Conference Session

Division Experimentation & Lab-Oriented Studies: Electrical and Control Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Harry Courtney Powell, University of Virginia; Maite Brandt-Pearce, University of Virginia; Ronald D. Williams P.E., University of Virginia; Robert M. Weikle, University of Virginia; Lloyd R. Harriott, University of Virginia

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

experiential nature of our approach, the second half of the class meetingperiod is dedicated to a sequence of “mini-projects.” These mini-projects take the form ofadditional homework problems in which students are asked to perform a set of measurementsand address a set of questions related to the project. By way of example, typical "mini-projects"for transmission lines include measuring characteristic impedance, propagation delay, standingwaves, and the determination of unknown loads by observing reflections, and the design andconstruction of impedance matching circuits and power splitters. A sampling of our experimentalhardware is shown in Figure 21 : (a) shows an image of an “artificial transmission line”(consisting of series of surface mount

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

through experience and reflection, 39 throughencountering different ways of knowing. There is no room for critical thinking and reflectiveaction. 40 Most important, lifelong learning is foremost about a love of and passion for learningitself, rather than focusing exclusively on the discrete knowledge that is acquired. As Deweywrote “The most important attitude that can be formed is that of desire to go on learning. Ifimpetus in this direction is weakened instead of being intensified, something much more thanmere lack of preparation takes place” (48). 41 With these reductionist misconceptions aboutknowledge and learning, it is clear that a concept like lifelong learning didn’t stand a chance.Many of these omissions are in fact related—one needs

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

communitiescommunity?”Pragmatic “Concepts Transparency “Knowledge Present results to designValidation – “Do underlying research Empathy produced… educators andthe concepts and design… Open-ended and meaningful in the researchers and discussknowledge claims compatible with non-leading social context applications and utilitywithstand reality in the field” questions underexposure to the investigation”realityinvestigated?”Ethical Validation Interview conducted Relaxed and Study results reflect Potential

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins, Purdue University; Nathan M. Hicks, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

instruction to the needs of the intended learners isan undeniably critical component of teaching. Smith and Ragan refer to this process asinstructional design and define it as a “systematic and reflective process of translating principlesof learning and instruction into plans for instructional materials, activities, informationresources, and evaluation” (p. 4).7 Further, Smith and Ragan assert that understanding thelearners, which requires consideration of learners’ needs and goals, is not only necessary butcentral to successful instructional design.7 Regardless of educational platform, instructioncannot be appropriately designed to meet the needs of the learners and ultimately produce thedesired outcomes without a comprehensive understanding of the

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

considerations in the design of the course. This sociable environment and desirable community represent the next factors in themodel, Campus Connectedness and Sense of Community. Lee and Robbins have identified socialconnectedness as an aspect of the self that reflects individual awareness of interpersonalcloseness with the social world as a whole28-30. Campus connectedness is the characteristic ofsocial connectedness relating to a student’s connectedness and feelings of belonging with theirpeers in the context of a college environment31. While the collaboration that occurs in learninggroups is found to be an important factor to student persistence, it is the responsibility of aninstitution to provide an encouraging environment beyond the

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Michael Wilson, Purdue University, West Lafayette

Tagged Divisions

Mechanics

them would be very reflective of the problem they were asked to solve. Othersworked the problem on paper and consulted the video only when unsure about a step, orsometimes to confirm that their approach was correct.Observation 2: High-achieving students watched the video during the experiment lessFigure 3 shows fixation time and dynamics course grade as a function of performance on theproblem completed during the laboratory experiment. There is a visible cluster of students whoperformed well in the course, performed well on the experimental problem, and had low fixationtime. This observation is consistent with the notion that high-achieving students need fewerinstructional supports than other students—this is why they are high achieving. Even

Conference Session

Promoting Multidisciplinary Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chan Ham, Kennesaw State University; Jasmine Cherelle Washington; Steven Howell Sims, Hopewell Designs, Inc.; Kevin Stanley McFall, Kennesaw State University

Tagged Divisions

Multidisciplinary Engineering

performed for the project helped in professional readiness. I have frequently performed such comparisons when selecting components such as servo motors and controllers [b]. ” • “All of the members of the group brought different skill sets to the project. This was a benefit as it bought several viewpoints. Working in an engineering field requires much of the same collaboration [c].” • “I have found the design process for this project to have reflected actual engineering design progressions in professional experience since graduation [a, b]. This class was valuable not so much for the technical skills practiced, but in gaining a level of experience and trust in the structured design process as a tool

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rui (Celia) Pan, Toyota Financial Services; Randa L. Shehab, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

, or reliance on the prospective member to take initiative toparticipate. Earlier work identified the fallacy of the open recruiting narrative.20 Formalrecruitment procedures are by-passed in favor of network friendships, excluding those who donot have high levels of cultural and social capital. Even though teams recruited at college ofengineering-wide events, they continued to be populated primarily by white male ME studentswith pre-existing friendships and other connections. Due to the effects of homophily andtransitivity (explained earlier), both team membership and leadership were limited to a cadre ofstudents with high social capital.19, 20 The survey results presented here reflect the samehomogenizing influences.Persistence barriers

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

). Categories not relevant to active orinteractive pedagogies removed from original framework. Lecture and guided practice categories added.These strategy descriptions were used to create survey items for student self-report measures(example items are including in the measures section below). The first six instructionalapproaches align with Chi’s (2009) descriptions of interactive learning, and the last two alignwith Chi’s (2009) descriptions of active learning. Although not entirely comprehensiveaccording to more recent accounts (Borrego, et al., 2013), the categories likely reflect manyforms of instructional strategies students engage with in their engineering courses and can beused to conduct a multidimensional examination of classroom

Conference Session

Institutional Capacity and Supportive Structures in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert W. Whalin, Jackson State University; Ismael Pagán-Trinidad, University of Puerto Rico, Mayaguez Campus; Evelyn Villanueva, US Army Engineer Research and Development Center; David W. Pittman PE, US Army Engineer Research and Development Center

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

described was not incentivized by agency or ERDCfunding of the UPRM. The origin of the initiative was federal government policy tostrive for a workforce with demographics reflective of the national population orreflective of the demographics of the population of engineers and scientists. Laws,policy, executive orders and regulations encouraged recruitment strategies for allgovernment organizations to ameliorate the disparity that exists for underrepresentedgroups in any government organization. A compilation of the metrics documentedthroughout the paper forms the framework for the partnership assessment. Table 10summarizes eight activities along with a metric for each activity and a column thatprovides the authors evaluation of the benefit (either

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

Tagged Divisions

Pre-College Engineering Education Division

deviate from the design cycle. For example,instead of developing prototypes that provided solutions to problems, the teacher generatedengineering lessons evolved to a focus on building models of processes (e.g., the sprouting of aseed) or tinkering to make a product, without documentation, testing, evaluation, or redesign aspart of the process. While students were engaged in these activities, many of the lessons werenot aligned with basic engineering principles and design, but did involve hands-on building of aproduct or tool in response to provided criteria. However, the notion that engaging students inhands-on activities to build something as engineering reflects a limited understanding of trueengineering design.36 The research of Nadelson et

Conference Session

Engineering Economy Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University

Tagged Divisions

Engineering Economy

reflecting on what’s working and not .3,4 By taking action on important initiatives ABET’s leaders have demonstrated the innovative spirit they promote in engineering programs. As an example, reference recent changes to the Criterion 2 assessment requirement. With this in mind, now is the time to engage the activated community in a discussion aimed at re-designing the processes inherent in program evaluation.  The confluence of opportunity, culture, and timing all make this a great time to take up the opportunity and engage the question “what needs changed and how best can we do it?” Consider the historical context of engineering accreditation.  History of ABET and Engineering

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto; Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering, University of Toronto; Amy Huynh, Institute for Leadership Education in Engineering, University of Totonto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

social impact-focused programs werethe most likely to emphasize organizational forms of leadership (although not to anextreme), possibly reflecting a broader systems view of engineering’s potentialcontribution to society.Cluster 3 – Influencing core curriculumThe third and final cluster that was observable included the two programs explicitlyfocused on engaging all engineering students in leadership education. This involvesfaculty buy-in and relationships with key administrators that are fundamentally differentto developing small, targeted programs using self-selection mechanisms to recruitparticipants. Given the focus on undergraduate students, both of these programs are usinga wider range of strategies: teaching mandatory courses on leadership

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

stepsfor solving problems: (1) define the problem, (2) gather pertinent information, (3) generatemultiple solutions, (4) analyze and select a solution, and (5) test and implement the solution.Pappas [36] stated that in order to solve engineering design problems, students require the use ofcreative critical thinking approaches that include: reflection, writing as thinking, visualization,unstructured brainstorming, and understanding the nature of “intentional change” in personalgrowth.Despite the proliferation of definitions, frameworks, and step-by-step approaches for problemsolving, there is a consensus regarding some of the important skills associated with effectiveproblem solving. It seems that all the approaches identify that effective problem

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

International

reported for eachsubscale19 (see below). There are different reports about the acceptable values of alpha, rangingfrom 0.70 to 0.9520.Theory of Cultural Development is based on the work of Robert Kegan21 who argued that aspeople grow they are engaged in meaning making. People rely on their thinking, feeling, andrelating with others in forming their life journey. King and Magolda have refined these domainsin describing students in their social-cultural development during their college years, and call thisdevelopmental view “intercultural maturity6,22. The subscales in the GPI that reflect the theory ofcultural development are:  Cognitive – Knowing (α = .66);  Intrapersonal – Identity (α = .74); and  Interpersonal – Social

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

conduct quantitative and qualitative analysis on students’activity participation by asking students to reflect on their experiences and performing the sameanalysis that has been performed on the activities after the students complete their first semester.The authors are particularly interested in understanding if introducing students to Chickering’sstudent development theory will cause more diversity in students’ choices of what vectors theyparticipate in. The authors plan on expanding the submission form students use to report theirparticipation to include self-reporting of what vectors they believe they engaged in and an areafor students to comment and reflect on their experience.ConclusionStudent development in the first year is complex and

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COS); DeLois Kijana Crawford, Rochester Institute of Technology; Wendy A. Dannels, Rochester Institute of Technology (NTID)

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

NTIDcommunity and faculty’s professional development plans. The Connectivity series at RIT issupporting the goals of the AdvanceRIT project by removing barriers to resources that supportcareer success and creating new interventions and resources.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants0811076 and #1209115. The researchers wishes to express their gratitude for the support of thisproject. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Hill, C.; Corbett, C.; Rose, A., Why so few. American Association of University Women: Washington D.C

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, NSF Division of Undergraduate Education; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. c American Society for Engineering Education, 2016An Exercise to Promote and Assess Critical Thinking in Sociotechnical ContextThis work addresses a practical means to more clearly link the completion of an ABET-accredited undergraduate engineering degree with critical thinking about sociotechnicalissues. An exercise has been created which can be used to develop and measure an aspectof critical thinking by engineering students in a sociotechnical context. This exercise canbe used as one possible measurement of the ability of an engineering student todemonstrate attainment of ABET

Conference Session

Using Laboratories for Instruction in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amanie N. Abdelmessih, California Baptist University

Tagged Divisions

Mechanical Engineering

retirement plan or layoff, new faculty.The tenured faculty elected to cut the pension plan, which was latter restored in full.ManagementType of management reflects directly on the Dean, and Chair, but could also be a reflection ofProvost and President’s policies. Micromanagement and too many rules can hinder anycreativity or progress. An incompetent manager, who says no just to show his/her command,loses the respect of the faculty, and their enthusiasm. The Chair/Dean must be supportive, bysupportive does not mean give sweet vague words, with no real support. Support needs to be byaction, and fighting for his/her faculty, where it counts, not by the manager’s account. Most ofthe tenure of the author at that University, there was a visionary

Conference Session

Pedagogy and Learning Within Engineering Design Graphics I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Tristan T Utschig, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology

Tagged Divisions

Engineering Design Graphics

skill for learning design thinking and influencing the designoutcome.Design thinking in engineering education and challenges:Design thinking reflects the complex processes of inquiry and learning that designersperform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process, and “speaking” several languages with eachother (and to themselves)(10). In cornerstone design courses, design thinking skills thatsupport an iterative loop of divergent (creative) and convergent (critical) thinking throughindividual and team project-based learning environments are needed in addition toinstruction of graphics and visualization tools. Critical thinking skills have a moreestablished history in academia

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte; Claudia G Interiano, University of North Carolina, Charlotte; Jerry Lynn Dahlberg Jr, University of North Carolina, Charlotte; Caroline Elizabeth Nowell, University of North Carolina, Charlotte

Tagged Divisions

Military and Veterans Constituent Committee

variousstrategies to recruit more minority participants that included sending out multiple, individualizedemails to minority student veterans, hiring an African-American graduate student to reach out forthe small number of minority student veterans, and requesting referrals from a minority facultymember in the college. However, the final sample remained largely homogenous due to theoverall demographics of the student population in the college and lack of positive response fromminority student veterans. All student veterans who volunteered to participate were interviewed.Five of the twenty participants were interviewed twice—individually then later in a group.Individual interviews provided students with an opportunity to take time and reflect on

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lynette Frances Johns-Boast, Australian National University; Gerry Corrigan, Australian National University

Tagged Divisions

Educational Research and Methods

terms “studentskills” and “learning objectives” were each used by a single individual.Using fewer terms to identify and describe course outcomes and using them moreconsistently, suggests participants had greater familiarity with the design and development ofcourses as opposed to programs. Participants were also more comfortable talking about theircourses and course outcomes rather than the program, again suggesting greater familiaritywith the concept of courses having outcomes than they were with programs having outcomes.Familiarity with courses rather than program curricula was noted by Stark et al. 36. Theliterature that discusses curriculum in higher education also reflects this focus on courses 1,with an emphasis on course rather than

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

matter, pedagogical approaches, political and personal preferences, orother criteria as dictated by a dynamic group of stakeholders. Many changes originate from aclearly defined need or mandate, while others may sneak in without a full analysis of the course.Repeated and often subtle changes compound to have a significant impact on the course, creatinga narrative reflecting the intents of the faculty and the concerns of the institution as course goalsand methods are updated in each subsequent semester.This paper describes a process to employ engineering education research methods to describe thenature, development, implications, and motivation behind of course changes. We define a sixstep process focused on the use of artifact analysis to

Conference Session

Engineering Economy Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Penn State University Erie, The Behrend College; Joseph Wilck, United States Air Force Academy; Omar Ashour, Pennsylvania State University Erie, The Behrend College

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

startup businesses. The paper discusses theevolution of the student group from the engineering economy course and the work of theentrepreneurship consulting group that is receiving much attention from program advisory boardmembers, startup businesses, and university leadership.DisclaimerThe views expressed in this paper are those of the authors and do not necessarily reflect theofficial policy or position of the U.S. Air Force, the U.S. Department of Defense, or the U.S.Government.Introduction and MotivationCompany executives from Alcoa, ADT, and Armstrong among representatives from othercompanies that serve on the Industrial & Professional Advisory Council (IPAC) and a ServiceEnterprise Engineering Advisory Board (SEE) in Industrial

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

reading or video assignments that prompted students to thinkabout concepts and strategies for success in what they read or watched, reflect on newknowledge they gained, and how these strategies applied to their own journey throughengineering education.The second hour of the lecture meeting was generally used to explore engineering careersand conceptual background and applications for the lab activities and design projects.Topics included measurements and error analysis, computational methods and analysiswith MATLAB, mechanical properties of materials, trusses and structures, fundamentalelectronics, sensors and signal conditioning, Arduino programming, and robotics andsimple control scenarios.All of the lab activities and design projects listed in

Conference Session

International Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Uladzislau Ivashyn, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

International

multinational projects in an introductoryengineering design course. This paper reports the preliminary findings from a survey based onthe Intrinsic Motivation Inventory (IMI) given to students before starting their participation inthe multinational projects. The data collected provides information in five constructs which are:interest/enjoyment, perceived competence, pressure/tension, perceived choice, andvalue/usefulness. These constructs provide a perception about students’ interests, belief, andfeelings about the international project that reflect their level of motivation and confidence tocarry on the tasks. The data is evaluated and considered in the development of the learningmodule to be incorporated before the project in the same course in the

Conference Session

International Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Gregg Morris Warnick, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

International

and Jerusalem.3.2 Ira A. Fulton College of Engineering and TechnologyThe Ira A. Fulton College of Engineering and Technology at BYU currently has an enrollment of4000 students in five engineering and five technology programs. The college awardsapproximately 600 B.S., 100 M.S. and 20 Ph.D. degrees in a year. These degree totals reflect thedirection of the Board of Trustees that BYU remain predominantly an undergraduate institution.About half of the graduates go on to graduate school.The current college administration began to serve in May of 2005. It was natural that we tooksome time to identify strategic directions we felt would help prepare our students for success inthe 21st century and increase the visibility of the college.Concurrent with

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez Campus; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez Campus; Wadson C Phanord, University of Puerto Rico, Mayaguez.

Tagged Divisions

Mechanics

’ qualitativeunderstanding of basic concepts and principles. CI’s typically consist of multiple choicequestions with one correct answer and several “distractors” that reflect common misconceptions.The misconceptions are usually identified through formal research processes, such as using focusgroups in which students answer questions and explain their reasoning in an expository manner. A CI can be used to assess both individual student learning gains and effectiveness ofpedagogical strategies, particularly by measuring differences in performance via pre-test (beforeinstruction) and post-test (after instruction). If the CI is not appropriate as a pre-test, then itsability to measure learning gains might be established via other correlations, such as with

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

”indicates the validation team’s certainty about their judgements using a three level scale: 1 = notvery sure, 2 = pretty sure, and 3 = very sure, and “Relevance” reflected how well they thought anitem measured what was intended to be measured, using the following scale: 1 = low/norelevance, 2 = somewhat relevant, 3 = highly relevant. Netemeyer, et. al.9 also recommendedretaining items with sureness and relevance levels higher than the means. The items included inthe questionnaire have Sureness > 2.17, which means the judges were quite sure about theirjudgments, and Relevance > 66%, which means more than 66% of the judges rated this item asrelevant to what was intended to be measured. After the content validation process, all 37 itemswere

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Richard J. Aleong, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Criterion 3 modifies and restructures the previous 11 outcomes (a)–(k) intoseven new student outcomes (numbered as 1–7).15Notably, the seven new outcomes omit the phrase “life-long learning.” This motion represents asignificant time of reflection in engineering education: a time when reform to accreditationrequirements could dramatically change the way engineering is taught. Despite the potentialremoval of the phrase “life-long learning” from the prescribed outcomes, professional engineerswill still need to possess the characteristics of a life-long learner to be effective. To this end, ourfindings demonstrate several components of life-long learning that are currently being capturedby different engineering programs. Of these current components