Validity of the Contextual Competence Scale for Engineering Students

Ro, Hyun Kyoung; Merson, Dan; Lattuca, Lisa R.; Terenzini, Patrick T.

doi:10.1002/jee.20062

Cited by 46 publications

(48 citation statements)

References 36 publications

(46 reference statements)

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“…On the other hand, validity is concerned with the extent to which the instrument measures what it intended to measure (Golafshani, 2003;Miller, n.d.;Tavakol & Dennick, 2011 (Ro, Merson, Lattuca, & Terenzini, 2015;Speth et al, 2007). In fact, any research instrument to be used should be validated from scratch in each new context (Ro et al, 2015;Speth et al, 2007).…”

Section: Validity and Reliabilitymentioning

confidence: 99%

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Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective

Simelane-Mnisi

Mji

2017

EJREP

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Section: Validity and Reliabilitymentioning

confidence: 99%

“…In fact, any research instrument to be used should be validated from scratch in each new context (Ro et al, 2015;Speth et al, 2007). Tavakol and Dennick (2011) argue that an instrument cannot be valid unless it is reliable It is worth also noting that the reliability of an instrument does not depend on its validity.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective

Simelane-Mnisi

Mji

2017

EJREP

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“…These courses are often intended to mirror industry 6 , an emphasis recognized by national efforts to define "real world" experiences 7 and attempts to measure a students' "contextual competence" or ability to function in the workplace 8 . Efforts are being made to more Page 26.165.2 accurately evaluate these courses and to make them multidisciplinary 9 .…”

Section: Introductionmentioning

confidence: 99%

Aesthetics of Design: A Case Study of a Course

Goodman¹,

Ewen²,

Harriman³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Hunter Ewen is a dramatic composer, educator, and multimedia designer. During the day, Dr. Ewen teaches students strategies for digital creativity. At night, he composes, solders, choreographs, and videographs solo and collaborative projects around the world.His works rail against the faded borders that separate art from science, music from sound, and meaning from meaninglessness. Ewen values frenzy. He buzzes and sneaks and desperately loves. His work is soothing, startling, virtuosic, and absurd. It grooves with dense, layered textures. It lusts for yowls and yips and wails and squeals. For screams that masquerade as art. For clamor and deviance. His compositions swing from chandeliers.At The University of Colorado, Boulder, Ewen teaches composition, music technology, and design for the colleges of Music and Engineering. Ewen also directs the 64 Bit Composition Competition, serves on faculty of Reel Kids Theater Troupe, and works as the editorial assistant for Music Theory Online. Mr. Jiffer W Harriman Jr, University of ColoradoJiffer's has his BS in Electrical Engineering from the University of Colorado and a MA in Music, Science and Technology from Stanford. He is currently a PhD student at the ATLAS Institute at the University of Colorado. His work focuses on interactive technologies for music, art and education. Dr. Jean Hertzberg, University of Colorado, BoulderDr. Hertzberg is currently Associate Professor of Mechanical Engineering at CU-Boulder. She teaches graduate and undergraduate courses in measurement techniques, thermodynamics, fluid mechanics, heat transfer, design and computer tools. She has pioneered a spectacular course on the art and physics of flow visualization, and is conducting research on the impact of the course with respect to visual perception and educational outcomes. Her disciplinary research centers around pulsatile, vortex dominated flows with applications in both combustion and bio-fluid dynamics. She is also interested in a variety of flow field measurement techniques. Current projects include electrospray atomization of jet fuel and velocity and vorticity in human cardiac ventricles and large vessels.c American Society for Engineering Education, 2015 Page 26.165.1 Aesthetics of Design: a Case Study of a Course OverviewIn a technical elective offered in the Mechanical Engineering department at the University of Colorado Boulder, students designed and built projects while developing a design aesthetic. Three instructors offered insights from multiple disciplines, including those outside mechanical engineering, such as electrical engineering, computer science, photography, and music. Students were placed in resource teams. In these teams, each student acted as a consultant on teammates' projects, and acted as team lead for his or her own project. Here we describe the novel course design, offer instructors' insights, as well as results from student surveys (n=20) and student interviews (n=4) both pre-and post-course. Results suggest a pent-up demand among students for an outlet ...

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“…Contrary to ABET's claim, these required assessments have driven vibrant areas of research in engineering education assessment to ensure that all outcomes are assessable in ways that are as straightforward and efficient as possible. 24,25,26,27,28,29,30 ABET's own Gloria Rogers held annual workshops to support the engineering community in learning how to assess all EC 2000 outcomes. 31 Moreover, as will be shown below, the changes collapse multiple disparate items to be assessed into single outcomes, in violation of best practices in assessment, making the new criteria harder to assess by any measure, and not, in point of fact, any shorter or less burdensome on assessors.…”

Section: Rationale For Changesmentioning

confidence: 99%

We Assess What We Value: "Evidence-based" Logic and the Abandonment of "Non-Assessable" Learning Outcomes

Riley¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper seeks to analyze the recent proposed changes to ABET's baccalaureate-level programs accreditation General Criteria 3 (Student Outcomes) and 5 (Curriculum) in light of two problematic ideologies at work in engineering education: an over-reliance on Outcomes-Based Education (OBE) and an emphasis on "evidence-based" research and practice, where "evidence" is narrowly defined following the medical model of randomized controlled trials (RCTs), nearly impossible to execute validly in educational settings. The changes remove or weaken requirements for educational breadth, including global and social context, engineering ethics, and lifelong learning.One of the stated rationales for these changes is that some outcomes are difficult to assess. To the contrary, the engineering education community has invested a great deal of time and effort innovating assessment methods to create increasingly valid, concise, and easy to implement tools for exactly this purpose. This reveals not only a "research to practice" gap in which ABET leadership may not be aware of these advancements, but also an epistemic gap where "evidencebased" logic has all but eliminated some of the most effective tools we have in educational assessment.This immediate crisis is brought on by our own commitment to Outcomes-Based Education. It is this obsession that leads to the logic under which, even if student outcomes were difficult to assess, that this would somehow constitute grounds for their elimination. Ultimately, we assess what we value; and we have come to value measurability of outcomes over student learning. We ask "what works" rather than what is appropriate for engineers to learn entering the profession in the 21 st century.This paper calls for members of the Liberal Education/Engineering and Society Division to recount our history as advocates for educational breadth, and redouble our efforts for the long haul. The Division is well positioned to serve as a clearinghouse of information with convening power for building coalitions across ASEE Divisions and even across professional societies comprising ABET's membership, to rebuild consensus around the vision of a broadly educated engineer in 2020 and beyond.

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Validity of the Contextual Competence Scale for Engineering Students

Abstract: Background Engineering educators and practitioners increasingly value contextual compe-

Cited by 46 publications

References 36 publications

Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective

Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective

Aesthetics of Design: A Case Study of a Course

We Assess What We Value: "Evidence-based" Logic and the Abandonment of "Non-Assessable" Learning Outcomes

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