June 24, 2007
June 24, 2007
June 27, 2007
12.1571.1 - 12.1571.14
Using the Experiential Learning Model and Course Assessment to Transform a Multidisciplinary Senior Design Course Sequence
Rochester Institute of Technology (RIT) has long been committed to experiential learning within its undergraduate engineering curriculum. With one of the oldest cooperative education programs in the country, RIT firmly believes in learning through doing. This paper describes how an experiential learning model is also incorporated within the classroom in order to improve student learning within a large-scale, multidisciplinary capstone design course. The experiential learning model is referenced while redesigning a course to ensure that planned activities give full value to each stage of the process. The learning methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation. Motivations for course transformation are based on continuous course assessment which revealed improvement opportunities within student learning. Beginning in 2006/07, student-centered workshops replaced traditional lectures for instruction of product design and development. An annual course assessment conducted during the summer of 2006 motivated the course modifications and feedback (faculty and student) from the first offering of the workshop series in the fall of 2006, reveals an improvement in student learning and engagement.
This paper includes an overview of the course assessment process, which involves faculty from four engineering departments; the redesigned course delivery methodology, created through the application of an experiential learning model; results of feedback from students and faculty; and future plans for continued course refinement.
Capstone design, experiential learning, engineering education, multidisciplinary teams, engineering design process, design education, course assessment, active learning, textbook selection
Rochester Institute of Technology (RIT) has long been committed to experiential learning within its undergraduate engineering programs. With one of the oldest cooperative education programs in the country, RIT firmly believes in learning through doing. RIT’s Kate Gleason College of Engineering offers accredited undergraduate degree programs in mechanical (ME), electrical (EE), industrial and systems (ISE), computer (CE), and microelectronic engineering. As a degree requirement, each year almost 400 fourth and fifth year engineering students from ME, EE, ISE, and CE enroll in a multi-disciplinary senior design (MSD) course sequence which spans two academic quarters (22 weeks). The MSD experience is a studio course in that it adopts a
Bailey, M., & DeBartolo, E. (2007, June), Using The Experiential Learning Model And Course Assessment To Transform A Multidisciplinary Senior Design Course Sequence Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2484
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