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Self Reported Instrument For Measuring Student Learning Outcomes

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

9

Page Numbers

8.1005.1 - 8.1005.9

Permanent URL

https://peer.asee.org/12643

Download Count

53

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Paper Authors

author page

Theresa Jones

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

Session 2793

Self-reported Instrument for Measuring Student Learning Outcomes

Theresa L. Jones The University of Texas at Austin

Abstract

Project PROCEED is dedicated towards providing more hands-on and project-centered classroom learning opportunities in the mechanical engineering department at The University of Texas at Austin. One of the challenges of PROCEED is assessing its impact on student learning. We have been developing and piloting an instrument for assessing how well these PROCEED courses are satisfying the departmental student learning outcomes. Based upon an assessment instrument used by Addington and Johnson at VMI (1999), this instrument measures the quantity and quality of learning opportunities and student achievements relative to the student learning outcomes. All results are self- reported by the students using a 5 point Likert scale. The instrument was first piloted Summer 2002 then extensively revised and given again during the Fall 2002. This paper will describe the considerations during the design of the instrument, the input from the pilot, and the revisions made. A copy of the instrument is included in the appendix.

Introduction

At The University of Texas at Austin, Project PROCEED is focused upon integrating more projects into the mechanical engineering curriculum. While problem-based learning (PBL) has been part of higher education for over thirty years, the traditional lecture-based teacher-centered format still seems to dominate engineering education. For engineering courses, project-based learning may be more predominant than problem-based learning. While some may argue the differences, we distinguish the two by defining project-based learning as culminating with the creation of an artifact such as a prototype or report. One reason that more faculty do not use PBL may be that they do not know how to effectively implement it into their classroom. Those faculty members willing to try to integrate project- based learning into their courses are frequently pioneers with few experts to rely upon for advice. They’re out there learning what works and doesn’t work through trial and error.

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Jones, T. (2003, June), Self Reported Instrument For Measuring Student Learning Outcomes Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12643

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: © 2003 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