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A Multilevel Assessment Process for Student/Faculty Teams in a Project-Based Learning Environment

David DiBiasio1, Natalie Mello2, and Fabio Carrera2 1 Department of Chemical Engineering and 2Interdisciplinary and Global Studies Division Worcester Polytechnic Institute

Introduction High tides, sinking buildings, 12 million tourists a year - all contribute to the problems of Venice, Italy. Canals designed to handle limited human-powered boat traffic are now inundated by powerboats. Biological, chemical, and mechanical factors damage centuries-old walls, resulting in annual repair costs of several million euros. Moto ondoso, the wall damage caused by the relentless pounding by boat wakes, is a complex problem that involves chemical and other engineering issues, culture, and economics. It is also a political and social problem frequently appearing in the popular press and in public demonstrations (see Figure 1).

(a) from La Nuova Venezia, July 8, 2002 (b)

Figure 1. a) Article describing a protest along the Grand Canal concerning moto ondoso policies. b) Anti-wake banners posted along a Venetian canal.

Yet, WPI undergraduate student teams have made contributions toward solving this real problem while receiving academic credit. A key element is effective teamwork at both the student and faculty levels. That teamwork results from a multilevel assessment process designed to optimize the learning and teaching experience.

The student team experience is designed and monitored using well-established cooperative learning principles adapted to our unusual academic structure. Instructional design is based on Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, America Society for Engineering Education

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Carrera, F., & DiBiasio, D., & Mello, N. (2004, June), A Multilevel Assessment Process For Student/Faculty Teams In A Project Based Learning Environment Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13398