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Articles 61 - 66 of 66
Full-Text Articles in Engineering Education
Apples And Oranges? A Proposed Research Design To Examine The Correspondence Between Two Measures Of Engineering Learning, Patrick Terenzini, Lisa Lattuca, Matthew Ohland, Russell Long
Apples And Oranges? A Proposed Research Design To Examine The Correspondence Between Two Measures Of Engineering Learning, Patrick Terenzini, Lisa Lattuca, Matthew Ohland, Russell Long
School of Engineering Education Faculty Publications
In 2004, ABET commissioned Engineering Change, a study of the impact of Engineering Criteria 2000 (EC2000) on the preparation of undergraduates for careers in engineering. One legacy of that study is a database of EC2000-specific self-reported student learning outcomes at 40 institutions, including precollege characteristics and engineering program outcomes for more than 4,300 graduates of the class of 2004. A second dataset, the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD), compiles institutional data, including demographic and academic transcript records and Fundamentals of Engineering (FE) scores, from nine universities from 1987-2005. In this paper, we propose a design to combine …
Student Performance And Faculty Development In Scale Up Engineering Mechanics And Math Courses, Lisa Benson, William Moss, Sherrill Biggers, Scott Schiff, Mariss Orr, Matthew Ohland
Student Performance And Faculty Development In Scale Up Engineering Mechanics And Math Courses, Lisa Benson, William Moss, Sherrill Biggers, Scott Schiff, Mariss Orr, Matthew Ohland
School of Engineering Education Faculty Publications
Our research team is in their second year of implementing active and cooperative learning in second-year engineering mechanics and math courses using the Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model. With this approach, large studio classes are taught with an emphasis on learning by guided inquiry instead of standard listening and note taking by students. The project focuses on the development and delivery of instructional material and documentation of student comprehension, performance and perceptions in Statics, Dynamics, and Multivariate Calculus courses at Clemson University. The project is also examining the benefit of integrating the content of the two …
Student Study Habits And Their Effectiveness In An Integrated Statics And Dynamics Class, Marisa Orr, Lisa Benson, Matthew Ohland, Sherrill Biggers
Student Study Habits And Their Effectiveness In An Integrated Statics And Dynamics Class, Marisa Orr, Lisa Benson, Matthew Ohland, Sherrill Biggers
School of Engineering Education Faculty Publications
Integrated Statics and Dynamics is a required five-credit course that was offered for Mechanical Engineering students at Clemson University for the first time in Fall 2006. The large-enrollment course was taught using innovative active learning techniques and new course materials. To aid in the development of the course, 211 students were asked to self-report their study habits in an 8 question survey. A cluster analysis was used to identify three study habit profiles. Knowing how students allocate their time and the effectiveness of their strategies can promote more effective guidance for students who are struggling to learn the material while …
Comparison Of Two Peer Evaluation Instruments For Project Teams, Kerry Meyers, Stephen Silliman, Matthew Ohland, Leo Mcwilliams, Tracy Kijewski-Correa
Comparison Of Two Peer Evaluation Instruments For Project Teams, Kerry Meyers, Stephen Silliman, Matthew Ohland, Leo Mcwilliams, Tracy Kijewski-Correa
School of Engineering Education Faculty Publications
The College of Engineering at the University of Notre Dame has utilized a paper-pencil instrument for peer evaluations since 2005 as a portion of the assessment of project team efforts (typically 4-5 students per team) in its First Year Engineering Course. The College was considering moving from paper-pencil peer evaluations to an on-line, behaviorally based evaluation instrument, CATME1. The instructors at Notre Dame conducted a comparative study of student feedback on these two instruments during the fall 2007. During the fall semester, the students (~380) within the first year course were divided into two groups, one group using the paper-pencil …
Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus, Lisa Benson, Sherrill Biggers, William Moss, Matthew Ohland, Marisa Orr, Scott Schiff
Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus, Lisa Benson, Sherrill Biggers, William Moss, Matthew Ohland, Marisa Orr, Scott Schiff
School of Engineering Education Faculty Publications
This study seeks to deliver and document more effective Statics and Dynamics instruction by implementing the Student-Centered Activities for Large Enrollment University Programs (SCALE-UP) model, in which large studio classes are taught with an emphasis on learning by guided inquiry instead of on listening. The project is also examining the benefit of integrating the content of the two traditional sequential courses and the parallel content in multivariable calculus. By tracking multiple sections taught using different approaches in different departments, the project’s experimental design plans to control for each of the changes being made simultaneously to understand the benefit of each.
Software For Student Team Formation And Peer Evaluation: Catme Incorporates Team-Maker, Richard Layton, Matthew Ohland, Hal R. Pomeranz
Software For Student Team Formation And Peer Evaluation: Catme Incorporates Team-Maker, Richard Layton, Matthew Ohland, Hal R. Pomeranz
School of Engineering Education Faculty Publications
Last year, a multi-university research team designed a web-based peer evaluation instrument called CATME (Comprehensive Assessment of Team Member Effectiveness) that is simple to use. In a previous, smaller-scale research effort, a group of students and faculty developed a software package called Team-Maker that automates the process of assigning students to teams. The present work incorporates the functionality of the Team-Maker software package into the CATME system. The goal of the integrated package is twofold: 1) to provide a useful tool for faculty to manage teams at their institutions; and 2) to create a high-quality, easy-to-use tool for investigating research …