Roth, M., & Sanford Bernhardt, K. L. (2016, June), Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27139

\bibitem{asee_peer_27139}
  Roth, M., \& Sanford Bernhardt, K. L. (2016, June), \emph{Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27139

Mary Roth and Kristen L. Sanford Bernhardt.  "Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/27139 Internet.  16 Jun, 2024

\bibitem{asee_peer_27139}
  Mary Roth and Kristen L. Sanford Bernhardt.
  "Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/27139 Internet.  16 Jun, 2024

@INPROCEEDINGS{asee_peer_27139
author = "Mary Roth and Kristen L. Sanford Bernhardt"
title = "Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/27139}
number = {10.18260/p.27139}
}

TY  - CPAPER
AB  - The authors, professors in civil engineering, teach multiple sections of an introduction to engineering course.  The course has general student learning outcomes that apply to multiple areas of engineering (e.g., civil engineering, mechanical engineering, chemical engineering, etc.) that were developed by consensus of the engineering departments at the institution.  In addition to these general student learning outcomes, discipline-specific student learning outcomes are incorporated into individual sections of the course.  These outcomes are developed by the individual faculty member teaching the section and are related to his/her disciplinary expertise.  The sections that serve as the foundation for the work presented in this paper have student learning outcomes associated with civil engineering and specifically with urban infrastructure and geotechnical engineering.

Because of the general nature of most introduction to engineering courses, comparison of assessment outcomes across different course sections can be difficult, and that difficulty can hinder productive discussions across disciplines and the development of recommendations for course improvements. The authors have used a simple concept map assignment, given on the first and last day of each course, to evaluate student learning outcomes, and as a basis for analysis of multiple sections of the course within civil engineering and the development of recommendations for course improvements in that area.  The work presented in this paper is anticipated to serve as the foundation for a future project assessing sections of the course across multiple engineering areas. 


AU  - Mary Roth
AU  - Kristen L. Sanford Bernhardt
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Using Concept Maps for Assessment and Improvement of a Multi-Section Introduction to Engineering Course
UR  - https://strategy.asee.org/27139
DO  - 10.18260/p.27139
ER  -