Approaches to ABET Student Outcomes: Richard Aleong and Nathan Hicks

Meaningful assessment and evaluation of ABET student outcomes is critically important for successful engineering program accreditation and to improve the quality of the engineering curriculum. This project seeks to understand how engineering programs approach the assessment of Criterion 3 student outcomes (h), (i), (j), as outlined in their ABET Self-Study curriculum documents. Using qualitative content analysis, data from Self-Study Reports were collected and synthesized to critically review the ways programs address student outcome requirements.

Experiences of International and Underrepresented Students in Teams: Chanel Beebe, Hoda Ehsan, and Xinrui Xu

As the number of international and underrepresented students increases in American engineering schools, the greater diversity of the team may effect student performance and experience. Using surveys and focus groups based on a group dynamic framework, this study seeks to determine which aspects of teamwork in ENGR 131 influence student overall team experiences.

Measuring and Analyzing Design Trends in Large-Format Collaborative Undergraduate Engineering Curriculum: David Evenhouse, Tony Lowe, and Dhinesh Radhakrishnan

ENGR 131 is a required course taught by a large and disciplinarily diverse instructional team. The course structure and content have undergone extensive revisions in the past few years. This study looks to define a research methodology for the evaluation of course artifacts (such as projects, homework, exams, and instructional materials) as a means to understanding the way course instruction has changed over time, and provide relevant data to inform future revisions.