We are so excited to share with you that Dr. Ruth Steveler's podcasts are now available on iTunes! Steveler's "Research Briefs" podcasts aim to expand the boundaries of engineering education research by exploring new frameworks, new methods, and new findings with the researchers who created them.
This three-year study examined academic outcomes of students in an engineering school
supported by two student support models: (i) a decentralized model typical of the institution, and (ii) a partnership model in which a student affairs professional was embedded within the engineering school.
Artificial intelligence (AI) as an assessment tool, can be applied to learn how an instructor grades a problem. Based on a sample set of students’ responses, the instructor evaluates it and the system creates a computer model incorporating rules it has inferred about the instructor’s grading decisions.
Working effectively in teams is an important 21st century skill as well as a fundamental component of the ABET professional competencies. However, successful teamwork is challenging, and empirical studies with adolescents concerning how the collaboration quality of team members is related to team performance are limited.
This paper investigates the long-term outcomes of a general education course on digital technologies. Through conducting cross-sectional and longitudinal interviews with students, the authors found that non-engineering students who took this course had notable noncognitive, long-term outcomes.
In science and engineering courses, instructors administer multiple examinations as major assessments of students’ learning. When a student is unable to take an exam, the instructor might estimate the missing exam score to calculate the student’s course grade.
The concepts of size and scale in nanotechnology are difficult for most beginning engineering students to grasp. Yet, guidance on the specific aspects of size and scale that should be taught and assessed is limited.