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Assessment of Engineering Technology Education using a Learning Paradigm Approach

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Collection

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Information Literacy: Theory and Practice

Tagged Division

Engineering Libraries

Page Count

16

Page Numbers

22.254.1 - 22.254.16

Permanent URL

https://peer.asee.org/17535

Download Count

21

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Paper Authors

biography

Mysore Narayanan Miami University

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Dr. Mysore Narayanan obtained his Ph.D. from the University of Liverpool, England in
the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and
teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been
invited to contribute articles to several encyclopedias and has published and presented dozens of
papers at local, regional , national and international conferences. He has also designed,
developed, organized and chaired several conferences for Miami University and conference
sessions for a variety of organizations. He is a senior member of IEEE and is a member of
ASME, SIAM, ASEE, and AGU. He is actively involved in CELT activities and regularly
participates and presents at the Lilly Conference. He has been the recipient of several Faculty
Learning Community awards. He is also very active in assessment activities and has presented
dozens of papers at various Assessment Institutes. His posters in the areas of Bloom’s
Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in
the area of Cognitive Science and Educational Methodologies. He has received the Assessment of
Critical Thinking Award twice and is currently working towards incorporating writing
assignments that enhance students’ critical thinking capabilities

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Abstract

Assessment of Engineering Technology Education using a Learning Paradigm Approach Mysore Narayanan, Miami University, OhioAssessment helps us understand which students learn best under what conditions.According to guidelines proposed by the American Association for Higher Education(AAHE Assessment Forum, 1992), Assessment requires attention to outcomes but alsoand equally to the experiences that lead to those outcomes. The important aspect here isto move away from a teaching paradigm to learning paradigm. Clifford O. Young, Sr.,& Laura Howzell Young of California State University, San Bernardino argue that a newparadigm for assessment, a learning paradigm, must be constructed to measure thesuccess of new kinds of educational practices. In this presentation, the author tries toprovide some guidelines that pertain to assessment data gathering.1. The participants should be capable of selecting an assessment plan best suited for theirdiscipline.2. The participants should be developing a set of rubrics that can be effectively utilized inadministering their assessment procedures.3. The participants should finally generate a set of graphs that provide them withappropriate feedback pertaining to student learning capabilities.

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