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SUMMATIVE EVALUATION ACTIVITIES. The NSF CRCD AERO PROJECT: Development of a Multidisciplinary Curriculum for Intelligent Systems. Major Assessment Activities and Results. Summative Evaluation of Interest Quantitative . STUDY

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summative evaluation activities

SUMMATIVE EVALUATION ACTIVITIES

The NSF CRCD AERO PROJECT:

Development of a Multidisciplinary Curriculum for Intelligent Systems

summative evaluation of interest quantitative
Summative Evaluation ofInterestQuantitative

STUDY

Freshman CRCD “treatment” (n=288) vs. Non-CRCD comparison groups taught by same professors and..

Sophomore “treatment” (n=174) vs. Non-CRCD comparison groups taught by same professors

  • Indicators
  • Retention
  • Attraction to Major

Identify CRCD “treatment” and Non-CRCD comparison groups

(CRCD n = 858 vs. Non-CRCD n ≈ 900)

STUDY

Tracking students with

Multiple Exposure to

CRCD courses

(Fall 00 – Sp 04 , n=54)

  • Indicators
  • Retention
  • Attraction to Major
  • Enrollment Choices
summative evaluation of interest qualitative and survey research
Summative Evaluation ofInterest Qualitative and Survey Research
  • Interview a group of CRCD students in person
  • (available n=18 / universe=858 )
  • Selection Criteria:
  • Outstanding Performance in Stiquito or Piezo Electric Project

or

  • Good CRCD Course Grades
  • Exposed More Than Twice to CRCD Courses
  • Contactable by phone or in person
  • Survey CRCD students with Perception/ Attitude instrument via e-mail or Web
  • (n=300/universe=858)
  • Selection Criteria:
  • Exposed at least once

to CRCD course

  • Contactable by email

Create

Survey of

Perceptions /Attitudes based on result of interviews

slide5

Summative Evaluation of Interest Qualitative and Survey Research

Possible Survey Questions

  • How interested were you in studying aerospace engineering before you took X and /or Y* course?
  • How interested were you in smart materials or intelligent systems after taking that/those course(s)?
  • To what extent did your interest in working and doing research with smart materials or intelligent systems increase because of X and/or Y courses?

*X & Y courses = particular CRCD courses

Sample of Open-Ended Interview Queries

  • What do you recall about course material or activities concerning smart materials or intelligent systems?
  • What do you recall about your experiences with these materials and activities ?
  • What lasting impression or influence do you feel these materials and activities had upon you?
slide6

Summative Evaluation of Content Knowledge:Concept Inventories

Four types of Inventory Questions Test

  • Basic Questions - recall of basic facts about shape memory alloys
  • Application Questions - 1) recognition of real world applications for SMAs; 2) recognition of which shape memory characteristic was used in the given example
  • Basic Problems - 1) application of this knowledge to a problem involving an SMA material, 2) ability to combine sophomore level engineering knowledge with their basic knowledge of SMAs to complete simple problems
  • Advanced Questions: 1) recall of detailed information about SMAs from either an upper level undergraduate course or a graduate course, 2) application of this knowledge to a problem involving an SMA material, 3) ability to integrate their knowledge about SMAs with knowledge recalled from other courses
slide7

Summative Evaluation of Content Knowledge:Concept Inventories

Sample basic question - SMA Concept Inventory (CI):

  • What is the basic mechanism of the shape memory effect (SME)?
    • Deformation due to the motion of mixed dislocations
    • Interstitial diffusions within the crystal lattice structure
    • Phase transition in a crystal lattice structure
    • Grain boundary growth after re-crystallization
    • None of the above

First, draft CIs were administered and results reviewed. Next,first-draft test questions and answer choices will be revised. Then, beta-versions will be field tested, results analyzed and revisions made

slide8

Summative Evaluation of Engineering & Design Process Skills:Using TIDEE* Design Assessment

  • Pre and Post-Test..
  • Knowledge About Team Design
  • Application of Team Design knowledge
  • Critical Reflection on Team Design Performance
  • Sp 2004 AERO Capstone Vehicle Design
  • (2nd semester of two-semester course)

Compare with Baseline Results:

F 2000 AERO Capstone Vehicle Design

(1st semester of two-semester course)

F 2000 1st Freshman Engineering Course

(CRCD “treatment” course)

*Davis, D. C. (2001). Transferable Integrated Design Engineering Education (TIDEE), Mid Program Assessment

slide9

AERO CRCD Students

0—5.5 Scale

Design Process

Team Work

Communication*

Freshmen2

(n=88)

Mean Scores 4

2.71

2.59

1.62

Std. Dev.

1.14

0.95

0.76

Seniors3

(n=23)

Mean Scores

3.30

2.30

2.04

Std. Dev.

1.15

0.79

0.85

CRCD Intelligent Systems Curriculum Impact on Design Knowledge:Team Design Process, Teamwork & Communication1 Freshman vs. Senior Baselines ( Early Fall 2001)

Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge

*Validity in question.

Question universally misinterpreted.

1 TAMU AERO CRCD Adapted TIDEE Project Mid Program Assessment Instrument #1, Design knowledge

slide10

CRCD Intelligent Systems Class Design Projects Increased Freshman Knowledge about Engineering Team-Design

Scores Scaled 0 – 5.5, with 0=no knowledge & 5.5=exceptional knowledge

*Validity in question.

Question universally misinterpreted.

*

slide11
Impact of “Smart Materials” CRCD Curriculumin First Freshman Engineering Course Freshman EPT Results (Post-Test)

* Scale 1=most positive & 5=most negative

slide12
Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course Concepts Mastery & Presentation
slide13
Impact of “Smart Materials” CRCD Curriculum on Student Perceptions of Materials Course Concepts Mastery & Presentation
tiims crcd reu student activities summer 2003 usrg program
TiiMS/CRCD REU Student ActivitiesSummer 2003 USRG Program

Through partial support by REU/CRCD funds, TiiMS (Texas Institute for Intelligent Materials and Structures) sponsored 11 students that participated in the TAMU Undergraduate Summer Research Grant Program. Here, two students present their findings at the closing ceremonies.

Tony Menn - TAMU

Collen McCoy – Purdue University

tiims crcd reu student activities summer 2003 usrg program1
TiiMS/CRCD REU Student ActivitiesSummer 2003 USRG Program

These students also were taken on trips to industry and government research laboratories.

Here, USRG students visit the NASA JSC carbon nanotube laboratories and are shown the basics of scanning-tunneling microscopy.

tiims crcd ret summer 2003
TiiMS/CRCD RET Summer 2003

Stephanie Boyd

Senior, Mathematics Education

Texas A&M University

“Celestial MechanicsGeometry in Space”

Leslie Woodard

Houston Independent School District

“Aerospace EngineeringAlgebra I Applications”

The TiiMS Institute made use of an existing outreach program in place at TAMU and the NSF CRCD RET grant to sponsor these teachers.

TiiMS/CRCD group provided professional development opportunities for two HS teachers. The educators focused on nanoscience and aerospace engineering.

E3 Teacher Summer Research Program

Texas A&M University

Summer 2003