Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
The goals of an introductory design course can span a wide range – including familiarization with design and shop tools, incorporation of physics into design decisions, and learning to work on a team and manage a project. In addition, the goals can also include fostering creativity and persistence and making all students welcome regardless of their prior experience in design. While attainment of some of these goals is straight-forward to assess in exams and report questions, attainment of others is more difficult to measure. This difficulty in evaluation prompts the need for new assessment methods to complement the more traditional approaches.
To address this need and better understand the success of achieving the educational objectives of the design course, a weekly reflection that included both multiple choice and free response questions was implemented. Reflection questions investigated student’s self-assessment of both their traditional engineering skills, as well as the experiential components of the course. One of the hypotheses explored was whether an individual project early in the course increased students’ level of confidence in the lab prior to a team-based project. Students’ self-reported scores for comfort in using various tools, insights on creative breakthroughs, and effectiveness of teamwork were also tracked, and trends in significant changes were measured and evaluated. In addition, correlations between self-assessment scores and performance on critical assignments, including both analysis and design-related questions, were explored.
Morimoto, T. K., & Delson, N., & Sandoval, C. L. (2020, June), Assess Experiential Learning Outcomes Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34171
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015