Jang, S., & Taylor, C. (2023, June), Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42326

\bibitem{asee_peer_42326}
  Jang, S., \& Taylor, C. (2023, June), \emph{Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42326

Shinae Jang and Christa Taylor.  "Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/42326 Internet.  14 May, 2024

\bibitem{asee_peer_42326}
  Shinae Jang and Christa Taylor.
  "Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/42326 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_42326
author = "Shinae Jang and Christa Taylor"
title = "Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/42326}
number = {10.18260/1-2--42326}
}

TY  - CPAPER
AB  - The goal of the inclusive classroom is to provide equal opportunity for success for all students, regardless of their background and characteristics, e.g., race, gender, and neurodiversity. To this end, re-thinking and re-designing our courses and curricula to provide greater flexibility and accommodate students’ needs is of vital importance. The Statics course at this institution was recently re-designed to increase creativity and inclusion. One of the most important components of the course re-design has been the final project option, for which students may choose to create and solve their own problems as opposed to completing an exam to fulfill the learning objectives of the course. There are two options that students may choose for the final project: 1) the problem-solving track and 2) the creativity, or open-ended, track. This paper describes the final phase of the development of the project option and its assessment results regarding creativity and inclusion. The final project files from three semesters, between Fall 2020 and Fall 2021, and four sections were de-identified and rated for creativity by three experts in civil engineering, using the Consensual Assessment Technique. This paper reports the final project components and rubric, results related to students’ demonstrated creativity for the problem-solving versus open-ended track, and the lessons learned impact, and challenges of implementing the final project option.
AU  - Shinae Jang
AU  - Christa Taylor
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Assessment of a Final Project of a Large Statics Course  on Fostering Creativity and Inclusion
UR  - https://strategy.asee.org/42326
DO  - 10.18260/1-2--42326
ER  -