An Approach to Assess Achievement of EML Through Integrated e-Learning Modules

Ronald S. Harichandran; Aadityasinh Rana; Nadiye O. Erdil

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: ENT Division Technical Session: Assessment Tools and Practices
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 16
DOI: 10.18260/1-2--34106
Permanent URL: https://peer.asee.org/34106
Download Count: 559

Paper Authors

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Ronald S. Harichandran University of New Haven

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Ron Harichandran is Dean of the Tagliatela College of Engineering and is the PI of the grant entitled Developing Entrepreneurial Thinking in Engineering Students by Utilizing Integrated Online Modules and Experiential Learning Opportunities. Through this grant entrepreneurial thinking has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs.

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Aadityasinh Rana

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Aadityasinh Rana graduated with an MS in Industrial Engineering with a concentration in statistical analysis from the University of New Haven. He received his bachelor's degree in Mechanical Engineering from Navrachana University, India. His thesis focused on direct assessment of EML via integrated e-learning modules. Currently he is working with Amazon as an Inventory Control and Quality assurance associate where he continues to strive for better improvements in the area of product quality.

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Nadiye O. Erdil University of New Haven

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Nadiye O. Erdil, an associate professor of industrial and systems engineering and engineering and operations management at the University of New Haven. She has over twelve years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry for five years. She holds B.S. in Computer Engineering, M.S. in Industrial Engineering. She received her Ph.D. in Industrial and Systems Engineering from Binghamton University (SUNY). Her background and research interests are in quality and productivity improvement using statistical tools, lean methods and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations.

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Abstract

The University of ____ promotes entrepreneurial minded learning (EML) through the integration of e-learning modules on entrepreneurial topics into regular engineering and computer science courses. Each module is supplemented by a contextual activity where students apply what they learned in the module. The e-learning modules collectively target 18 KEEN Student Outcomes (KSOs) described in the KEEN Framework [1]. An approach for assessing the achievement of these 18 KEEN Student Outcomes (KSOs) after students complete courses that deploy the e-learning modules and associated contextual activities is described.

An assessment rubric was developed for each e-learning module for use by instructors to rate student performance on a 5-point scale on topics covered in the module. Typically, each rubric contained 3-5 assessment outcomes. Student achievement of the assessment outcomes through an integrated e-learning module and contextual activity was determined by the proportion of students in the class who met or exceeded the threshold rating of 3, where 3 was the rating of “average” on the 5-point scale.

The assessment outcomes for each module were mapped to the 18 KSOs with appropriate weights, depending on how well the module addressed the KSOs. Using the weights and the threshold of 3 for each assessment outcome, appropriate thresholds were determined for each KSO. The proportion of student who exceeded the threshold for each KSO was used to assess the EML of students in a class deploying an e-learning module and contextual activity. Differences in the proportion of students meeting or exceeding the KSO thresholds for the deployment of the same e-learning module in different courses or course sections were used to determine if the deployment in one course/section was significantly better than the deployment in another course/section. Statistically significant differences are useful for identifying which courses/sections need help with deployment.

An attempt is also made to assess achievement of KSOs through multiple classes deploying different integrated e-learning modules.

References

1. Kern Entrepreneurial Education Network (KEEN) (2016). Mindset + skillset: Education in tandem. Retrieved from https://engineeringunleashed.com/Mindset-Matters/Framework.aspx

Citation
Format

Harichandran, R. S., & Rana, A., & Erdil, N. O. (2020, June), An Approach to Assess Achievement of EML Through Integrated e-Learning Modules Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34106

TY - CPAPER
AB - The University of ____ promotes entrepreneurial minded learning (EML) through the integration of e-learning modules on entrepreneurial topics into regular engineering and computer science courses. Each module is supplemented by a contextual activity where students apply what they learned in the module. The e-learning modules collectively target 18 KEEN Student Outcomes (KSOs) described in the KEEN Framework [1]. An approach for assessing the achievement of these 18 KEEN Student Outcomes (KSOs) after students complete courses that deploy the e-learning modules and associated contextual activities is described.

An assessment rubric was developed for each e-learning module for use by instructors to rate student performance on a 5-point scale on topics covered in the module. Typically, each rubric contained 3-5 assessment outcomes. Student achievement of the assessment outcomes through an integrated e-learning module and contextual activity was determined by the proportion of students in the class who met or exceeded the threshold rating of 3, where 3 was the rating of “average” on the 5-point scale.

The assessment outcomes for each module were mapped to the 18 KSOs with appropriate weights, depending on how well the module addressed the KSOs. Using the weights and the threshold of 3 for each assessment outcome, appropriate thresholds were determined for each KSO. The proportion of student who exceeded the threshold for each KSO was used to assess the EML of students in a class deploying an e-learning module and contextual activity.
Differences in the proportion of students meeting or exceeding the KSO thresholds for the deployment of the same e-learning module in different courses or course sections were used to determine if the deployment in one course/section was significantly better than the deployment in another course/section. Statistically significant differences are useful for identifying which courses/sections need help with deployment.

An attempt is also made to assess achievement of KSOs through multiple classes deploying different integrated e-learning modules.

References

1. Kern Entrepreneurial Education Network (KEEN) (2016). Mindset + skillset: Education in tandem. Retrieved from https://engineeringunleashed.com/Mindset-Matters/Framework.aspx

AU - Ronald S. Harichandran
AU - Aadityasinh Rana
AU - Nadiye O. Erdil
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - An Approach to Assess Achievement of EML Through Integrated e-Learning Modules
UR - https://peer.asee.org/34106
DO - 10.18260/1-2--34106
ER -