Underwood, H. R. (2013, June), Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22729

\bibitem{asee_peer_22729}
  Underwood, H. R. (2013, June), \emph{Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22729

Harold R Underwood.  "Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22729 Internet.  13 Dec, 2024

\bibitem{asee_peer_22729}
  Harold R Underwood.
  "Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22729 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_22729
author = "Harold R Underwood"
title = "Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22729}
number = {10.18260/1-2--22729}
}

TY  - CPAPER
AB  -         A Portfolio Approach for Assessing Multi-year Engineering ProjectsA multi-year, engineering project curriculum improves on the traditional senior capstone courseby increasing project continuity, longevity and vertical integration of student teams, making theeducational experience a more complete and realistic one. The EPICS model for such a multi-year engineering project program including multidisciplinary and service-oriented emphases hasbeen presented by Coyle, et al., as implemented at a large university. A version of this programalso proves to be effective for an engineering program at a smaller liberal arts college. However,assessing multiyear, ongoing project work, in various phases of development, can be a challenge.The portfolio for engineering assessment has been described by Williams. While a portfoliorequirement encourages students to select, reflect on, and professionally showcase best practiceexamples of their work as they initiate their career, well-defined portfolio-documented aspects ofproject work can also provide evidence suitable for educational assessment. For individualstudent grading in a course involving several diverse projects, portfolios can document aspects ofproject work such as communication, research, dissemination, analysis, prototyping, testing, etc.if a rubric is developed that details uniform expectations in each category. Moreover, ifcorrelated, the same portfolio material and rubrics can serve as a measure of matching outcomesfor related items of the ABET assessment plan. This paper will provide examples of multiyearmultidisciplinary service learning projects at the author’s institution, and details of the portfolioassessment approach that has been developed for evaluation. Portfolios can document the extentto which students of engineering go beyond the for-credit version of the curriculum to participatevoluntarily with teams of students in other liberal arts disciplines, such as in the collaborativeinterdisciplinary program established at this institution to facilitate service learning; thereflective component reveals a student’s progress toward a broader educational perspective.
AU  - Harold R Underwood
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Using the Portfolio Approach to Assess Multi-year Engineering Projects: a Case Study
UR  - https://peer.asee.org/22729
DO  - 10.18260/1-2--22729
ER  -