June 14, 2015
June 14, 2015
June 17, 2015
26.1665.1 - 26.1665.14
Using Graphical Data Presentation Techniques to Improve Student Success, Teaching Effectiveness, and Program AssessmentAbstractPrior to 1997, ABET evaluators focused on inputs to engineering education. Responding to afour decade trend in quality management systems used in manufacturing and service industries,ABET began measuring outputs instead, and focused on continuous improvement. Students,professors, program coordinators, and department chairs must answer three questions:  whatare we doing well,  what are we not doing well, and  how do we improve? In some cases,we can use graphical data presentation techniques to answer these questions. Scatter graphs showrelationships between variables that are not evident in tables, and they show changes in variableswith respect to time. A student may ask “why is my grade lower than I would like?” We can usegraphs to show the student's progress in real time as the semester advances, then predict the finalcourse grade based on alternate hypotheses (e.g., “I will earn 90% on all remainingassignments”; “I will barely pass the remaining assignments”). As a professor, I asked why thefailure rate in Strength of Materials is so high, then used a variety of graphs to determine theindicators for success and failure. As a consequence, my department made a curriculum changein Fall 2014; we should see results starting in Fall 2015.This paper shows how I used graphical data presentation techniques in undergraduateMechanical Engineering Technology classes such as Materials & Processes, to improve studentsuccess, teaching effectiveness, and curriculum.
Dupen, B. (2015, June), Using Graphical Data Presentation Techniques to Improve Student Success, Teaching Effectiveness, and Program Assessment Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25001
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