Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech

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First-Year Programs

Paper ID #19581A Sea of Variations: Lessons Learned from Student Feedback about the Roleof Trust in First-year Design TeamsMs. Natalie C.T. Van Tyne, Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as aids to enhanced

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

invented strategies they used to managing their workflowduring a semester long project. Results in this study focus primarily on students’ reflections atthe middle of the semester when they were in the initial stage of requirements finding, ideation,research and analysis of potential design options. Introduction Teamwork is essential to the engineering professional experience and is an importantpedagogical objective in engineering courses where students need to learn how to work togetherand practice their communication and knowledge building skills with teams. Teamwork is one ofthe central ABET criteria for undergraduate engineering education where it is emphasized thatstudents need to develop “an ability to function on multidisciplinary

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs

new modules we plan to develop shown in Figure 1. Therefore, it emerged as the mostappropriate model to use and became our primary framework.Multicultural awareness focuses on an individual’s understanding of their own social identities incomparison with the identities of members from other groups (Pope, Reynolds, & Mueller,2004). The competency of awareness encourages students to engage in critical reflection abouttheir own underlying assumptions to ensure that individuals with differing cultural perspectivesare not invalidated. Multicultural knowledge focuses on the pursuit of cultural knowledge andthe comprehension of new and or existing theories regarding race, class, and gender (Pope,Reynolds, & Mueller, 2004). This competency

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

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Diversity

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First-Year Programs

anengineering degree and write a reflective comprehensive report at the end of the course.Previously published results reported a positive impact on first-year engineering studentretention and performance after the first year of implementation of the DYP program. The resultsof the four-year longitudinal study confirm an increase in overall GPA and persistence for thefirst-year, but more remarkably it shows that the DYP program has a long term sustainable effecton student success. Results show statistically significant differences in GPA and persistence ratesbetween the DYP cohort and control cohort for all years. The DYP cohort showed higher overallGPAs: +0.53 year one, +0.33 year two, +0.31 year three and +0.26 year four (p<0.001, exceptfor year

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

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First-Year Programs

structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2017Work in Progress: An Interdisciplinary Course Designed to Assist First YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAbstractThis Work in Progress paper describes an interdisciplinary course for first year engineeringstudents focused on exploring the National Academy of Engineering (NAE) Grand Challenges,and recognizing societal issues that influence engineering solutions to those challenges. Thiscourse is offered as a part of the NAE Grand Challenge Scholars Program (GCSP) at ArizonaState University (ASU) to help students develop a personal plan for

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

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First-Year Programs

of how to provide students with opportunities to explore other majors (guided or directedchoice) while still helping them feel grounded in their own tentative choice. From informalconversations, it is clear that our students have a perception of engineering that may notnecessarily be real – and certainly that difficulty is key (Stevens, 2007). Part of the goal oflearning objectives within our program is to make them available to students and reiterate themthroughout the course sequences in order to demonstrate that difficulty is not the endgame, nor isit productive to think in that fashion. Use of Reflective and Liberative Pedagogies Both the first and third introductory course make significant use of reflective responsesand

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

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Diversity

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First-Year Programs

the researchers to see which students were comfortable inidentifying as artistic. From these results, we were able to further discern characteristics of the‘artistic’ students from their answers to the previous star questionnaire both from the start andend of the semester.In addition to the survey questions, the students also were tasked with a reflection on the processof designing a Christmas ornament through sketching and then with CAD, which resulted in 3Dprinted physical objects. The open-ended reflections shed light on how the students approachedthe process of design and what they wish they had focused on more. Through this study, weaimed to gather a better understanding of the artistic profiles of first-year engineering studentsand will

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

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First-Year Programs

, engineeringdecisions under uncertainty, ethical failures/disasters, and sustainability. The teaching andassessment methods used in first-year courses were described for 143 introductory courses and56 design courses. The most common methods used to teach students about ethics/societal issuesin these courses were: case studies, in class discussions, lectures, and examples of professionalscenarios. Design courses also commonly included design and project based learning as methodsto teach ethics. Common assessment methods for ethics/societal impacts learning were:individual reflective essays, test/quiz questions, individual homework, and group writtenassignments. Ten percent of the introductory courses and 9% of the first-year design courses didnot assess ethics

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

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engineering writing. Also included are rhetorical reflections that ask studentsto consider the choices made in their own writing and to understand writing as a process inwhich they engage.The Writing in Engineering Fields pilot course was designed to be delivered in three units: Unit1: Basic Skillsets for Rhetoric/Why do Engineers Write?”, Unit 2: Writing to EngineeringAudiences, and Unit 3: Writing to Wider Audiences—with each unit designed to meet three corelearning objectives (Table 2). Unit 1 began with an introduction to the Grand Challengesconcepts, culminating in an assignment that asks students to analyze, along with providing arhetorical reflection on, the written and rhetorical choices made across three texts that reflect aGrand Challenge

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

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Diversity

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First-Year Programs

ability tomonitor progress towards self-generated goals, and the ability to reflect on performance andmake adjustments and manage time effectively, to comprise the overarching construct of self-regulation in learning [4].Students who are better at self-regulation often outperform those who have not developed theseskills [5]. Although the literature on this topic heavily focuses on students’ use of strategies orperformance, there is a growing body of research focused on students’ backgrounds andunderlying beliefs regarding learning. These individual difference variables may globallyinfluence a student’s disposition, use of strategy, and thus, performance [4, 6]. Although thereare several potential lines of inquiry available, the present study was

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

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Diversity

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First-Year Programs

’ development, achievement, and persistence through encouraging the integration of social and academic lives within a college or university and its programs, and through quality interaction with peers, faculty members, and the campus environment5. (pp. 49–50)Learning communities help students to make friends right away so that they can then settle inand focus on academics. Johnson et al8, wrote about how using cooperative learning in learningteam environments helps to reduce anxiety, helps to increase motivation, and promotesemotional bonding. In the learning teams, the first year seminar course, and the academicstrategies course students are asked to reflect and write about their experiences. Research asshown the importance of

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

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First-Year Programs

-point Likert scale. This data has received on-goinganalysis to compare the 2015 and 2016 cohorts, and to provide insight into any future changes.Perceptions of online lectures: In 2015, 73% of students agreed or strongly agreed that the onlinelectures were helpful, and 79% agreed in 2016. When asked if they prefer online lectures to in-person lectures, such as those in their other engineering courses, approximately half of both the2015 and 2016 cohorts agreed they would prefer online lectures. This was also reflected in thequalitative responses, where an average of half the respondents expressed a preference for theonline lecture format over the in-person format. These results are summarized in Tables 1 and 2.Addition of tutorials: As mentioned

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

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First-Year Programs

this skill developmentmore intentionally. Specifically, we will add two additional short readings on leadership ofdiverse teams, and we will ask mentors to write short reflections (a few paragraphs) at three orfour time points during the semester. We believe this scaffolded reflection will enhance mentors’learning and retention of this critical information, as shown in other studies of double looplearning and scaffolded reflection [10,11].Suggested Best Practices for Working with Peer MentorsOver five years of teaching this course, we have found that certain practices for mentorrecruitment and facilitation have improved the project experience for students, mentors, andinstructors. For example, we:  Recruit excellent former students of the

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

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First-Year Programs

impactof their tower. Environmental impact was calculated by summing the CO2 emission value foreach of their supplies. During each of the build weeks, teams could purchase additional suppliesat twice the cost, and they could not return any supplies that were ordered through their bill ofmaterials for each iteration. During weeks 2 and 3, there were also team oral presentations andwritten assignments based on their tower designs.During the last three weeks of ENGR 102, a common curriculum will also run through allsections with the professional skill building focused on project management and engineeringethics. In addition, activities will prompt students to reflect on their experiences during their two7WMPs and how they might impact their decisions

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

, such as Solid Mechanics, Mechanism Analysis and Design, Mechanical Design, Computer Aided Engineering, etc. Her interests include inno- vative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

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Diversity

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First-Year Programs

ofdifficulty in psychometric testing and thus the items might require additional testingmethodologies to ascertain their internal consistency [24].Factor Analysis was used to support the validity of the survey. Confirmatory Factor Analysiswas applied based on the four a priori item groupings we had previously identified on aconceptual basis, yet while the group of items reflected a great deal of homogeneity within theseconstructs, the methodology failed to identify the underlying latent patterns. Exploratory FactorAnalysis (EFA) has long been used by psychologists to test the latent factors of humanintellectual abilities. Proposed in late 19th/ early 20th century by the English Statistician SirFrancis Galton and later propagated by statisticians like

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Matthew Wigdahl, Oaklawn Elementary School; Charis Dawn Collins, Oaklawn Elementary School

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First-Year Programs

that we were onlymoderately successful in constructing a meaningful and purposeful design experience. While theK12 instructor has been using a project framework such as this for many years, this was the firstattempt at guiding students through a process aligned more closely with an engineering designproject and with the purpose of designing something meaningful and useful.With the next iteration of this project, we are attempting to enhance the project with two additionsto the framework for the K12 students: 1. Students will now reflect on their project weekly, in the form of a written blog posts. The goal is to encourage the students to have better focus in their planning and prototyping by providing time to think 6 . It is

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette (College of Engineering); Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

engineering careers.AcknolwedgementsWe appreciate the support of Purdue University’s School of Engineering Education and the FirstYear Engineering Honors Program for their support of this study. The views expressed by theauthors do not necessarily reflect the views of these agencies.References[1] Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12classrooms. ​Journal of Engineering Education​, ​97​(3), 369-387.[2] Bennedsen, J., & Caspersen, M. (2008). Model-driven programming. In ​Reflections on the Teaching ofProgramming​ (pp. 116-129). Springer Berlin Heidelberg.[3]Cognition and Technology Group at Vanderbilt. (1997). ​The Jasper Project: Lessons in curriculum, instruction,assessment, and

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jennifer Lynn Schlegel, Florida Institute of Technology

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First-Year Programs

confirming student preference foractive, engaged learning experiences. All teams were able to complete a product in time (mostlythrough a large push right up until the deadline). Additionally, students documented andcommunicated their experiences through a written final report and presentation. Bothrequirements allow students to reflect on the project, making activity, and better understandwhere there was room for improvement. Unsurprisingly, the largest point of reflection is toavoid procrastination.In the surveys, students reported exploring more than one engineering discipline during theproject with exposure to Civil, Mechanical, and Electrical being the most common majorsreported. The students found communicating with their group members as one

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

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, were conducted intwo sections of a freshman engineering course at a large southwestern university in the UnitedStates. Evaluation data were collected regarding student knowledge gains and attitudes. Both theoverall gain in technical knowledge and positive attitudes toward the field of biogeotechnicalengineering were reflected in participant responses. With the advent and development of thisnew field, this work represents a pioneering effort in the biogeotechnical engineering educationspace. Looking ahead, the study could contribute toward longitudinal research in understandingthe best practices of interdisciplinary approaches to developing engineering instruction.IntroductionThis study is situated in the context of an interdisciplinary

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

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First-Year Programs

new weekly table that contained three activities named “Attend”,“View”, and “Read”, and two homework assignments named “Do” and “Write”. The Attend,View, and Read activities disseminated the course content through in-person events, onlinevideos, and textbook reading. The Do assignments were as a quiz or survey that had studentsanswer questions about the weekly activities and reflect on their immediate applicability. TheWrite assignments were one-page essays where we asked students to reflect on the weeklyactivities and to create a personal plan that would set themselves up to “Become a SuccessfulEngineering Student”. Students only received credit for the Do and Write assignments. The fullassignment schedule is attached in the Appendix.The

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

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First-Year Programs

ways of thinking)” (p. 2). Theyimplemented a studio requirement each year, where project based learning, community service,and reflection are highlighted. Kellam et al.8 drew from student reflections and focus grouptranscripts in their evaluation of this long-term integration. Guthrie et al.6 used quantitativestudent self assessment and collected student comments to gauge the effectiveness of theirinterdisciplinary capstone design course. Rhee et al.9 in “A Case Study of a Co-instructedMultidisciplinary Senior Capstone Project in Sustainability” discussed a senior capstone coursewhere students engage together with specific shared projects, share classroom space and meetingtimes. Mentors from several engineering and non-engineering disciplines

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

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First-Year Programs

lecture. These laboratories of nomore than fifteen students were delivered by Learning Assistants, which were upper-levelundergraduate peer educators. To evaluate proficiency, a MATLAB post-test was delivered tostudents who were instructed through lecture only (“Lecture”) and those who were instructedwith the above changes (“Active”). A survey was also provided upon completion of the course tothe Active group for student reflection on their perceived software capability and the usefulnessof approaches. Post-test results suggest that the Active group was more proficient in MATLABthan the Lecture group. Survey results suggest that the Active group recognize they had notachieved expert use of the software but that they were likely to use it

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

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First-Year Programs

Engineering Education, 2017 Paper ID #18164Mr. Kai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical Engineering at the University of South- ern California (USC) and his Master of Science in the

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

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First-Year Programs

abandoned mines. The launch video and design briefincluded information on the more than 15,000 abandoned mines in New Mexico that threatensafe access to water, how acid mine drainage occurs, a brief history on why mining wasbeneficial to the state, and how mining disasters have had and continue to have myriad negativeconsequences for people and the environment.Students were guided to conduct research on the problem and existing solutions, as well asresearching ways to engage with communities that might be mistrustful of outsiders. We felt thiswould provide them an opportunity to reflect on engineering ethics. They gave 5-minute pitchesof their solutions, following similar guidelines for the previous pitch.Data collection and analysisStudents

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

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First-Year Programs

/learningstyles/ilsweb.html​.The primary results important for this report is the Visual vs. Verbal categories. Note the muchlarger numbers of students for whom their learning preference is for visual information ratherthan verbal. The full results are given in Table A1, which shows that more students have a‘strong’ (strength of 9 or 11) or ‘moderate’ (strength of 5 or 7) preference for visual information(total of 397 students) rather than ‘strong’ or ‘moderate’ preference for verbal information (totalof 27 students). Table A1: Learning style questionnaire results to date of Introduction to Engineering students.Numbers given are total number of students reporting a strength value in each (paired) category. Strength Active Reflective Sensing

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Jill Anne Folkerts, Purdue University; Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

, and investigate (level 3); as well as the abilities to analyze,synthesize, design, and create (level 4). Moreover, Darling-Hammond et al. state that “ifassessments are to reflect and encourage transferable abilities, a substantial majority of the itemsand tasks (at least two-thirds) should tap conceptual knowledge and abilities (level 2, 3, or 4 inthe DOK taxonomy)” (p. 5).7Assessment for LearningThe focus of the framework we have developed is on student learning. Often assessment in theclassroom is equated with exams, quizzes, and grades rather than emphasizing ways thatassessment can be useful in support of teaching and student learning. Moreover, adding to theconfusion, in higher education the term assessment has many disparate uses

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

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First-Year Programs

Spring forces, Hooke’s law Estimation of spring constantpromote inquiry and discussion. Students worked in groups of 4 (Figure 6) to think about thequestions they were being asked, carried out experiments to answer the questions, and thenshared what they learned with the class. In one of the Modules, for example, students were askedto record a slow motion video (using a phone app) of a falling tennis ball. Then, the groups wereasked to use data from the slow motion video to plot position vs time for the tennis ball in biggraphing posters placed on the walls around the room (Figure 6). After students had developedthe plots, we regrouped and started a reflective discussion. Students were posed with questionssuch as: can we determine if the

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

Engineering. London, November 10-12, 2008.14. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methodsapproaches, 3rd edn, Sage, Thousand Oaks, CA, 76.15. J. Walther, J., Sochacka, N. W., and Kellam, N. N. (2013). Quality in interpretiveengineering education research: Reflections on an example study, Journal of EngineeringEducation, 102(4), 626-659.16. Cross, N., & Cross, A. C. (1995). Observations of teamwork and social processes indesign. Design studies, 16(2), pp. 143-170.