June 22, 2003
June 22, 2003
June 25, 2003
8.1005.1 - 8.1005.9
Self-reported Instrument for Measuring Student Learning Outcomes
Theresa L. Jones The University of Texas at Austin
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.
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
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