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Integrating Education Students In The Assessment Of Engineering Courses

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Engineering/Education Collaborators

Page Count

7

Page Numbers

9.755.1 - 9.755.7

Permanent URL

https://peer.asee.org/13069

Download Count

42

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Paper Authors

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Zsuzsanna Szabo

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Darrell Sabers

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Reid Bailey

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

Session 3130

Integrating Education Students in the Assessment of Engineering Courses Reid Bailey, Zsuzsanna Szabo, Darrell Sabers Aerospace and Mechanical Engineering/Educational Psychology/Educational Psychology University of Arizona

ABSTRACT Most engineering educators have several engineering degrees and no education degrees. This situation leads to well-meaning instructors without the knowledge necessary to most effectively teach their students. Meanwhile, education students frequently lack opportunities to apply assessment techniques learned in their classes. A collaboration between engineering and education faculty and students has recently been initiated at the University of Arizona to address these disconnects. This collaboration seeks to improve how engineering courses are taught and to improve the education of preservice teachers. A preservice teacher is a student learning how to be a K-12 teacher. The focus of this collaboration is the assessment of student learning in engineering courses (and the concurrent improvement of these courses). Preservice teachers conduct the assessment as part of their coursework. The preservice teachers are charged with (1) improving the assessment of student learning in an engineering course and (2) suggesting pedagogical changes to the engineering course based on their observations and the assessment results. This collaboration was first implemented in fall 2003 with 6 preservice teachers assessing the first-year Introduction to Engineering course. The goal of the program is to benefit both engineering students through improvements of their classes and education students through a hands-on opportunity to learn about analytic assessment of students in science and math classes. In this paper, the structure of this collaboration is examined and lessons learned from the first semester of its implementation are discussed.

MOTIVATION Most engineering educators are not adequately trained to rigorously assess student learning. Most preservice teachers (a preservice teacher is a student learning how to be a K-12 teacher), meanwhile, do not have the opportunity to apply outside of the classroom the assessment techniques they learn in class. In the collaboration presented in this paper, K-12 preservice teachers perform assessments on engineering students enrolled in a freshman engineering design class.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright 2004, American Society for Engineering Education

Szabo, Z., & Sabers, D., & Bailey, R. (2004, June), Integrating Education Students In The Assessment Of Engineering Courses Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13069

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