Conference Session

Assessment & Quality Assurance in engr edu

Collection

2002 Annual Conference

Authors

Robert Creese

Conference Session

Assessment in Large and Small Programs

Collection

2002 Annual Conference

Authors

Ronald Terry; W. Vincent Wilding

Engineering Educationwe felt it important to emphasize the chemical nature of the material. This course was taughtmainly to juniors and seniors with a few graduate students and civil engineering majors thrownin. Table 2 shows the list of topics covered in this course.Table 2. Topics in 3-Hour “Environmental Engineering for Chemical Engineers” Course. Historical Aspects of Environmental Engineering Environmental Ethics Environmental Legislation Fate and Transport Toxicology Risk Assessment Ozone Depletion Global Warming Pollution Prevention and Waste Minimization Design for Waste Minimization Hazardous Waste Physico-Chemical Treatment Biological Treatment Stabilization and Solidification Thermal

Conference Session

Assessment & Quality Assurance in engr edu

Collection

2002 Annual Conference

Authors

Megat Johari Megat Mohd Noor

from the conception stage until achieving the certification arehighlighted. The implementation of the ISO 9001 quality system is to complement theexisting quality assurance activities such as the accreditation by the Board of Engineers,Malaysia and the external examination and assessment processes.Prior to the ISO 9001 certification exercise by the School of Engineering, there was anambitious move by UPM to certify all activities covering the scope of teaching, research,consultancy and administration at the university level. Learning from the failure, which wasmainly due to the lack of management commitment at nearly all levels that did not translateor permeate down the importance of the exercise, has led UPM to take a more cautiousapproach

Conference Session

Assessment & Quality Assurance in engr edu

Collection

2002 Annual Conference

Authors

John Anderson; Jean-Lou Chameau; Dick K.P. Yue

2/22/02 SPINE – International Benchmarking of Successful Practices in Engineering Education John L. Anderson1 Jean-Lou Chameau2 Dick K. P. Yue3 Organized by the Board of the Swiss Federal Institutes of Technology, SPINE is apartnership among 10 technical colleges and universities to identify and share educationalpractices in engineering and computer science; three schools are in the United States(Carnegie Mellon, Georgia Tech and MIT) and seven are in Europe. Five disciplines arechosen for assessment – chemical engineering

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naiquan (Nigel) Zheng, University of North Carolina, Charlotte

Tagged Divisions

Biomedical

. Page 22.1342.1 c American Society for Engineering Education, 2011Student-centered Learning for an Interdisciplinary Course: a multifaceted approach University of North Carolina at Charlotte Page 22.1342.2 Introduction An orthopedic surgery often involves use of implants for bone fracture fixation or jointsurface replacement. Pre-surgery assessment and post-surgery rehabilitation often involve use ofrehab exercise equipment, braces and rehab treatment devices, and evaluation tools of humanjoint functions. Orthopedic industry has grown to a multi-billion dollar business and is in direneed of well trained biomechanical

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hatice O. Ozturk, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Biomedical

AC 2011-998: PAT: A PROGRAM ASESSMENT TOOL FOR ENGINEER-ING PROGRAMSHatice O. Ozturk, North Carolina State University Hatice O. Ozturk holds a joint appointment between Biomedical Engineering and Electrical and Computer Engineering Departments in the College of Engineering at North Carolina State University as a Teaching Associate Professor. She divides her time within each department between teaching, program assessment, advising and research.Dianne Raubenheimer, North Carolina State University Dr. C. Dianne Raubenheimer is Director of Assessment in the College or Engineering and Adjunct As- sistant Professor in the Department of Adult and Higher Education at NC State University. Within the College of

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert A. Linsenmeier, Northwestern University; Melvin Andrew McElrath, Marquette University; Wendy Murray, Northwestern University; Laura M. Haugh-Scheidt, Northwestern University

Tagged Divisions

Biomedical

were not designed to assess whether eLMS modules promotelearning better than other forms of instruction, for instance, paper and pencil homework, or nohomework at all. We found no correlation between survey items and performance onbiomechanics exams, and only weak, although significant, correlations between module scores inphysiology and exam scores. Little importance can be attached to these correlations or lack ofcorrelations. It may be that the modules had little effect on strong students, but brought weakerstudents to a higher level before the exam. However, the exams test more than what studentslearn from the modules, and students have several sources of information when learning thematerials and preparing for exams besides the modules

Conference Session

Assessment Methods and Learning Pedagogy I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

degree project funded jointly by the European Union and the Fund for the Improvement of Post Secondary Education. In that paper4 the authors stated: A transatlantic degree consortium to implement a four-semester dual masters degree initiative across a three-institution consortium consisting of Purdue University (USA), the Dublin Institute of Technology (DIT), and the Universitat Politècnica de Catalunya - BarcelonaTech (Spain) is presented in this paper. This initiative, while focusing on graduate (Masters) student mobility, also includes faculty mobility, language instruction and assessment, project evaluation and other services to insure ongoing success

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shi Stan Lan, DeVry University, Tinley Park

Tagged Divisions

Engineering Technology

above 75 hours was defined as high attendance.End-of-Term Overall Scores. Traditionally, student academic performance is measuredby a wide range of indicators, which reflect how much they accomplish after certainlearning processes. According to Checchi, Franzoni, Ichino, and Rustichini (1999),academic performance is considered as the amount of human capital obtained duringstudents’ academic career, which includes “both elements of quantity and quality” (p. 2).For a class offered in blended-learning format, students’ end-of-term overall scores arecomposed of the calculated assessment of both onsite and online quality and quantity ofperformance based on the weighted weekly and daily individual sub-scores.Comprehensive grading rubrics are usually

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa I. Zelaya, Clemson University; Melissa Dorlette-Paul, Clemson University; Elaine L. Craft, Florence-Darlington Technical College; Anand K. Gramopadhye, Clemson University; Carey W. Castle, Greenville Technical College

Tagged Divisions

Engineering Technology

development process is illustrated in Figure 3. This shows the involvement ofeach member of the partnership in the different stages of development, from needs analysis fromsubject matter experts (SME) to testing, assessment and dissemination to K-12 partners. Example A2 Next Generation Courses Clemson Florence- • Hybrid power systems University / Darlington • Fuel systems ICAR Tech College • Composites • Green Technologies Needs analysis, A 2 Pedagogical Material Assessment industry, FAA

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Morteza Sameei, Houston Community College Northeast

Tagged Divisions

Engineering Technology

issues faced by the mentees etc. Theywere also given the opportunity to learn about CMaps development tools and otheradministrative procedures. At the beginning of the each academic session, the mentees wereasked to complete a survey and schedule where they indicated their available time slots to meetwith the mentors. Performance of the mentees was monitored to assess the effectiveness of the Page 22.1059.4mentoring sessions and the use of CMaps.One of the major responsibilities of each of the mentors was writing weekly reports of theirmeetings with their mentees. In order to help them in this activity, the project PI’s conducted anextensive

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jyhwen Wang, Texas A&M University; Alex Fang, Texas A&M University; Michael Ryan Golla, Texas A&M University

Tagged Divisions

Engineering Technology

in investigating the effects of lecture-laboratory timing onstudent learning. In a Fluid Power Technology course, a group of students were taught inthe traditional “theory first” approach. Another group of students were assigned toconduct experiments before attending the lecture (the “experiment first” approach). It wasfound that there is no significant difference in student performance between the twogroups. The same arrangement was made in a Non-Metallic Materials and a Strength ofMaterials courses. In addition to the regular assessment, surveys were conducted toinquire students’ learning style and their preference. Preliminary results showed thatwhile most of the students are indifference, some students prefer a specific “theory first”or

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Amithraj Amavasai; Jyothsna Kavuturu

Tagged Divisions

Graduate Studies, Minorities in Engineering

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy L. Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet; Carl F. Jenks, Purdue University, Calumet

Tagged Divisions

Graduate Studies, Minorities in Engineering

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig T. Evers P.E., Minnesota State University, Mankato

Tagged Divisions

Graduate Studies, Minorities in Engineering

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Wes Stone, Western Carolina University

Tagged Divisions

Graduate Studies, Minorities in Engineering

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah Won, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles

Tagged Divisions

Biomedical

research projects. As CSULA begins todevelop this BME program, we have aimed to make the limited opportunities available to ourstudents in BME thus far as enriching as possible.Over the past year, we have exploited the unique user interface of the HP Tablet PC to restructurethe teaching / student learning paradigm in the Biomedical Instrumentation course and to involvestudents in a biomedical engineering research project. Our objectives were to engage students inlearning BME course material by incorporating a technological gadget which students find funand interesting in and of itself, provide an avenue for interaction with the teacher and otherstudents, and aid instruction by allowing for an engaging method for on-the-spot assessment andfeedback

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Michele Strutz, Purdue University; Matthew Ohland, Purdue University; Erin Bowen, Purdue University; Eric Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

, integrating engineering conceptsand engineering college education and career options into the K-6 curriculum are a necessarychange.One way to determine if engineering is a good fit is for a student to use a self-assessmentinstrument. A self-assessment tool helps an individual discover more about him/her self55. Inmaking career choices, an assessment of one’s skills, interests, personality, and values influencescareer decisions9. Exploration of the literature reveals that an instrument for self-assessment ofyoung engineering talent, interest, and fit does not exist.The purpose of this research is to create an instrument to help fifth and sixth grade studentsidentify themselves as having engineering interest and potential. The purpose of this

Conference Session

Pedagogy and Assessment in ECE II

Collection

2010 Annual Conference & Exposition

Authors

Rosalind Wynne, Villanova University

Tagged Divisions

Electrical and Computer

theKolb’s Experiential Learning Cycle.2 Exam journaling activities were adopted to support thereflective observation phase of the theoretical model and were directly assessed from the examperformance of the student. The journaling exercise required students to re-work any examproblems that the student incorrectly answered and to provide a brief statement that explains thethought process of the student that led to the incorrect solution in the preliminary computationalanswers to the exam.Direct assessments of the reflective learning activities are provided in terms of exam results aswell as insight to which activities that are supportive and unsupportive of the learning process.Several schemes were used to support and assess the learning needs of

Conference Session

Pedagogy and Assessment in ECE II

Collection

2010 Annual Conference & Exposition

Authors

Deepika Sangam, Purdue University, West Lafayette; Brent Jesiek, Purdue University

Tagged Divisions

Electrical and Computer

concept inventory in their courses, and for those who are moregenerally interested in current research and development trends in the area of conceptinventories.IntroductionInterest in identifying misconceptions using concept inventories largely began with the advent ofthe Force Concept Inventory (FCI) in the 1990s.1 Concept inventories (CIs) are assessmentinstruments that focus on fundamental concepts in a domain; concepts that are critical to buildingadvanced knowledge in that domain. This provides a means of evaluating students’ conceptualunderstanding and not just problem solving ability as typically assessed using other methods (ex.course exams). Results of administering FCI indicated that students did not understand basicconcepts in

Conference Session

Pedagogy and Assessment in ECE II

Collection

2010 Annual Conference & Exposition

Authors

Albert Liddicoat, California Polytechnic State University; Jianbiao Pan, California Polytechnic State University; James Harris, California Polytechnic State University; Gary Perks, California Polytechnic State University; Linda Shepherd, California Polytechnic State University

Tagged Divisions

Electrical and Computer

AC 2010-227: DEVELOPMENT AND ASSESSMENT OF A PCB LAYOUT ANDMANUFACTURING LABORATORY MODULE IN INTRODUCTORY ELECTRICCIRCUITS FOR EE AND NON-EE MAJORSAlbert Liddicoat, California Polytechnic State University Albert A. Liddicoat received his M.S. and Ph.D. degrees in Electrical Engineering and his M.S. degree in Engineering Management from Stanford University in 1996, 2002 and 1999, respectively. He earned a B.S. degree in Electronic Engineering from California Polytechnic State University in San Luis Obispo in 1989. Dr. Liddicoat worked for IBM’s Storage Technology Division from 1990 until 2002 where he held many positions in disk drive development including: servo system test and integration

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Devlin Montfort, Washington State University; Shane Brown, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Monica Cox, Purdue University; Osman Cekic, Purdue University; Sara Branch, Purdue University; Rocio Chavela Guerra, Purdue University; James Cawthorne, Purdue University; Benjamin Ahn, Purdue University

Tagged Divisions

Graduate Studies

preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).Osman Cekic, Purdue University Osman Cekic, Ph.D., is a Postdoctoral Research Assistant at Purdue University School of Engineering Education. Osman’s research interests include higher education policy, finance and the linkages between budget and organizational culture, and college student retention. In his previous appointments, Osman has worked with the Integrated Postsecondary Education Data System (IPEDS

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Gregg Fiegel, California Polytechnic State University; Jay DeNatale, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

senior-levelpractitioners leads each course offering. The practitioners play an essential role in the deliveryof the course, acting as section instructors, guest speakers, interview panel members, and projectadvisors. Details regarding the responsibilities of the instructional team members are included inthe paper. The paper also describes how local practitioners are prepared for their assignments.The new course represents a valuable program assessment tool since class activities permit directmeasurement of program outcomes. Included in the paper are discussions of the courseassessment processes and the procedures used to promote grading consistency among the facultyand practitioner evaluators. Improvements made to both the course and program

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Charlie Quagliana, University of WIsconsin-Madison; Jeffrey Russell, University of Wisconsin, Madison; Michael Doran, University of WIsconsin-Madison; Rod Hassett, University of WIsconsin-Madison; Greg Harrington, University of WIsconsin-Madison

Tagged Divisions

Civil Engineering

assessment come in several forms. The client was an active participant in activitiesof both semesters. They attended many Thursday student work sessions with mentors, providingconstructive feedback on concepts and issues in a timely manner. The client also participated inthe review and assessment of mid term and final presentations. Feedback was provided tofaculty, mentors, and students in the form of verbal communication at the end of eachpresentation and in the form of a written a critique. Overall client feedback was accomplished ina manner closely simulating real world situations for a professional design team.The panel of six to eight jurors who evaluate each presentation also provided an assessment

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

Tagged Divisions

Chemical Engineering

 curricular  surveys  established  over  30  years  ago.    These  surveys  provide  useful  norming  information  to  departments  on  the  state  of  the  curriculum  throughout  the  United  States  and  in  participating  international  programs.    Recent  surveys  have  assessed  first-­‐year  courses,  mass  and  energy  balances,  chemical  reactor  design,  and  capstone  design  (Silverstein  et  al.;  Silverstein  and  Vigeant;  Silverstein).    Surveys  are  conducted  online,  and  responses  are  solicited  through  the  Chemical  Engineering  Chair  listserv.      This  year’s  survey  was  on  Chemical  Engineering  Electives.    Of  necessity,  this  considers  course  titles  and  undergraduate  curricular  requirements  more  so

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Michael Dulaski P.E., Northeastern University

Tagged Divisions

Civil Engineering

, andFuller at North Carolina State University determined that there was very little differencebetween the peer rating and self-rating, while 6% of the students gave themselves ahigher rating, and 14 % gave themselves a lower grade1.Before the end of each semester the instructor sends an email to the students requestinggrades from the students. The instructions in the email are nebulous, by design. Theinstructor did not want to limit the student’s assessment approach. If a specific rubricwas provided, the students may provide responses that fulfill that requirement, andnothing else. In order to receive the most thoughtful assessment material, the instructionsrequired the students to provide the following: “Similar to what you did at the mid

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey F. Rhoads, Purdue University, West Lafayette; Eric Nauman, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering, Mechanics

web2.0 interactive technologies to create linked physical and virtuallearning environments that not only appeal to students, but markedly improve their technicalcompetency in foundational engineering technical areas.Given this framework, the present work specifically seeks to describe the Purdue MechanicsFreeform Classroom, its constituent components, and, where pertinent, their development andevolution. Complementing this is a discussion of preliminary assessment, both formal andanecdotal in nature, the results of which not only highlight the group-level efficacy of theapproach (as captured through student failure and withdrawal metrics), but also the high levels ofstudent engagement and satisfaction that it yields. In addition, and in light of

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

taught by four instructors across six differentsections. In an effort to maximize the student-teacher interactions in each class afforded by theflipped classroom model, enrollment in each section was limited to 17 students. The flippedclassroom model was not used for all topics and classes; instead, the model was used at targetedtimes when multiple lecture periods were spent on the same topic. In these cases, the initiallecture for each topic was presented to the class in a traditional lecture style while subsequentlectures on the topic were videotaped and watched by the students outside of class time. Thespecific details of the approach and implementation follow.ApproachIn order to assess the utility and cost-effectiveness of this approach for

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University

Tagged Divisions

Civil Engineering

Cleveland State University’s General Education requirements, it wasnot approved for Gen Ed listing by the University Curriculum Committee. As a result, few, ifany, non-engineering students take the course.A complete description of the course is provided in another paper 4. The earlier paper alsodiscusses similar courses at other universities, as well as the assessment of the course atCleveland State University and some preliminary results. The course syllabus is provided as anAppendix.Student Learning OutcomesThe requirements that civil engineering programs have to meet now, and will have to meet in thefuture, are contained in a number of documents. The requirements are written in terms ofoutcomes, which include technical knowledge as well as the