Scholarly Works, Engineering Education
Permanent URI for this collection
Research articles, presentations, and other scholarship
Browse
Browsing Scholarly Works, Engineering Education by Subject "13 Education"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer scienceHolloman, Teirra K.; Lee, Walter C.; London, Jeremi S.; Hawkins Ash, Chanee D.; Watford, Bevlee A. (American Society for Engineering Education, 2021-09-14)Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/evaluation is planned, enacted, and used to improve educational processes. Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results: The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion: There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering.
- Potential engineers: A systematic literature review exploring Black children's access to and experiences with STEMLondon, Jeremi S.; Lee, Walter C.; Hawkins Ash, Chanee D. (American Society for Engineering Education, 2021-09-14)Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.
- ViTA: A flexible CAD-tool-independent automatic grading platform for two-dimensional CAD drawingsYounes, Rabih; Bairaktarova, Diana (SAGE, 2022-01-01)Grading engineering drawings takes a significant amount of an instructor’s time, especially in large classrooms. In many cases, teaching assistants help with grading, adding levels of inconsistency and unfairness. To help in grading automation of CAD drawings, this paper introduces a novel tool that can completely automate the grading process after students submit their work. The introduced tool, called Virtual Teaching Assistant (ViTA), is a CAD-tool-independent platform that can work with exported drawings originating from different CAD software having different export settings. Using computer vision techniques applied to exported images of the drawings, ViTA can not only recognize whether or not a two-dimensional (2 D) drawing is correct, but also offers the detection of many important orthographic and sectional view mistakes such as mistakes in structural features, outline, hatching, orientation, scale, line thickness, colors, and views. We show ViTA’s accuracy and its relevance in the automated grading of 2 D CAD drawings by evaluating it using 500 student drawings created with three different CAD software.