Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander John De Rosa, Stevens Institute of Technology; Maxine Fontaine, Stevens Institute of Technology

Tagged Topics

2019 Best Zone & PIC Papers

et al.10. Table 1: Fall 2016 incentive plan for spatial skills component Spatial Novice (0 pts) Spatial Intermediate (3 pts) Spatial Master (5 pts) Test score < 60% Test score 60% - 69% Test score > 70%Following assessment using the PSVT:R, all students were invited to attend the workshop althoughspecial emphasis was placed on students in the lower two categories attending for a chance to earnmore points and improve their spatial skills. These students then completed a four week workshopsession and those who attended all four sessions had the opportunity to re-take the PSVT:R.Students were again placed in one of the three categories based on their new test scores

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Georgios Georgalis, Purdue University at West Lafayette; Karen Marais, Purdue University at West Lafayette

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2019 Best Zone & PIC Papers

apply to studentprojects, as shown in Table 1. Table 1: Common causes of systems engineering failures. Adapted from [13]. Systems engineering failure causesFailed to consider Actor(s) in the organization failed to consider an aspect in the system design. In many cases,design aspect this causal action describes a design flaw, such as a single-point failure or component compatibility.Used inadequate Actor(s) in the organization used inadequate justification for a decision.justificationFailed to form a Actor(s) in the organization failed to form a contingency plan to implement if an unplannedcontingency plan event occurred.Lacked experience

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

La'Tonia Stiner-Jones, Ohio State University; Wolfgang Windl, Ohio State University

Tagged Topics

2019 Best Zone & PIC Papers

evaluating theimpact of the changes on performance metrics and completion rates over time. Ahead of thisapplication cycle, we have made changes to the applications of more of our graduate programs inthe college. Most recently, we were asked to create a plan for the university. As changescontinue, we will evaluate outcomes and impact within the college and across the university overtime, which we hope will inform best practices for improving completion of graduate degreesand diversity of graduate programs.IntroductionFor decades, graduate programs have evaluated students for admission based in considerable parton the standardized graduate record examination (GRE) and grade point average (GPA). Thesemetrics, however, have limited correlation to

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

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2019 Best Zone & PIC Papers

outsidedesirable ranges for both WCC (DI = 0.28, rpb = -0.07) and USU (DI = 0.10, rpb = 0.17). Wemodified the problematic item 12 in v1.0 to develop this question, but it still appears to be verydifficult for the students and performance does not correlate well with their overall score on thetest. We plan further revisions of this item to reduce complexity. Student responses on the examwrapper at WCC indicated we still had a high rate of guessing and general confusion about whatthe question is asking.Table 4. Item analysis of the TRCV v2.0 administered to 70 students at USU in winter 2019.The correct answer is in boldface. NA indicates students did not answer the question. Difficulty Point-biserial Item

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amardeep Kaur, Missouri University of Science and Technology; Theresa Mae Swift, Missouri University of Science and Technology

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2019 Best Zone & PIC Papers

the concept to demonstrate its application. There are 13 learningmodules in total with different number of videos in each module depending on the conceptscovered. Each module has an associated quiz. Until now, the modules have been made availablea week before they are due. The plan for future is to provide all modules in the beginning of thesemester.During the first semester of testing the blended format, the quizzes were not assigned. Instead thestudents were expected to know the material learnt from video lessons to work on theirhomework and in-class problems. It was found that there was a very small population of self-motivated students who actually watched the assigned lessons before designated lecture. Basedon this information, the

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruth Wertz P.E., Valparaiso University; Theresa Green, Utah State University

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2019 Best Zone & PIC Papers

correct information (Chi, 2008). One approach toencourage conceptual change in engineering statics in particular is through metacognitiveprompts: questions designed to focus student attention on planning and evaluating different waysof representing a problem before beginning a solution (Steif, Lobue, Kara, & Fay, 2010). Steif etal. (2010) implemented metacognitive prompts in the form of “body-centered talk” in anintroductory statics course, where students were prompted to focus on key concepts and developa conceptual understanding of the problem before attempting to solve it. The “body-centeredtalk” focused on encouraging students to think specifically about bodies in the problem,interactions between bodies, and drawing correct free-body

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Casey Jane Ankeny, Northwestern University; Jay Oswald, Arizona State University

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2019 Best Zone & PIC Papers

through videos andonline learning systems), leaving the classroom time to be devoted to more hands-on, active, andcollaborative learning activities [13]. The flipped learning approach has gained significantmomentum since 2012, with 27% of higher education faculty surveyed (in all disciplines) statingthat they planned to incorporate flipped classroom techniques and 29% saying that they werealready using a version of flipped delivery in their instruction [14]. While the numbers of facultyemploying flipping techniques tends to be lower in the engineering disciplines than in the overallhigher education classrooms presented in the survey, research supporting the use of flippedlearning in engineering continues to grow. Engineering faculty, who have

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine McConnell, University of Colorado Boulder

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2019 Best Zone & PIC Papers

setto begin during Spring 2019 and will involve stakeholders including faculty, students, alumni,and industry partners. The first set of examples will be developed by a student leadership teamthat was formed during Summer 2018. The student leadership team is responsible forimplementing initiatives that bring industry and academia closer together, including both thecurrent initiative and many of the existing program components mentioned in the introduction(i.e.: networking events, career symposiums, etc.).Implementation of the initiative will be part of the department’s larger assessment plan, whichincludes evaluation of students’ understanding of what it means to be an engineer in practice.Ongoing feedback will also be gathered from department