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In developing its new engineering accreditation criteria, ABET reaffirmed a set of " hard " engineering skills while introducing a second , equally important, set of six " professional " skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global(More)
ABET's accreditation criteria have provided additional impetus for preparing engineering graduates to understand their professional and ethical responsibilities. Accordingly, engineering ethics courses have stressed skills acquisition rather than behavior change. However, to date, methods to assess students' ability to resolve ethical dilemmas remain(More)
ABET's accreditation criteria provides additional impetus for preparing engineering graduates to act in an ethically responsible manner. However, methods to assess the effectiveness of educational efforts to do this remain primitive at best. We describe the first phase of a joint study at the University of Pittsburgh and the Colorado School of Mines to(More)
 This paper examines the use of multisource assessment and feedback processes in the classroom and the potential impact on student learning. Grounded in control and goal setting theories, this assessment process provides a means for students to take a proactive role in their learning. Research and practice issues are addressed.
 EC 2000 has heightened awareness among engineering faculty about the importance of student retention, especially the retention of first-year students. Previous research found that students placed on academic probation after their first term have a high probability of leaving engineering prior to graduation. Using five years of data, we examine the(More)
There has been considerable concern that entering female engineering students begin their studies with less confidence in their abilities than academically equivalent male students. Further, there is concern that this 'under-confidence' problem persists throughout the university experience. As a precursor to a larger cross-institutional study 1i , we have(More)
With the establishment of the challenging Engineering Criteria 2000 accreditation guidelines, institutions must obtain a more informed understanding of students' underlying knowledge, skills, and attitudes as they begin, ma-triculate, and eventually complete their engineering studies. As engineering educators collect information about how students(More)
Reflection and self-regulated learning are important skills for college level students to learn. We have developed Model Eliciting Activities (MEAs) to integrate these activities while teaching students engineering concepts. A multi-tier design approach is used with MEAs as an element of change for students, instructors and researchers. Three generations of(More)
In assessing students' conceptual understanding of their engineering discipline, traditional methods such as exams and surveys do not capture the level of knowledge integration that students have obtained about their field of study. At the University of Pittsburgh, we are investigating the use of concept maps to measure this " knowledge integration " as(More)