continuous Improvement in ET: Part I
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Richard Chiou, Drexel University; William Danley, Drexel University
- Tagged Divisions
- Engineering Technology
Engineering and Technology (ABET). The self-study team was able tocreate a thorough and effective plan to assess the processes used for the ABET accreditation. Themission of the program is to provide contemporary students with an academic foundation andpractical education in engineering technology through an outstanding curriculum and appliedresearch program, and the participation of our students in one of the nation’s most successful co-operative educational programs. Capitalizing on the success of the implementation of Web-based technology in the AET curriculum through the support of NSF CCLI Phase 1 and 2projects since 2004, the quality of curriculum, course offerings, and laboratory facilities areimproved to meet the program mission. The
- Conference Session
- Assessment & Continuous Improvement in ET: Part II
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Steven Walk, Old Dominion University
- Tagged Divisions
- Engineering Technology
Engineering Education, 2010 Student Surveys of Course Knowledge and Skills: Improving Continuous ImprovementAbstractThe emphasis on curricula and program accreditation has moved from certification of teaching toconfirmation of learning. Commonly adopted outcomes and assessment methods reflect theobservations or opinions of the evaluator on the quality and quantity of learning demonstratedthrough various measures such as projects, presentations, or testing. Students achieveknowledge and skills objectives through the various learning opportunities, in other words thelearning tools, offered them. Instructors must have knowledge of student preferences,perceptions, and responses to the tools offered the students in
- Conference Session
- Assessment & Continuous Improvement in ET: Part III
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Virginia Westheider, University of Cincinnati; Sarai Hedges, University of Cincinnati
- Tagged Divisions
- Engineering Technology
AC 2010-2108: EMPLOYING SIX SIGMA AS A TOOL FOR CONTINUOUSIMPROVEMENT IN ENGINEERING TECHNOLOGY EDUCATIONVirginia Westheider, University of Cincinnati Ms. Westheider is Academic Director for Assessment and Accreditation at the College of Engineering and Applied Science (CEAS) at the University of Cincinnati, Cincinnati, Ohio. She has 23 years experience in learning and assessment with particular interest in engineering education.Sarai Hedges, University of Cincinnati Professor Sarai Hedges is professor of statistics at the University of Cincinnati, Cincinnati, Ohio. She received her certificate in American Society for Quality Certified Six Sigma Green Belt(CSSGB), June, 2009 Six Sigma
- Conference Session
- CE Capstone: Innovations in Learning & Assessment
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Michael McGinnis, University of Texas, Tyler; Ronald Welch, University of Texas, Tyler
- Tagged Divisions
- Civil Engineering
engineering point of view. The processmoves through the lower levels of Bloom’s taxonomy to the synthesis level as thestudents complete their designs, and the culmination exercise of providing technicaljustification behind selecting the optimal alternative will move students into anevaluation mode. Industry partners provide feedback and assessment throughout thestages noted.The outcomes within the courses and the program have been assessed (the senior designis an integral part of the assessment process), evaluated, and changes instituted toimprove how these types of partnerships can be fully utilized. This paper will outline thecourse objectives and cognitive levels selected for this design experience, the integrationof real clients within the
- Conference Session
- Assessment & Continuous Improvement in ECET: Part II
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Jane LeClair, Excelsior College; Li-Fang Shih, Excelsior College
- Tagged Divisions
- Engineering Technology
is currently the Director of Program Development and Assessment in the School of Business and Technology at Excelsior College. She received her Ph.D. in curriculum and instruction with specialization in online instruction and curriculum development from the State University of New York at Albany. Her research has focused on issues related to quality online instruction, online communication, and the development of online community and outcome assessment. Page 15.674.1© American Society for Engineering Education, 2010 Implementation of a Systematic Outcomes Assessment Plan to Ensure Accountability
- Conference Session
- Engineering Education Research and Assessment II
- Collection
- 2005 Annual Conference
- Authors
- Mary Frances Stewart; Malgorzata Zywno
minutes navigating their way around and to verbalize their thoughts (i.e.using the Talk-Aloud Protocol) as they explored the module. Then they were given 45 minutes tostudy the actual control theory content of the tutorial module. Each navigation and study sessionwas recorded on video for learning style and usability assessment. Immediately after the studysession the student then completed the post-test consisting of the same 32 items. The pre- andpost-test scores are documented in Table 4 and show that students benefited from studying theon-line module. Their post-test results showed improvements as compared with their pre-testresults, with an average improvement of 18.7%. This is consistent with previous research wherethe use of online
- Conference Session
- Engineering Education Research and Assessment II
- Collection
- 2005 Annual Conference
- Authors
- Sang Ha Lee; John Wise; Thomas Litzinger; Richard Felder
sample. The instrument wasadministered on-line and over 500 students completed it. The results were subjected topsychometric analysis to investigate reliability and validity and to extract trends in the data withrespect to field of study and gender.IntroductionThe Index of Learning Styles©, created by Felder and Soloman,1 is designed to assess preferenceson four dimensions of a learning style model formulated by Felder and Silverman.2 The ILSconsists of four scales, each with 11 items: sensing-intuitive, visual-verbal, active-reflective, andsequential-global. Felder and Spurlin3 summarize the four scales as follows: • “sensing (concrete, practical, oriented toward facts and procedures) or intuitive (conceptual, innovative, oriented
- Conference Session
- Assessment Issues in 1st-Yr Engineering
- Collection
- 2005 Annual Conference
- Authors
- Eric Soulsby
this Q-course Readiness test may be found in Appendix A. Students wereexpected to pass the placement test or successfully complete a remedial mathematics course(which carried no credit toward graduation) prior to enrolling in any Q-courses.In addition to the Q-course Readiness test, a second placement test assessing preparedness for Page 10.1394.2first-year calculus was also administered for those students enrolled in majors requiring this levelof mathematics. Sample questions from the Calculus Readiness Survey may be found in Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition
Cheating In College And The Workplace: An Examination Of Engineering Undergraduates Ethical Behavior
- Conference Session
- Engineering Education Research and Assessment I
- Collection
- 2005 Annual Conference
- Authors
- Donald Carpenter; Trevor Harding; Cynthia Finelli
education, students have beenfinding ways to cheat on these assessments. What has only more recently become apparent isthat the extent to which individuals engage in cheating is dependent on the field of study of theindividual. For example, Bowers [1] and McCabe [2] both showed that engineering studentsself-reported significantly higher rates of cheating than did students in other disciplines with theone exception of business. Explanations for elevated cheating among engineering studentsinclude higher work loads, the vocational orientation of the discipline, and the grade orientationof engineering students. However, the interaction of these and other explanatory factors is notunderstood, leaving faculty and academic institutions with little more