June 26, 2011
June 26, 2011
June 29, 2011
22.328.1 - 22.328.25
Design of Curriculum Modules to Support Capstone Project Assessment InstrumentsUnder NSF support the Transferable Integrated Design Engineering Education (TIDEE)consortium has developed a set of formative and summative assessment instruments that focuson aspects of team and individual performance in the context of engineering design. Theseassessments specifically focus on the professionalism, ethics, and the abilities needed to functionon multi-disciplinary project teams, communicate effectively, and to pursue self-directed, life-long learning. The combination of instructional materials and assessments have recently beenformalized as an Integrated Design Education Assessment and Learning System (IDEALS) andis available in a web format that facilitates data collection from students and feedback from theinstructional staff (https://ideals.tidee.org/).To date, TIDEE instruments have been piloted with capstone design students across a broadspectrum of engineering programs at a diverse set of institutions. Detailed discussion about thedesign and implementation of these instruments has been reported in a recent IJEE article. Inorder to help instructors use TIDEE resources to promote professional skills in engineeringproject courses, the authors of this paper have inventoried best practices in learning activitydesign, classroom facilitation, and team discussion that surround eight different professionaldevelopment and teamwork assessments. This pedagogical knowledge has been synthesized in aset of engaging and transferable IDEALS modules that include pre-class, in-class, and post-classportions as well as accompanying resources for the instructor (instructor guide) and the studenthandouts. Each module is designed to support the application of a particular assessmentinstrument as part of the module or in a designated follow-on module. The structure of eachmodule adds value to project work, cultivates professional skills in an authentic context, andachieves closure with minimal investment of project time.This paper maps available modules to existing assessment instruments, describes ourmethodology for realizing the modules, and evaluates module effectiveness (from both a facultyand student points of view) against design specifications.
McCormack, J., & Davis, D. C., & Beyerlein, S. W., & Davis, H. P., & Trevisan, M. S., & Howe, S., & Khan, J., & Brackin, P., & Leiffer, P. R., & Thompson, P. L. (2011, June), Classroom Learning Activities to Support Capstone Project Assessment Instruments Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17609
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