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Assessment Results Of A Senior Design Capstone Course

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Teaching Design in Manufacturing Curriculum I

Tagged Division

Manufacturing

Page Count

15

Page Numbers

12.291.1 - 12.291.15

Permanent URL

https://peer.asee.org/1691

Download Count

46

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Paper Authors

author page

Mysore Narayanan Miami University

author page

Ronald Earley Miami University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessment Results of a Senior Design Capstone Course Abstract

In Review of Educational Research, published by the National Institute for Science Education of Madison, Wisconsin, Springer, Stanne & Donovan report on a meta- analysis conducted during 1998-1999. In their paper entitled Effects of small-group learning on undergraduates in science, mathematics, engineering and technology, they conclude that small-group learning promotes greater student achievement, increases retention in courses, and promotes favorable attitudes toward the course material. (Springer, Stanne, & Donovan, 1999). Sharan & Sharan also stress the importance of cooperative learning methods incorporated into the traditional classroom and recommends group investigation. (Sharan & Sharan, 1994). Many educators believe that in order to lead in a postmodern world, students need flexibility and problem-solving skills more than they need to master any particular body of information (Saxe, 1988; Senge, 1990; Sims, 1995). In this short paper the authors describe how the above principles have been successfully utilized to conduct the Senior Design Capstone Course. This is a very short paper and mainly focuses on the mechanics of assessment. The authors also provide results of assessment documentation and offer suggestions for continuous quality improvement.

Introduction

Traditional methods of instruction may not be very resourceful in service learning courses pertaining to engineering disciplines. Student learning styles are completely different and instructors have to accommodate new and different learning strategies (Schmeck, 1988). The instructor responsible for Senior Design Capstone course is charged with the responsibility of creating an active learning environment. The instructor may have to utilize some innovative modern technology to design develop and present interactive lecture demonstrations (Sokoloff & Thornton, 1997). Herein the instructors should utilize Silberman’s guide. He offers several suggestions in his famous book, Active learning: 101 strategies to teach any subject (Silberman, 1996). Tom Angelo and Patricia Cross have provided a number of exhaustive and detailed methods as to how classroom assessment can be effectively carried out (Angelo and Cross 1993). Anthony Grasha (1990) has compared traditional versus naturalistic approaches to the assessment of learning styles and comments about the benefits they offer. Grasha’s 1996 book, Teaching with Style, offers an innovative and user-friendly guide to enhancing teaching and learning processes. Further, it provides a unique and comprehensive approach to helping college faculty in all disciplines enhance the quality of their teaching.

New Paradigm

Clifford Young and Laura Young of California State University, San Bernardino argue that a new paradigm for assessment must be constructed to measure the success of new kinds of educational practices. Their research involved comparing students'

Narayanan, M., & Earley, R. (2007, June), Assessment Results Of A Senior Design Capstone Course Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1691

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