Rogers, P., & Davis, D. C., & Winfree, S., & Ash, K., & Ding, L. (2017, June), Work in Progress: Assessing Motivation in Capstone Design Courses  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29145

\bibitem{asee_peer_29145}
  Rogers, P., \& Davis, D. C., \& Winfree, S., \& Ash, K., \& Ding, L. (2017, June), \emph{Work in Progress: Assessing Motivation in Capstone Design Courses}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--29145

Peter Rogers, Denny C. Davis, Sarah Winfree, Kaycee Ash, and Lin Ding.  "Work in Progress: Assessing Motivation in Capstone Design Courses".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/29145 Internet.  01 May, 2024

\bibitem{asee_peer_29145}
  Peter Rogers, Denny C. Davis, Sarah Winfree, Kaycee Ash, and Lin Ding.
  "Work in Progress: Assessing Motivation in Capstone Design Courses".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29145 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_29145
author = "Peter Rogers, Denny C. Davis, Sarah Winfree, Kaycee Ash, and Lin Ding"
title = "Work in Progress: Assessing Motivation in Capstone Design Courses"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29145}
number = {10.18260/1-2--29145}
}

TY  - CPAPER
AB  - The desired knowledge, skills, and abilities of our engineering graduates are continuously being defined by industry and are driving proposed changes to ABET criteria.  Industry needs may well affect curricula change to ensure we graduate engineers prepared to meet ever-changing global challenges.  The authors believe that effective assessment of learning outcomes must be systematically conducted in order to inform curriculum change. 

Funded by the National Science Foundation (NSF), the authors used previously reported surveys to identify the top learning outcomes sought by industry. Results from over 1,000 industry representatives identified the top desired learning outcomes which often are not adequately met by current curricula. These are teamwork, communication, project management, critical thinking, curiosity/continuous learning, and motivation. After reviewing currently available assessment tools used in engineering programs, our team chose motivation as the first outcome to assess in our research project. Because capstone design courses often provide an authentic context for practicing engineering, we created a family of assessment tools to measure and track student’s motivation throughout capstone projects. This paper presents three assessment instruments for measuring motivational attitude, behavior, and development and initial data collected from a large pool of capstone students at a large public university.  The paper describes initial results and the process of verification and validation. 

The team developed assessment instruments using proven research methods and refined them with industry, faculty, and student feedback and through results of multiple conference workshops consisting primarily of capstone faculty.  The instruments are currently being administrated three times throughout the duration of seven distinct semester-long and year-long courses.  The end objective of this phase is to receive feedback on the tools, modify them based upon this feedback, and prepare for broader testing with seven institutions throughout the country representing a diverse population of engineering students. 

AU  - Peter Rogers
AU  - Denny C. Davis
AU  - Sarah Winfree
AU  - Kaycee Ash
AU  - Lin Ding
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Work in Progress: Assessing Motivation in Capstone Design Courses
UR  - https://peer.asee.org/29145
DO  - 10.18260/1-2--29145
ER  -