Waller, A. A., & LeDoux, J. M., & Newstetter, W. C. (2013, June), What makes an effective engineering diagram? A comparative study of novices and experts  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22751

\bibitem{asee_peer_22751}
  Waller, A. A., \& LeDoux, J. M., \& Newstetter, W. C. (2013, June), \emph{What makes an effective engineering diagram? A comparative study of novices and experts}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22751

Alisha A Waller, Joseph M LeDoux, and Wendy C Newstetter.  "What makes an effective engineering diagram? A comparative study of novices and experts".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22751 Internet.  11 Feb, 2025

\bibitem{asee_peer_22751}
  Alisha A Waller, Joseph M LeDoux, and Wendy C Newstetter.
  "What makes an effective engineering diagram? A comparative study of novices and experts".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22751 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_22751
author = "Alisha A Waller, Joseph M LeDoux, and Wendy C Newstetter"
title = "What makes an effective engineering diagram? A comparative study of novices and experts"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22751}
number = {10.18260/1-2--22751}
}

TY  - CPAPER
AB  -                   Expert / Novice Agreement on “Good” DiagramsEngineers have a particular, predictable way of working. Problems first encountered through textor verbal description are translated into a diagram which abstracts the salient features, highlightsunderlying system structure, instantiates laws and principles, and organizes the complexity of theproblem. The diagram becomes a “tool for thinking”, a bootstrapping mechanism which servesas the basis for creating a symbolic/mathematical model for further analysis. Learning to createand successfully employ the many engineering-community-sanctioned diagrams (e.g. free bodydiagrams, multi-unit flow diagrams, circuit diagrams) is a major goal for engineering studentsand educators alike.The research presented in this paper is part of an extensive study on the text to diagram tosymbol translations and representations utilized within a course on mass and energy balance. Fordiagnostic purposes at the start of the term, students were given a textual description of a multi-unit system and directed to develop diagrams to represent the system for the purpose ofoptimizing the system. After pairs discussed their diagrams, they were given a set of sevendifferent diagrams developed by the professor and asked to rank order them with respect to theirusefulness in further analysis of the system. This task assessed whether the students couldrecognize good qualities for a diagram to have. In this paper, we analyze the agreement betweenexperts and the students on the diagram rankings using Cohen’s weighted kappa and Fleiss’skappa. In addition, we discuss the task in context, the ensuing class discussion regarding criteriafor a good diagram, and the implications of our findings for helping students develop thecapacity for diagrammatic development and reasoning.
AU  - Alisha A Waller
AU  - Joseph M LeDoux
AU  - Wendy C Newstetter
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - What makes an effective engineering diagram? A comparative study of novices and experts
UR  - https://peer.asee.org/22751
DO  - 10.18260/1-2--22751
ER  -