Embedded Affective Assessment

Rynearson, Anastasia Marie; Rynearson, Lee Kemp

doi:10.1109/fie.2018.8658460

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…The classroom environment provides the perfect opportunity to assess cognitive and affective skills 15,16 , while laboratories are better suited to evaluate psychomotor skills [17][18][19][20] . Some researchers have developed custom assessment tools and kits that allow them to measure psychomotor 19,21 and affective 16 skills. Almost every faculty member knows how to assess cognitive skills.…”

Section: Learning Outcomes and Assessmentmentioning

confidence: 99%

Adapting Chaos Theory for Undergraduate Electrical Engineers

Flores,

Ochoa,

Pappu

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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The study of chaos has long attracted the attention of engineering, mathematics, and science educators. Most, if not all, courses dedicated to chaos are graduate-level courses requiring a broad understanding of linear and nonlinear systems. The exception would be differential equations, where chaos may be discussed as an optional topic of discussion. We argue that chaos is an attractive field of study for undergraduates that can raise their interest in interdisciplinary topics if the material is adapted, building on previous knowledge of ordinary differential equations, linear algebra, and probability. We propose an approach that involves discussions of one-dimensional maps, the harmonic oscillator, the Van der Pol Oscillator, and the Lorenz oscillator as building blocks, with corresponding simulations and implementation using integrated circuits such as op-amps and analog multipliers. In addition to equilibrium points, limit cycles, eigenvalue analysis, and feedback control, we introduce concepts such as bifurcation, phase-plane analysis, anti-control, and Lyapunov functions and exponents as discussions evolve. The course ends with a discussion of the synchronization of chaotic oscillators in the context of communications and radar applications. As designed, the course can become a senior technical elective that builds on junior-level electronics and signals and systems courses. Higher-level learning outcomes are analysis in the cognitive domain, the mechanism in the psychomotor domain, and value in the affective domain.

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Section: Learning Outcomes and Assessmentmentioning

confidence: 99%

Adapting Chaos Theory for Undergraduate Electrical Engineers

Flores,

Ochoa,

Pappu

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs

Kramer,

Leonard,

Desing

et al. 2024

J of Engineering Edu

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BackgroundBeliefs are a complex research construct with deep connections to innumerable different research areas and agendas. Engineering education researchers are increasingly studying beliefs, and synergy across these efforts can lead to a greater impact in translating beliefs research into educational practice.PurposeOur purpose was to enable any researcher in engineering education to productively research beliefs as a construct. Specifically, we aimed to synthesize the different purposes for studying beliefs, and the extent to which researchers have operationalized beliefs.Scope/MethodWe conducted a systematic scoping review of beliefs following the PRISMA protocol. We extracted and mapped data from the 79 academic included manuscripts. We performed additional analysis using both inductive and deductive coding methods to synthesize how beliefs have been researched. We included studies about the beliefs of engineering students in post‐secondary education beyond the four most popular types of beliefs (i.e., self‐efficacy, mindset, epistemic, and goal orientation beliefs).ResultsGiven the diverse nature of beliefs in engineering education, we found that the findings of the included studies could not be coherently synthesized. Instead, we present (1) a synthesis of researchers' purpose(s) for studying beliefs, and (2) a detailed representation of the many ways in which researchers have operationalized beliefs using different theories and methodological approaches.ConclusionsWe recommend that researchers studying beliefs work to align their stated purpose for studying beliefs with their research contribution and build understanding of how beliefs ultimately relate to behavior. We also identified an opportunity for researchers to carefully and explicitly operationalize beliefs as a research construct.

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Embedded Affective Assessment

Cited by 2 publications

References 4 publications

Adapting Chaos Theory for Undergraduate Electrical Engineers

Adapting Chaos Theory for Undergraduate Electrical Engineers

Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs

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