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Engineering Education and Evaluation Capacity Building: An Evaluation Tools Database
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| Presenter(s):
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| Jennifer LeBeau, Washington State University, jlebeau@wsu.edu
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| Michael Trevisan, Washington State University, trevisan@wsu.edu
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| Mo Zhang, Washington State University, zhangmo@wsu.edu
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| Denny Davis, Washington State University, davis@wsu.edu
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| Abstract:
Evaluation Capacity Building (ECB) is an emerging construct in evaluation, now understood as essential for ensuring high-quality evaluations are conducted and supported. While several definitions for ECB exist, each maintains components and strategies that can be employed to increase ECB in a particular field or context. In this paper, an Evaluation Tools Database is examined as a way of enhancing ECB in the field of engineering education. The database documents characteristics of evaluation tools developed and used by engineering educators over the last ten years. This paper examines the Evaluation Tools Database in relation to Stockdill, Baizerman, and Compton's (2002) conceptual definition of ECB to offer one example of an effective method for building evaluation capacity in engineering education.
Stockdill, S.H., Baizerman, M., & Compton, D.W. (2002). Toward a definition of the ECB process: A conversation with the ECB literature. New Directions for Evaluation, 93, 7-25.
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Assessing the Impact of Undergraduate Research and Mentoring on Student Learning in the Biological Sciences
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| Presenter(s):
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| Howard Mzumara, Indiana University Purdue University Indianapolis, hmzumara@iupui.edu
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| Abstract:
How can we assess the impact and effectiveness of undergraduate research and mentoring programs designed to increase the number and diversity of individuals who pursue graduate studies or careers in biology? This presentation will provide participants with a preliminary report that describes ongoing efforts to assess the impact and effectiveness of an Undergraduate Research and Mentoring (URM) program targeting junior and senior undergraduate students interested in pursuing graduate degrees or careers in Biological Sciences. The study is based on a preliminary evaluation of an NSF-funded project that involved the creation and delivery of an innovative URM program focused on the 'theme of biological signaling'. The presentation will introduce participants to tools used in measuring intellectual gains as a result of participating in an intensive URM summer program. Also, participants will be engaged in an interactive discussion on viable approaches for evaluating the impact and effectiveness of URM programs in universities.
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Evaluating Transferable Skills From the Capstone Experience
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| Presenter(s):
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| Mary Moriarty, Smith College, mmoriart@smith.edu
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| Susannah Howe, Smith College, showe@smith.edu
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| Abstract:
Evaluation in science, technology, engineering, and mathematics education normally involves the need to satisfy multiple stakeholders. Program managers, educators, accreditation agencies, and evaluators often see evaluation from different perspectives. This paper reports on a unique evaluation of transferable skills in an engineering capstone design course conducted by an engineering faculty member and an evaluation specialist. Undergraduate engineering programs commonly culminate in a capstone design course, which meets accreditation requirements of a major design experience and provides students an opportunity to synthesize and apply previous learning as preparation for future work. Transfer activities (an initial individual written assignment and a team-based transfer map) were conducted in class with capstone students and virtually with alumni. These activities were used to promote reflection about and documentation of transferable skills and knowledge. This paper reports results, discusses the rationale behind methods, and explores the value for students, alumni, and educators.
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A Teaching Career Path in Science, Technology, Engineering, and Math (STEM) Education: An Evaluation of a Noyce Teacher Recruitment Initiative in Physics and Chemistry
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| Presenter(s):
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| Meltem Alemdar, Georgia Tech, meltem.alemdar@ceismc.gatech.edu
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| Abstract:
This paper presents an evaluation of Teacher Recruitment Initiative in Physics and Chemistry program, a collaboration between Kennesaw State University (KSU) and Georgia Institute of Technology (GT). This program is a part of Noyce Teacher Recruitment Initiative funded through the National Science Foundation. It is designed to encourage and enable GT and KSU undergraduate science and engineering majors to pursue careers in high school chemistry and physics teaching. It provides scholarships to science and engineering majors over a four year period, to be awarded during their senior undergraduate year, and during their enrollment in KSU's MAT program. This paper focuses on the program during its year of implementation, and its effects on participants. Program impact is evaluated in two areas: (1) recruitment strategies, (2) program effectiveness. Analyses is triangulated across multiple data sources (surveys, interviews, observation & documents) collected. This paper will also elaborate on critical issues in STEM evaluation.
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