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Using Graphical Data Presentation Techniques to Improve Student Success, Teaching Effectiveness, and Program Assessment

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Materials Division Poster Session

Tagged Division

Materials

Tagged Topic

Diversity

Page Count

14

Page Numbers

26.1665.1 - 26.1665.14

DOI

10.18260/p.25001

Permanent URL

https://peer.asee.org/25001

Download Count

285

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Paper Authors

biography

Barry Dupen Indiana University Purdue University, Fort Wayne

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Dr. Dupen is an Associate Professor of Mechanical Engineering Technology at Indiana University – Purdue University Fort Wayne (IPFW). He has nine years’ experience as a metallurgist, materials engineer, and materials laboratory manager in the automotive industry. His primary interests lie in materials engineering, mechanics, and engineering technology education. He is also an experienced contra dance caller.

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Abstract

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: [1] whatare we doing well, [2] what are we not doing well, and [3] 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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