American Journal of Engineering Education (AJEE) 2018-12-14T16:06:51+00:00 Stephanie Clute Open Journal Systems <p><strong>Published since 2010</strong><br> ISSN 2153-2516 (print), ISSN 2157-9644 (online)<br>The AJEE&nbsp;welcomes articles that describe educational strategies to address the changing role that engineering plays in society and in driving local and global economies.</p> Development Of Psychometrically Validated Standardized Test Instruments For Outcomes Assessment In Experiential Engineering Education 2018-12-14T16:06:51+00:00 Mukasa E. Ssemakula Gene Y. Liao Shlomo Sawilowsky <p>There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning</p> 2018-07-03T21:09:54+00:00 ##submission.copyrightStatement## Collaborative Argumentation As A Learning Strategy To Improve Student Performance In Engineering Statics: A Pilot Study 2018-12-14T16:06:51+00:00 Timothy L. Foutz <p>Educators have used argumentation to help students understand mathematical ideas which often appear abstract to the novice learner.&nbsp; A preliminary investigation was conducted to determine if collaborative argumentation is a strategy that can improve the student’s conceptual understanding of the topics taught in the engineering course commonly titled Statics.&nbsp; The academic performance of students enrolled in a traditional problems-solving session was compared to the academic performance of students enrolled in a problem-solving session where collaborative argumentation was used.&nbsp;Results suggest that argumentation improved student performance as measured by grades associated with one-hour long exams, although student written responses on a course evaluation survey responses indicate that students did not believe argumentation was a learning strategy was effective.&nbsp;</p> 2018-07-03T21:39:02+00:00 ##submission.copyrightStatement## Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions 2018-12-14T16:06:51+00:00 Wenshu Li Richard M. Bennett Taimi Olsen Rachel McCord <p>Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework.&nbsp; The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills.&nbsp; Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required.&nbsp; In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.</p> 2018-07-03T21:50:23+00:00 ##submission.copyrightStatement##