Education Commons^™

Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon

Julian Fraillon

This AHELO Engineering Assessment Framework describes and illustrates the domain of engineering competency that is used in the AHELO Feasibility Study. The framework gives an organisational structure for the domain in terms of engineering knowledge, processes and contexts; describes the types of assessment items that have been developed; and details how reporting will be carried out. - p.4

Designing Animated Simulations And Web-Based Assessments To Improve Engineering Education, Doug Holton, A. Verma

Douglas L Holton

Rapid advances in computer technology and the internet have created new opportunities for delivering instruction and revolutionizing the learning environment. This development has been accelerated by the significant reduction in cost of the Internet infrastructure and the easy accessibility of the World-Wide-Web. 'Web-Based Engineering Education: Critical Design and Effective Tools' evaluates the usefulness of advanced learning systems in delivering instructions in a virtual academic environment for different engineering sectors. This reference source aims at providing a deep probe into the most relevant issues in engineering education and digital learning and will offer a survey of how digital engineering education has …

Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon

Dr Jacob Pearce

This AHELO Engineering Assessment Framework describes and illustrates the domain of engineering competency that is used in the AHELO Feasibility Study. The framework gives an organisational structure for the domain in terms of engineering knowledge, processes and contexts; describes the types of assessment items that have been developed; and details how reporting will be carried out. - p.4

Engineering Education Research To Practice (E²R2p): Nsf Grant 1037808, Steven Villachica, Donald Plumlee, Linda Huglin, Drew Borresen

Linda Huglin

The E²R2P team employs a unique interdisciplinary approach to facilitate faculty adoption of research-based educational strategies across the engineering curriculum. As part of a "Sounding Board" of potential adopters, faculty will provide guidance, review components of redesigned courses, and participate in a series of workshops highlighting a variety of problem- and project-based instructional strategies^{1, 2}.

A "Test Bed" will act as a venue for the visible redesign of existing courses in ways that employ authentic learning and assessment activities--where students do real-world engineering in the classroom. The redesigned courses will also help students inbound into their community of …

Undergraduate Engineering Students' Understanding Of Heat, Temperature, And Radiation, Katharyn Nottis, Michael Prince, Margot Vigeant, Sarah Nelson, Kathryn Hartsock

Michael J. Prince

Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.

Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant

Michael J. Prince

Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.

Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant

Margot Vigeant

Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.