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Exploratory Analysis Of Effectiveness Of Assessment Tools On Project Based Interprofessional Education

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Engineering Education Research and Assessment I

Page Count

8

Page Numbers

10.615.1 - 10.615.8

Permanent URL

https://peer.asee.org/14499

Download Count

40

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Paper Authors

author page

Koren Aragaki

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Daniel M. Ferguson

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Margaret Huyck

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

Effectiveness of Assessment Tools on Project Based Interprofessional Education

Koren K. Aragaki, Margaret H. Huyck, Ph.D., and Daniel M. Ferguson

Illinois Institute of Technology

Abstract

The Interprofessional Projects (IPRO®) Program at Illinois Institute of Technology (IIT) is a project-based learning experience designed to provide students an opportunity to improve multidisciplinary teamwork, communication, project management, and problem solving skills, as well as to immerse them in an environment that will enhance life-long learning. IIT is in the process of developing a multifaceted assessment system to measure achievement of the learning objectives, provide students an opportunity to reflect on their accomplishments, and make program improvements. The main components of the assessment system are regularly scheduled student surveys and facilitated discussion sessions. This paper presents the results of an exploratory analysis of the survey instrument to assess its structure. Here we also discuss the benefits and challenges of using such an instrument.

Introduction

As cross-functional teams have become more prevalent within professional work environments, so have interdisciplinary project-based teams in academic environments. More institutions of higher education have been incorporating interdisciplinary education into their curricula. Common goals of these programs have been: continued development of communication and multidisciplinary teamwork skills1; multidisciplinary exchange to create a marketable product/service1; encompassing interpersonal relationships, crisis management, and objectivity while developing written, oral, and presentation communication skills2; developing time management awareness, commitment to a company, and develop job hunting skills3; solving a real-life engineering problem in a team environment4; and teaching students project proposing, planning, and control4. ® The Interprofessionala Projects (IPRO ) Program at Illinois Institute of Technology (IIT) has incorporated these common goals into a project-based learning experience designed to provide students with much-needed practical experience in a way that reinforces their theoretical knowledge through applications within a multidisciplinary exploratory project-learning

a As the term is applied at IIT, interprofessional signifies the linking of professional disciplines in the educational process -- a linking that fosters greater understanding of the complex, multifunctional problems faced by tomorrow's professionals, tomorrow’s leaders, in careers that are swept by waves of change in information technology, science, engineering, and organizational structure, and are influenced by social, environmental, ethical, economic and policy considerations.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Aragaki, K., & Ferguson, D. M., & Huyck, M. (2005, June), Exploratory Analysis Of Effectiveness Of Assessment Tools On Project Based Interprofessional Education Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14499

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