Oakes, W., & Leidig, P., & Pierce, A. (2022, August), Assessing Multidisciplinary, Long-Term Design Experiences  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41534

\bibitem{asee_peer_41534}
  Oakes, W., \& Leidig, P., \& Pierce, A. (2022, August), \emph{Assessing Multidisciplinary, Long-Term Design Experiences}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41534

William Oakes, Paul Leidig, and Andrew Pierce.  "Assessing Multidisciplinary, Long-Term Design Experiences".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41534 Internet.  19 Feb, 2025

\bibitem{asee_peer_41534}
  William Oakes, Paul Leidig, and Andrew Pierce.
  "Assessing Multidisciplinary, Long-Term Design Experiences".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41534 Internet.  19 Feb, 2025

@INPROCEEDINGS{asee_peer_41534
author = "William Oakes, Paul Leidig, and Andrew Pierce"
title = "Assessing Multidisciplinary, Long-Term Design Experiences"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41534}
number = {10.18260/1-2--41534}
}

TY  - CPAPER
AB  - Assessing student learning through design experiences can be challenging and time consuming.  . Approaches that that heavily weight project milestones and completion can be effective within a single-term or single-year experience where the design is expected to be completed on a pre-set schedule. These methods do not work as well in more open-ended design experiences where student teams may be at different points in their design at different times within the semester or quarter. Additionally, if design project work spans multiple years, the deliverables that can be assessed vary between teams. This happens frequently within community-engagement design experiences, where designs are developed with partners and the design process involves iterating based on the partner feedback and testing. Such design projects can span multiple academic terms or even years and involve multiple design teams.   An assessment method is presented that has been developed for a large design-based community-engagement program, which allows student learning to be evaluated at any stage of the design process and at different academic years and from different majors.  The methodology is based on industry models and adapted to the design-based community-engaged learning context.  The assessment methods are discussed in this paper along with ways that the program has calibrated between instructional teams across multiple divisions. 
AU  - William Oakes
AU  - Paul Leidig
AU  - Andrew Pierce
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Assessing Multidisciplinary, Long-Term Design Experiences
UR  - https://peer.asee.org/41534
DO  - 10.18260/1-2--41534
ER  -