Conference Session

General Topics in Graduate Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Perry’s theorywill be discussed and summarized based on a synthesis of current literatures. Justifications aboutthe methodology of applying Perry’s theory among the Chinese Engineering doctoral students inU.S. institutions will be presented.Conceptualization of Personal EpistemologyIn Kitchener’s discussion about cognitive processing and dealing with ill-structured problems, heproposed a three-level model including Cognition, Metacognition, and Epistemic Cognition7. Atthe first level, Cognition refers to an individual’s ability to read, memorize, compute, etc.Metacognition has to do with the monitoring of the first level processes; Epistemic Cognition isrelated with reflections on “the limits of knowledge”, “the certainty of knowledge”, and

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University

Tagged Divisions

Graduate Studies, Student

theunknown. I use the term ‘unknown’ to describe my situation at the start of my graduate studies.I was driven to make the most of my experience, but I did not know what I was looking for orwhat my path would look like. I present this autoethnography as an account of my experience inthe cultural phenomenon of navigating the unknown: searching to make the most out of mygraduate experience in a field that was unfamiliar to me.I define this work as autoethnography because I use myself as the primary data source, recallingmy memories and using my documented personal reflections, to explore how the culturalphenomenon of navigating the unknown has shaped who I am. As Chang1 states,“autoethnography is not about focusing on self alone, but about searching

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chi-Ning Chang, Texas A&M University, Department of Educational Psychology; Brandie Semma, Texas A&M University; Debra A. Fowler, Texas A&M University; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Graduate Studies

is a doctoral student at Texas A&M University. Her research interests are in meta- analysis, Bayesian methods, and latent variable modeling.Dr. Debra A. Fowler, Texas A&M University Dr. Debra Fowler serves as the Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and professional development of graduate students related to teaching.Dr. Raymundo

Conference Session

Exploring Graduate Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natascha M Trellinger, Purdue University, West Lafayette; Brook Sattler, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

engineering education.Dr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote Reflection in Engineering Education (CPREE) at the University of Washington. Her research interests include understanding and promoting self-authoring engineers.Dr. Jennifer A Turns, University of Washington Page 26.1783.1 c American Society for Engineering Education, 2015 “I realized that I myself am on the path to being a pioneer”: Characterizing the

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

and graduate students through their engagement in laboratories,discussion sections, and mentoring activities. It is essential to train graduate students in effectivepedagogy, including teaching methods that promote student-centered learning, reflective teachingpractices, and engagement of a broad diversity of students. This investment in graduate studenttraining pays dividends in an enhanced learning environment for students now and in the future asgraduate students go on to careers that often include teaching and mentoring as core skillsets.This paper details an instructional improvement project targeting a pedagogy course for first-yeargraduate students in Chemical and Biomolecular Engineering at a large, public, research

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies

instructor stated that the reflective processabout the students’ own professional identity was one of the most essential tasks in theirprofessional development. It directly addresses the “tell me about yourself” or “why should I hireyou” type of questions. In this activity, the students take 3-5 minutes to reflect on three to five ormore points that they would like their audiences to remember about them after their interaction.The audiences can be interviewers, potential employers at a career fair, or professionals withwhom they network in venues like conferences. After the reflection, the students paired withanother student and shared their skills, then came together for a large group discussion. Studentsshared among the class skills or abilities

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cyndi Lynch, Purdue University, West Lafayette; Kathy Garza Sears, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

and responsibilities asthey relate to the missions of an institution of higher education, along with the type of institutionincluding community colleges, liberal arts colleges, research universities, and minority-servinginstitutions.The institutional data along with program evaluations reflect the efforts of these programs.Application, enrollment, and degree numbers are steadily increasing. The number of studentsparticipating in the program is also on the rise. Continued growth in the number of URMstudents receiving doctoral degrees will provide a more culturally diverse faculty, thus achievingthe AGEP program goals.Significance of Project and RationaleIt is projected that by 2050 the population that is now considered a minority will surpass

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experience of the new doctoral students and postdoctoralresearchers. Given the high attrition rates in graduate education, the retreat was also designed tofoster retention by integrating attributes of the Workforce Sustainability model.The retreat was framed around four objectives: (1) build community, (2) communicate groupnorms and expectations, (3) develop individual strategic plans, (4) and introduce research skills.The retreat encouraged individual and collective reflection on goals, deliverables, andexpectations. The experience was guided by the notion of beginning with the end in mind and, inthis case, meant aligning individual professional development plans with that individual’s long-term career goals and vision of the research group. The

Conference Session

Teaching & Learning in Graduate Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quintana M. Clark, Purdue University, West Lafayette Indiana; James L. Mohler, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

,internalize, and retain new and difficult information”10. The VARK Questionnaire Flemingmodel (2001) is a sensory model and is an extension of the neuro-linguistic model10.The Kolb Experiential Learning Theory model (ELT) defines learning as “the process wherebyknowledge is created through the transformation of experience”8. Kolb Experiential LearningTheory (ELT) reflects and extends the theories of notable 20th century scholars: “John Dewey,Kurt Lewin, Jean, Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others”8.These scholars developed their theories of learning and development with respect to learningstyles with an emphasis on personal experience8. From the theories of these scholars, a wholemodel of ELT was developed8.The

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

andreflection of the authors as well as over ten other graduate students. The students and us share thesame nationality, religion, and language. We are at different levels of our doctoral program indifferent engineering majors. The findings we share in this paper are the accumulation of all storieswe heard, reflections on the stories, and our own experiences. This cooperative inquiry processcan serve as a guide for other graduate students in discovering their personal journey during theirgraduate years. In addition, the findings can provide insights for university administrations andpolicymakers to ease this transformation process, especially for immigrant students.Keywords: Graduate school, cooperative inquiry, immigration, policy, administration

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alison J Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Bret Austin Arnold, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

discussed whether or not he considered himself a facilitator of studentdevelopment. First he said, “My role is a facilitator” but then said, “Facilitator feels wrong”.Upon reflection, the advisor decides that with some competencies such as oral and writtencommunication his role was to provide feedback saying, “My goal is to give them feedbackwhenever I can” and provided examples of student presentation and writing feedback. But thenwhen it came to the competency of leadership he said, “That’s where I feel I am a facilitator tosort of remind them about opportunities.” The distinction between facilitator and feedbackprovider was made by the advisor not the interviewer.Throughout the interview, the advisor spoke about different ways in which he tried

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students that have participated. As part of the 2016 cohort of the Global Perspectives Program, students traveled to Europe during May of 2016 to visit eight different universities in three countries. Through these visits, students were exposed to a wide range of perspectives and insights into higher education. In this paper, we provide an overview of the Global Perspectives Program and its history, describe the prerequisites and presentation, describe the events of the trip for the 2016 cohort, and conclude by sharing participants’ reflections on their experiences. The Global Perspectives Program, with its focus on developing students’ perspectives of higher education, can help prepare students for

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

required to manageprospective situations.”1 A GTA in this course will learn pedagogy and teaching skillsconcurrently. The course activities include peer observations, microteaching, observations bythe instructor which include a video capture of the student teaching, and reflective papers. Thestudent skills acquired are practice and feedback, reflecting on one’s own abilities andexperiences, course design (writing learning objectives, selecting appropriate methods andassessments, grading), and communicating with students. Research on the effectiveness ofvideo feedback as a training component indicates that it is effective in improving instructionalquality.2The learning experience for GTAs being trained to teach provides learning of the

Conference Session

Graduate Recruitment & Professional Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bolun Huang, Microsoft Corp.; Samantha Wang; Narasimha Reddy

Tagged Divisions

Graduate Studies

our rankings.IntroductionAcademic programs are ranked using different objective and subjective metrics, providingdifferent perspectives on the quality, productivity and affordability of the programs. Programrankings are closely followed by aspiring students, universities and employed in hiring andfunding decisions. Among the many rankings of programs, U.S. News rankings have a widefollowing. U.S. News updates the ranking of graduate programs in multiple fields annually.According to the statement from U.S. News’ website 1 , they rank the graduate programs based onboth statistical data and expert assessment data. The statistical data includes both input and outputmeasures, reflecting the quality of resources into the programs and educational

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

return to their institutions(workshops), have time to practice these skills (practice writing time), and discuss how things aregoing (writing clusters). Figure 1. Dissertation Institute Main ActivitiesWorkshop Sessions: Multiple 1 or 2-hour sessions lead by experts in dissertation topics toprovide the participants with ideas, concepts, techniques and reflections about the writing habitsand process, time management, communication with advisors, and overall topics germane to thecompletion of their dissertation.Practice Writing Sessions: Significant amount of structured writing time distributed along theweek to provide students with the opportunity to apply the workshop’s lessons, practice theirwriting, and advance in

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include

Conference Session

Getting Into Graduate School

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, Student

comparing sample student budgetsfrom different institutions, be certain to consider the following factors:  How many semesters or months are reflected in the sample budget? Does it cover school breaks and/or the summer months, or do I need to budget for those separately?  Is the tuition rate reflected in the sample budget an accurate reflection of what I would pay, based on my residency and program level (Master’s, PhD, etc.)?  Are there additional fees for students in the graduate program that I’m considering that are not included in the sample budget?  Does the sample budget include expenses for a vehicle?  Does the housing estimate in the sample budget accurately reflect the typical rents I can

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies

measuring science teaching efficacy [23]. Since its development, modifiedversions have been widely used to measure the science teaching efficacy of various teachergroups. The STEBI-B is composed of the Personal Science Teaching Efficacy Belief Scale(PSTE) and the Science Teaching Outcome Expectancy Scale (STOE). The PSTE Scale reflectsa science teacher’s confidence in his/her ability to teach science. The STOE Scale reflects ascience teacher’s belief that student learning can be influenced by effective teaching. A modifiedversion of the STEBI-B was used in this study.ContextThis study focuses on one GK-12 project that followed the Classroom Immersion model calledthe Partners in Inquiry Project (Project Pi). Over the course of two academic years

Conference Session

Measuring Success of Graduate Program Components

Collection

2009 Annual Conference & Exposition

Authors

Phillip Sanger, Western Carolina University; Ken Burbank, Western Carolina University

Tagged Divisions

Graduate Studies

Scholarship of ApplicationAn important issue left unaddressed in Boyer’s work is who are these peers? Does engagedscholarship dictate a broader set of peer evaluators than other academics? The traditionalstandards of scholarly work are clear goals, adequate preparation, appropriate methods,significant results, effective presentation and reflective critique 4. Sandmann succinctly organizesthese standards into purpose, process and outcomes5. If the purpose of the scholarship ofengagement is economic growth, then the measurement of outcomes would include jobs created,markets opened, sales increased…the typical economic impact indicators and not in the domainof most engineering academics. For engineering faculty, the scholarship of application

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Graduate Studies

and the accompanyingassignments. In addition, each course session is described below:Session 1, Getting Started: The Basics – The purpose of this session is to encourage the studentsto reflect on their prior experience as learners and consider how this will impact them in theirown teaching. The course opens with a discussion on how to prepare for the first day of class, abrainstorming activity on “what is an effective teacher,” and a discussion on “my biggest fears inteaching.” At the end of class students are asked to complete a questionnaire on the TAs’teaching responsibility, prior knowledge on teaching and background information. Students aregiven a reflection assignment that requires them to recall the most effective and least

Conference Session

General Topics in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Lisa DuPree McNair, Virginia Tech

Tagged Divisions

Graduate Studies

Department. Her current re- search interests focus on technology in engineering education, human computer interaction, educational data mining, and scientific visualization.Dr. Lisa DuPree McNair, Virginia Tech Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

addition, during intense, annual multi-day retreatsat Cornell University (winter) and Norfolk State University (summer), trainees come together forfurther technical training, professional development, program self-reflection and redesign.Most of the education and training part of the program is delivered in four courses: (1) Technicaland Professional Writing (6 weeks); (2) Training in Independent Research (12 weeks); (3) BestPractices in Teaching and Learning (8 weeks); and (4) Ethics and Intellectual Property (4weeks). The sequence of short, focused modular courses provides a framework conducive to thecycle of (re-)design, enactment, and study of the proposed graduate training activities. It allowsfor students to learn and practice in the same

Conference Session

The Care and Keeping of Graduate Students - GSD Tech Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, New Engineering Educators

intersecting theories that lend themselves well to strategies for the “careand keeping” of graduate students. By considering the processes and mechanisms by whichgraduate students develop, faculty members can reform or revise their leadership practices(formally and informally) to better meet the needs of graduate students at various stages in theiracademic careers. Although these theories may seem disparate, they intersect and overlap in anacademic research group context. As we lead the attendees of this interactive panel workshopthrough the following activities, we ask them to reflect on how these theories impact how theymake decisions for their research group and how theory-guided decisions might help themimprove or plan for effective and productive

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies

broadening participation of underrepresented groups in engineering. Page 25.660.1 c American Society for Engineering Education, 2012 Future Engineering Professors’ Views of the Role of Motivation in Teaching and LearningAbstractAs part of a larger study, doctoral students were interviewed about their perspectives on teachingand learning engineering. Participants were enrolled in engineering schools across the U.S. andexpressed interest in becoming engineering professors. In their reflections, fifteen of theparticipants talked about the role of motivation in teaching and

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Graduate Studies

teaching-as-research project as a result of participating in theinstitute.14 The latter finding indicates that participants concluded the institute with a clear planto engage in reflective teaching practice. The most common high-level engagement CIRTL program is a mentored teaching-as-research project. Although implemented differently at each institution, these programs providegraduate students an opportunity to engage in a project to improve undergraduate learning. Theteaching-as-research project requires graduate students to develop research questions abouteffective teaching, design the research project, collect data, analyze the data and report thefindings. For example, Vanderbilt University implemented the Teaching-as-Research

Conference Session

Exploration of Trends in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Michael J. Dyrenfurth, Purdue University, West Lafayette; Erin E. Bowen, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

37/12.1 306/437 8 8 12 Fall 2010 N/A 24 3.12/.59 36/8.8 130/138 16 22 13 Fall 2009 N/A 13 3.11/.51 36/10.3 16/13 11 12 14 Fall 2008 2 16 3.14/.38 39/8.0 27/40 10 7 15 Fall 2010 N/A 38 2.99/.47 33/7.4 93/278 23 26 16 Fall 2011 N/A 28 3.25/.52 38/11.2 N/A 14 22The mapping of recessionary periods to cohort programs is reflected below and depicted in thecolumn titled Applicable Recessionary Period. Recession #1; March 1, 2001 – Nov 1, 2001 Cohort #4 – began Fall 2001

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ella L. Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Cory Hixson, Colorado Christian University; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Graduate Studies

of failure, we relied on interviews and surveys from variedstakeholders (e.g., graduate students, their mentors, graduate program directors, representativesfrom grant-giving organizations, and faculty on hiring committees) to identify these barriers. Wealso shared our personal reflections on the challenges associated with this effort. We examinedthese barriers using the Ishikawa Fishbone Diagram to determine root causes of the challengesassociated with scaling an immersive professional development experience.We found that barriers to participation included time spent away from support systems, potentialdelays in graduation, lack of understanding of the value of professional development, andfunding for participating in these opportunities

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

. During theirparticipation in the mentoring program, undergraduates are assessed via pre- and post- surveys togauge several dimensions of their engineering identity and confidence. Additionally,undergraduates respond to biweekly reflective questions to give researchers a qualitative flavorof their experiences in the mentoring program. Graduate mentors similarly respond to severalreflective questions about their experiences during their participation in the program andcomplete pre- and post- assessments.This paper presents the qualitative data collected from graduate student mentors during the firsttwo years of program implementation. Graduate student responses have been examined in thecontext of each individual mentoring partnership to understand

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bret Austin Arnold, University of Tulsa; Alison J. Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

. Unfortunately, manyaspects professionalism elude quantitative measurement—consider cooperation withmanagement or maintaining ethical standards. Consequently, objective measures can be quiterestricted in scope. In contrast, subjective ratings allow raters to consider a broad range ofreference points before making their assessment. This requires, however, a careful considerationto sources of rater error that contaminate subjective ratings. After considering both approaches,we determined subjective measures were most fitting and carefully considered the sources ofrater-error detailed below.Sources of Rater ErrorIf rater measurements were perfect, the scores provided by each rater would reflect only theratee’s degree of competence. In reality, ratings are

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Mary Anne Walker, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

described here evolved from an earlier lesson on the difference betweenaccuracy and precision in scientific measurements. While accuracy and precision are often usedinterchangeably, they have distinct meanings in the context of scientific measurements. Anaccurate measurement reflects the true value (possibly within an error range or degree ofconfidence), while a precise measurement is consistent and repeatable.14 It is possible for ameasurement to be highly accurate but not precise (repeatable), or to be very precise but notaccurate (reflecting the true value). Figure 1 depicts the difference between accuracy andprecision in scientific measurement. Figure 1: Accuracy is the proximity of measurement results to the [reference] true value; precision