June 15, 2014
June 15, 2014
June 18, 2014
24.854.1 - 24.854.15
Learning Outcomes of Introductory Engineering Courses: Student PerceptionsThis paper evaluates the learning outcomes of an introductory level engineering course andcompares the assessment data of these outcomes to student self-evaluation of the achievement ofoutcomes. The introductory course is designed to contribute toward the achievement of fourABET1 student outcomes. Assessment of outcomes is performed through direct measurements ofstudent performance in multiple assignments and three team projects with the use of specificperformance indicators that are established for each outcome. The data from the assessment iscompared with the student perceptions of the achievement of these outcomes. Hypothesis testingand correlation analysis are used to compare the two data sets. Student perceptions are quantifiedthrough data collected from surveys conducted in two sections of the course taught by differentinstructors during Fall 2013 with the use of a 1-5 Likert scale. The surveys are conducted twotimes during the semester, once after eight weeks of the semester are completed, and then at theend of the semester. The surveys are designed such that each outcome can be mapped to multiplequestions in order to avoid possible inconsistencies in student responses, and in order to buildsome redundancies in the survey instrument. Comparison of the two data sets is expected to yieldimportant information about the achievement of learning outcomes (called student outcomes in theABET1 literature) from a student’s perspective. The student surveys are also used to quantitativelyand subjectively evaluate the student response to the project-based learning (PBL) model that hasbeen integrated in this course, as well as student responses to other aspects of PBL such asteamwork, open-ended problem solving, etc. The analysis of the learning outcomes and studentself-evaluation is expected to be useful for the evaluation of the course content of a requiredintroductory course for engineering freshmen. Students are known to find the transition from highschool to a demanding major such as engineering very challenging. This study is expected toprovide some insight into the student opinion about this transition. Furthermore, the findings fromthe study are expected to improve the delivery of follow-up introductory courses that are importantfor student retention in engineering. The assessment of learning outcomes through multiplemeasures is expected to provide a means of understanding the usefulness of laboratory and projectcontent in meeting outcomes, and also allow a comparison of the findings with the data in theexisting literature2, 3. ABET, Engineering Accreditation Commission, 2010, “Criteria for Accrediting EngineeringPrograms,” ABET Inc, Baltimore, MD. Feisel, L. D., Rosa, A. J., 2005, “The Role of the Laboratory in Undergraduate EngineeringEducation,” Journal of Engineering Education, 94, pp. 121-130. Valveny, E., Benavente, R., Lapedriza, A., Ferrer, M., Garcia-Barnes, J., Sanchez, G., 2012,“Adaptation of a computer programming course to the ESHE requirements: evaluations five yearslater,” European Journal of Engineering Education, 37, pp. 243-254.
Kaul, S., & Adams, R. D. (2014, June), Learning Outcomes of Introductory Engineering Courses: Student Perceptions Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20745
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: © 2014 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