Evaluating The Effect Of Re Definition Of Learning Objectives On Inter Measure Correlation And Validity
- Conference
- Location
-
Pittsburgh, Pennsylvania
- Publication Date
-
June 22, 2008
- Start Date
-
June 22, 2008
- End Date
-
June 25, 2008
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Educational Research and Methods
- Page Count
-
9
- Page Numbers
-
13.578.1 - 13.578.9
- DOI
-
10.18260/1-2--4027
- Permanent URL
-
https://peer.asee.org/4027
- Download Count
-
389
Paper Authors
Daniel Ferguson Illinois Institute of Technology
Daniel M. Ferguson, MBA, MSIE, is a Senior Lecturer in the IIT Stuart School of Business, and Associate Director for Research and Operations of the Interprofessional (IPRO) program. He was brought in specifically to focus on IPRO courses, and has led over 50 IPRO project teams in the past four years. He has an undergraduate degree in liberal arts and mechnical engineering, and graduate degrees in Business and Industrial Engineering. For over 20 years he led consulting businesses specializing in financial and information process design and improvement, professional training/education for industry, market research and professional publications. He has been instrumental in implementing many of the assessment processes and interventions now used by the IPRO program. He also supervises the student employees providing operational and systems support for the IPRO program.
Margaret Huyck Illinois Institute of Technology
Margaret Hellie Huyck, Ph.D., is Professor at the Illinois Institute of Technology, within the Institute of Psychology. Her graduate work at the University of Chicago focused on life span human development and the sociology of education. Her academic specialities are adult development and program evaluation. She has major responsibility for the evaluation of the IPRO Program at IIT.
Carolyn Wood Illinois Institute of Technology
Carolyn Wood graduated in May, 2008, with a bachelors in physics and a minor in applied mathematics. She will be in the doctoral program in physics at Penn State University. She has condsiderable research experience, within physics and with the Interprofessional Program at IIT.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Evaluating the Effect of Re-defining the Learning Objectives on Inter-Measure Correlation and Validity
1.1 Abstract
The Interprofessional Projects Program (IPRO) at Illinois Institute of Technology is a project-based experiential learning experience with the primary learning objectives of [1] strengthening multidisciplinary teamwork skills, [2] improving communication skills, [3] learning project management, and [4] recognizing ethical behavior. In the last four years we have developed a multipart assessment system for the purposes of measuring our achievement of these and other IPRO learning objectives. In this paper we will discuss how we measure learning objectives attainment at the project team level and the inconsistencies in those measures that prompted us to better define our learning objectives, and align our assessment measurement instruments with these new definitions. We conducted rank order correlations to help evaluate the apparent inconsistencies in our assessment measures as expressed in project team rankings. However, we have concluded that our assessment instruments are not in fact measuring the same variables and, therefore, that different outcome rankings at the project team level are to be expected.
1.2 Overview of the IPRO program
The IPRO Program is designed to provide students with practical experience that reinforces their theoretical knowledge. This is2 accomplished through problem solving 1 within a multidisciplinary team environment. In doing so, we believe that our students develop greater confidence in themselves, hone leadership skills, learn to 3 respect and value different cultural and analytical perspectives, and improve teamwork , 4 5 communication , and project management skills . IPRO Projects are based on real problems, often involving sponsors that reflect the diversity of the workplace: corporations, entrepreneurial ventures, non-profit organizations, and government agencies. The projects cover a broad range of topics and include service learning, research, design, process improvement and business planning assignments.
Every undergraduate student is required to take two IPROs. A majority of IPRO students are majoring in engineering, architecture and computer science, but the program also involves undergraduate students from the physical sciences, social sciences, humanities, psychology, and business. Each semester the program registers 400 to 500 students across 30 to 40 teams and team sizes range from 7 to 15 students with a mean of 12 students per team.
1.3 History of Learning Objectives Assessment
Over the years between 1995 to 2002 evaluation of IPRO courses largely consisted of university-wide student satisfaction surveys, and periodic program reviews by faculty committees. Many “learning objectives” were associated with the program, but there was little consensus on a limited, measurable set of learning objectives that could be used for
Ferguson, D., & Huyck, M., & Wood, C. (2008, June), Evaluating The Effect Of Re Definition Of Learning Objectives On Inter Measure Correlation And Validity Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4027
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015