New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This evidence based practice describes a process to evaluate a course within the spirit of ABET Criteria 4, continuous improvement. Faculty and staff often are asked to collaborate on the design of core engineering classes and share teaching across many sections. Over time these courses evolve to accommodate new subject matter, pedagogical approaches, political and personal preferences among other criteria as dictated by a dynamic group of stakeholders. Many changes originate from a clear mandate, while others sneak in without a full analysis of the course. Repeated and often subtle changes may have a significant impact on the course, creating a narrative of the faculty’s intent as the course goals and methods are updated semester after semester.
This paper describes a process using engineering educational research methods to understand the nature and motivation of course changes. We define a six step process focused around using the artifact analysis methodology to provide instructional teams with data to better understand the construction of their course and how it has changed over time. A case study examining a large-format First Year Engineering course design is included describing the process in action. The case study includes methodological choices, analysis, and findings as a guide to practitioners seeking to follow our process for gathering data. The data can be used to inform future changes to the course design to ensure alignment of the course objectives, assessment, and pedagogy, while at the same time systematically meeting ABET Criteria 4.
Lowe, T. A., & Evenhouse, D. A., & Radhakrishnan, D. B., & Hoffmann, S. R. (2016, June), Data-Driven Course Improvements: Using Artifact Analysis to Conquer ABET Criterion 4 Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26641
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