Asee peer logo

Validation Pilot For Measuring Engineering Student Engagement

Download Paper |

Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Educational Research and the New Engineering Educator

Tagged Division

New Engineering Educators

Page Count

23

Page Numbers

12.1583.1 - 12.1583.23

Permanent URL

https://peer.asee.org/2923

Download Count

17

Request a correction

Paper Authors

author page

Malcolm Drewery National Academy of Engineering

author page

Norman Fortenberry National Academy of Engineering

author page

Stefani A. Bjorklund

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Reliability and Validity of the Engineering Faculty Survey of Student Engagement (E-FSSE): Validation of Surveys Measuring Student Engagement in Engineering Abstract The Engineering National Survey of Student Engagement (E-NSSE) and its faculty version, the Engineering Faculty Survey of Student Engagement (E-FSSE) are two new instruments designed to identify “best instructional practices” in engineering education and achieving certain learning outcomes desired of engineering graduates. This paper provides preliminary analysis in the validation process of the E-FSSE survey that began in October, 2006 (see E-FSSE Survey in Appendix I). Thus far, three of the nine universities in the validation project have completed the survey, via the web. This paper provides some preliminary analysis in the validation process and next steps. Several more validation steps are necessary before analysis is complete.

Introduction In the wake of the National Academy of Engineering’s “Educating the Engineer of 2020” report and the highly acclaimed National Academies’ “Rising Above the Gathering Storm” report, today’s engineering community is increasingly concerned with and attuned to improving the processes and outcomes of educating tomorrow’s engineers. To that end, the Center for the Advancement of Scholarship on Engineering Education (CASEE), the first operating center at the National Academy of Engineering, conducts on-going research and implementation activities to foster excellence in engineering education. CASEE’s initial focus has been on extending the research base on engineering education within engineering disciplines and translating research results into practice in classrooms, internship sites, and work sites.

In the last several years, we have seen an influx of articles, dialogue, and meetings of engineering educators looking for ways to improve engineering education by introducing and strengthening their commitment to assessing specific approaches to teaching, learning, and student learning outcomes. The report, Engineer of 2020 Project, Visions of Engineering in the New Century, identifies the attributes and abilities engineers will need to perform well in a world driven by rapid technological advancements, national security needs, aging infrastructure in developed countries, environmental challenges brought about by population growth and diminishing resources, and the creation of new disciplines at the interfaces between engineering and science. To ensure that future engineers have these capabilities, they must be educated to be not only technically proficient, but also ethically grounded global citizens who can become leaders in business and public service.

Importance of Study More recently, educators have been trying to improve engineering education by introducing and strengthening their commitment to assessing specific approaches to teaching, learning, and student learning outcomes. In their recent article, “Assessment in Engineering Education: Evolution, Approaches, and Future Collaboration”, Olds, Moskal, and Miller describe the current movement toward the assessment of student learning outcomes within the engineering community, and assert that, as recently as 1997, the engineering community had relatively little experience in conducting outcomes assessment [1]. Further, Bjorklund and Fortenberry assert that while researchers and educators have developed a number of classroom and college-wide

Drewery, M., & Fortenberry, N., & Bjorklund, S. A. (2007, June), Validation Pilot For Measuring Engineering Student Engagement Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2923

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015