Voices of Our Students: Using Evidence-Based Methods to Inform a Multidisciplinary Engineering Program Design: Using evidence-based methods to inform a multidisciplinary engineering program design

Vicki Stieha; Noah Salzman; Amy J. Moll

Voices of Our Students: Using Evidence-Based Methods to Inform a Multidisciplinary Engineering Program Design: Using evidence-based methods to inform a multidisciplinary engineering program design

Vicki Stieha, Noah Salzman, Amy J. Moll

Boise State University

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Abstract

Listening carefully to our students and integrating the variables that matter to them is a step that we can take to increase the number of women and underrepresented minority graduates in engineering. This paper shares an evaluative case study as we report findings from data gathering tools guiding our continuous improvement process. The findings illuminate students' perceptions of their engineering design course and curriculum. We conclude by discussing the pedagogical decisions the teaching team is making as a result of listening to our students' voices.

Original language	American English
Journal	2019 ASEE Annual Conference & Exposition
State	Published - 15 Jun 2019
Event	126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 - Tampa, United States Duration: 15 Jun 2019 → 19 Jun 2019

EGS Disciplines

Curriculum and Instruction
Engineering Education
Materials Science and Engineering
Science and Mathematics Education

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Voices of Our Students Using Evidence-Based Methods to Inform aFinal published version, 627 KBLicense: Unspecified
Voices of Our Students Using Evidence-Based Methods to Inform aFinal published version, 627 KBLicense: Unspecified

Cite this

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title = "Voices of Our Students: Using Evidence-Based Methods to Inform a Multidisciplinary Engineering Program Design: Using evidence-based methods to inform a multidisciplinary engineering program design",

abstract = "Listening carefully to our students and integrating the variables that matter to them is a step that we can take to increase the number of women and underrepresented minority graduates in engineering. This paper shares an evaluative case study as we report findings from data gathering tools guiding our continuous improvement process. The findings illuminate students' perceptions of their engineering design course and curriculum. We conclude by discussing the pedagogical decisions the teaching team is making as a result of listening to our students' voices.",

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AU - Salzman, Noah

AU - Moll, Amy J.

PY - 2019/6/15

Y1 - 2019/6/15

N2 - Listening carefully to our students and integrating the variables that matter to them is a step that we can take to increase the number of women and underrepresented minority graduates in engineering. This paper shares an evaluative case study as we report findings from data gathering tools guiding our continuous improvement process. The findings illuminate students' perceptions of their engineering design course and curriculum. We conclude by discussing the pedagogical decisions the teaching team is making as a result of listening to our students' voices.

AB - Listening carefully to our students and integrating the variables that matter to them is a step that we can take to increase the number of women and underrepresented minority graduates in engineering. This paper shares an evaluative case study as we report findings from data gathering tools guiding our continuous improvement process. The findings illuminate students' perceptions of their engineering design course and curriculum. We conclude by discussing the pedagogical decisions the teaching team is making as a result of listening to our students' voices.

UR - https://scholarworks.boisestate.edu/mse_facpubs/407

UR - https://www.scopus.com/pages/publications/85078723203

M3 - Article

JO - 2019 ASEE Annual Conference & Exposition

JF - 2019 ASEE Annual Conference & Exposition

Y2 - 15 June 2019 through 19 June 2019

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Voices of Our Students: Using Evidence-Based Methods to Inform a Multidisciplinary Engineering Program Design: Using evidence-based methods to inform a multidisciplinary engineering program design

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EGS Disciplines

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