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Pedagogies, Assessment, and Evaluation

Research in this area examines classroom practices and measures the impact of these practices on student learning, motivation, and attitudes. Current research projects include:

Student Perspectives on Researcher Identity and Transformed Epistemologies (SPRITE) - Kajfez, Rachel

Undergraduate research experiences have been shown to positively influence students' retention in engineering.  Despite this impact, little is known about their epistemic or identity development through these experiences.  Funded by the National Science Foundation, this research fills that gap and will results in tangible pedagogical techniques that will infuse elements of a research experience into classrooms.

Citations: 

1. McAlister, A. M., Lee, D. M., Ehlert, K. M., Kajfez, R. L., Faber, C. J., & Kennedy, M. S. (2017). Qualitative coding: An approach to assess inter-rater reliability. Paper to be presented at the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
2. Benson, L. C., Faber, C. J., Kajfez, R. L., Kennedy, M. S., Ehlert, K. M., Lee, D. M., & McAlister, A. M., (2017). Assessing students’ researcher identity and epistemic cognition. Poster to be presented at the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
3. Faber, C. J., Benson, L. C., Kennedy, M. S., Kajfez, R. L., Vargas, P. M. D., Ehlert, K. M., & McAlister A. M. (2016). Understanding undergraduate engineering researchers and how they learn. Paper presented at the 46th ASEE/IEEE Frontiers in Education Conference, Erie, PA.
4. Kajfez, R. L., McAlister, A. M., Faber, C. J., Ehlert, K. M., Lee, D. M., Benson, L. C., & Kennedy, M. S. (2017). Exploring undergraduate engineering researchers’ identities and epistemologies: Who are they and what do they believe. Paper presented at the American Educational Research Association 2017 Annual Meeting, San Antonia, TX.

Development and Validation of Assessments for Industry-Valued Professional and Technical Learning Outcomes in Engineering Education - Rogers, Peter

Curriculum change needed to help engineers meet future global challenges requires the ability to identify and accurately measure learning outcomes.  Although many industry-valued KSAs are practiced and assessed in engineering capstone courses, most assessments are unproven for evaluating individual student achievement of KSAs. This project builds on previous work and, based upon the prioritized needs of over 900 industry representatives, the project team is focused on creating valid assessments for individual motivation in capstone employing seven diverse universities as pilot sites.

Citations: 

1. P. Rogers, D. Davis, et al, “Work in Progress: Assessing Motivation in Capstone Design”, in American Society for Engineering Education, Columbus, OH, 2017.
2. P. Rogers, D. Davis, et al, “Early Validation of the Motivation in Team Projects (MTP) Assessment”, in American Society for Engineering Education, Columbus, OH, 2017.