{"title":"DEVELOPMENT OF PERFORMANCE CRITERIA AND MEASURES FOR ASSESSING PROGRAM OUTCOMES IN ENGINEERING TECHNOLOGY PROGRAMS","authors":"Mohan A Ketkar, Nripendra N Sarker","doi":"10.18260/1-2-620-38605","DOIUrl":"https://doi.org/10.18260/1-2-620-38605","url":null,"abstract":"In the advent of EC 2000, Engineering Technology programs have grappled with methods for assessing the ABET outcomes, especially those skills which are not taught in the traditional technology courses. This paper presents the development of performance criteria and measures for detailed assessment of specific students’ performance in the program outcomes in an Engineering Technology (TAC 2007-2008 Criterion 2, a-k outcomes). Performance criteria have been used to break down each program outcome into concrete measurable actions that students are expected to be able to demonstrate proficiency in the outcome. Defining performance criteria for outcomes is not only the first important step to meaningful assessment of outcomes but also the first step in eliminating ambiguity in the interpretation of outcomes that could vary from faculty to faculty. For each of the listed outcomes for the ABET Accreditation bodies, detailed performance criteria are presented in this paper. Suggestions on how the performance criteria can be used in a program are described in detail to allow selective adoption of the performance criteria for different courses. The methodology for defining and using the performance criteria described in this paper enables faculty to (1) fully understand the outcomes, (2) understand a range of performance criteria that need to be measured for each outcome, and (3) remove any ambiguity in the interpretation of the outcomes. In addition, it makes it possible to identify the critical skill-sets to measure for each outcome and makes assessment meaningful for engineering technology programs.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128526073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Attarzadeh, E. Barbieri, M. Ramos, Mayuri Mahajan, Vishal Naik, Aditya Gupta
{"title":"How the Capstone Class Students Perceive Their Knowledge Base?","authors":"F. Attarzadeh, E. Barbieri, M. Ramos, Mayuri Mahajan, Vishal Naik, Aditya Gupta","doi":"10.18260/1-2-370-38602","DOIUrl":"https://doi.org/10.18260/1-2-370-38602","url":null,"abstract":"The Capstone Course is a 5-credit Research and Development course covering all aspects of project development and implementation, entrepreneurship, innovation, creativity, team-work, and communication. The philosophy behind the course is to provide training and real-world, small-scale project experience for the students. This is where students work in teams and apply the culmination of their knowledge in the program. The paper presents how students in the capstone class perceive their knowledge base. This selfassessment is conducted in the first day of the class and the second one is conducted after the final examination. In addition, instructors ask knowledge-base questions, questions regarding the work experience, hours worked, credit hours taken currently, membership in professional organizations, expected date of graduation, and expectations from the course. Additional comments on strengths and weaknesses of the course represent the qualitative questions. The analysis of the information gathered at the beginning of the semester helps the management team to understand the composition of each team, their strengths and weaknesses, how much each team member can contribute to their team, whether the combination of hours worked and credit hours taken are in line with the UH guidelines, etc. During the first week of the semester, once the results are tallied, one-onone meetings were held with the students that were identified as having potential conflicts and who realized to have time constraints. Timely advice is given to these students so that they are successful to complete the course. Once the results of the selfknowledge at the end of the semester are tallied, they are compared to the results at the beginning of the semester, conclusions are drawn, and action items are identified that can help the curriculum remain current and in focus.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128655414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Application of Optical Systems to Detect Flow Pattern in Two-Phase Flow","authors":"J. Keska, C. Ma","doi":"10.18260/1-2-620-38578","DOIUrl":"https://doi.org/10.18260/1-2-620-38578","url":null,"abstract":"The objective measurement and detection of flow patterns in two-phase flow is not only one of the most significant problems in research today, but it is also absolutely necessary in the aerospace, automobile, petroleum, and chemical industries. The development of methods and systems for objective measurement and detection requires the identification of the dependent physical parameters, which are impacted by flow patterns. Any attempt to find such parameters and describe their relationships contributes to the process of finding such a system to detect flow patterns. This paper presents the results of an exploratory experimental research project on two variations of optical system response to changes of three arbitrarily chosen flow patterns and changes of mixture viscosity. The analysis of the results should provide guidance for the next steps in the development of flow pattern detections and the applicability of optical systems to this purpose. The evaluation of the application of optical systems to detect flow patterns is based on experimental research for two-phase flow. This work was conducted in a vertical pipe using two sets of optical systems to measure the variations of interfacial phenomena caused by different flow patterns. A detailed analysis of the output signals in time, amplitude and frequency domains using NI ELVIS (Educational Laboratory Virtual Instrumentation Suite), MatLab and LabView software will revise the impact of flow patterns on the resistance change of opto-detectors used in both optical systems.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128463596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Baylor’s New Engineering Admissions Plan- Phase I","authors":"Benjamin S. Kelley, Adam P. Ecklund, Aaron Dabney","doi":"10.18260/1-2-620-38599","DOIUrl":"https://doi.org/10.18260/1-2-620-38599","url":null,"abstract":"Baylor University is best known for academic programs in medicine, liberal arts, business, law, and religion. Baylor’s School of Engineering and Computer Science (ECS) is a relatively young and small component of the university, although ECS is Baylor’s highest U.S. News and World Report ranked school or college. Baylor’s undergraduate recruitment and admissions process is centralized, and besides auditions required for performing arts programs, academic entrance requirements are the same for each of the academic units. ECS partners proactively with the offices associated with student identification and recruitment with a strong focus on attracting and encouraging prospective students who will raise the ECS student academic profile. Although admission to Baylor is classified as “more” selective, some students positioned on the lower range of the spectrum are not strong candidates to persist in an engineering or computer science curriculum. An effort was initiated for fall 2007 to better guide and serve students identified as academically at-risk, even before they enrolled. The process included phone conversations and interviews to better assess their preparation, motivation, and understanding of ECS. Although all of the accepted at-risk students were asked and encouraged to participate in the program, only a small percentage took advantage. Of those who did participate, all were enthusiastic and confident about their academic preparation and abilities. The outcome of this endeavor was that all of the identified students who were interviewed and enrolled at Baylor did so with an ECS major, although this sometimes was not the recommendation of the counselor. This feedback is being used to restructure and improve this intervention initiative, with the revised program design containing academic- and preparatory-skills components available during the summer and in advance of normal fall enrollment.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115214120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Kief, Professor Steve Suddarth, Christos Christodoulou, M. Pattichis, H. Pollard
{"title":"Educational Activities for the FPGA Mission Assurance Center","authors":"C. Kief, Professor Steve Suddarth, Christos Christodoulou, M. Pattichis, H. Pollard","doi":"10.18260/1-2-620-38609","DOIUrl":"https://doi.org/10.18260/1-2-620-38609","url":null,"abstract":"","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121521762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Promoting Critical Thinking Skills Through a Capstone Course","authors":"M. Ahmadian","doi":"10.18260/1-2-370-38615","DOIUrl":"https://doi.org/10.18260/1-2-370-38615","url":null,"abstract":"Students must be taught to think critically, communicate, and work together effectively. If students are to become disciplined thinkers, they need to do a good deal of active thinking to take ownership of the content they are learning. Learning to think well requires many opportunities for practice in thinking through problems and issues, and applying concepts to real life experiences. This paper provides some critical thinking techniques and suggests that in a capstone course using the multi-stage approach encourages students to think more critically.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132021039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Communication Course as a Requirement for Undergraduate Electrical Engineering Degree","authors":"E. Shaban","doi":"10.18260/1-2-620-38617","DOIUrl":"https://doi.org/10.18260/1-2-620-38617","url":null,"abstract":"Electrical engineering programs have progressed and expanded to a multitude of branches and stand alone disciplines that a general degree in electrical engineering consisting of many unrelated courses is no longer practical. Presently, past the sophomore year electrical engineering majors, in some programs, may enroll in unrelated courses to satisfy the graduation requirement. This approach is neither beneficial to the student’s graduate education nor to the potential employers. A student who would like to pursue a degree in power systems or electrical machines may discover that taking required courses in communication or design, layout, and fabrication of integrated circuits are not beneficial to the pursuit of his interest. The time may be appropriate to specialize the degree of bachelor science in electrical engineering to stand alone disciplines. This paper discusses the present status in some electrical engineering programs with respect to the requirement of the communication course and suggests different specialized degrees in electrical engineering.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132847283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. R. Kashamolla, Z. Leseman, Amit Savkar, Kevin M. Murphy
{"title":"Drew Goettler, Maheshwar R Kashamolla, Zayd Leseman","authors":"M. R. Kashamolla, Z. Leseman, Amit Savkar, Kevin M. Murphy","doi":"10.18260/1-2-620-38591","DOIUrl":"https://doi.org/10.18260/1-2-620-38591","url":null,"abstract":"","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"102 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133169255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing a Dynamics Simulation Tool for Student Exploration of Concepts","authors":"L. Barroso, Jim Morgan","doi":"10.18260/1-2-620-38542","DOIUrl":"https://doi.org/10.18260/1-2-620-38542","url":null,"abstract":"Dynamics provides a tool for civil engineers to evaluate a changing world. The material presented in the dynamics course relies heavily on the pre-requisites and connects concepts in new ways. Knowledge transfer to dynamic principles is difficult even when students do see a connection to previous courses. Misconceptions are very persistent and cannot be easily debunked by standard instruction with lectures, textbooks, demonstrations or laboratories. Educators and researchers have looked at using computers to enhance classroom instruction ever since the technology made it feasible to do so. This is particularly effective for topics that involve motion of objects or other significant visual components that are not easily represented on a black board. Simulation programs also allow complex systems to be quickly and easily modeled and can be adapted to many different learning styles. The authors have collaborated in the development of a dynamics simulation software package that has the power and flexibility to handle the model systems normally encountered in a course in dynamics in order to address these issues. This software gives the student the ability to build, tune, simulate and evaluate a model all within a single environment. The software developed provides a “construction set” that students can use to build their own simulations of dynamic models and run them to observe their performance. This program is interactive and can be used in the classroom for demonstrations, in the laboratory for guided use, and on student’s own computers for experimentation and to complete assignments. The computer simulations provide ample opportunity for them to learn in an environment that allows them to fail safely.","PeriodicalId":315415,"journal":{"name":"2008 GSW Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129946642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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