Work in Progress: A Strategy for Assessing Learning Through Reflecting on Doing
- Conference
- Location
-
Columbus, Ohio
- Publication Date
-
June 24, 2017
- Start Date
-
June 24, 2017
- End Date
-
June 28, 2017
- Conference Session
- Tagged Division
-
Design in Engineering Education
- Page Count
-
28
- DOI
-
10.18260/1-2--29141
- Permanent URL
-
https://peer.asee.org/29141
- Download Count
-
614
Paper Authors
Jackson Lyall Autrey
University of Oklahoma
orcid.org/0000-0001-7051-7759
Jackson L. Autrey is a Master of Science student in Mechanical Engineering at the University of Oklahoma from Tulsa, Oklahoma. He holds a Bachelor of Science in Mechanical Engineering from the University of Oklahoma and currently is involved with research into design-based engineering education. After completion of his Master’s degree, Jackson plans to pursue a Ph.D. in Mechanical Engineering.
Zahed Siddique University of Oklahoma
Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU's FSAE team.
Farrokh Mistree University of Oklahoma
Farrokh’s passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams.
Farrokh Mistree holds the L. A. Comp Chair in the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma. Prior to this position, he was the Associate Chair of the Woodruff School of Mechanical Engineering at Georgia Tech – Savannah. He was also the Founding Director of the Systems Realization Laboratory at Georgia Tech.
Farrokh’s current research focus is model-based realization of complex systems by managing uncertainty and complexity. The key question he is investigating is what are the principles underlying rapid and robust concept exploration when the analysis models are incomplete and possibly inaccurate? His quest for answers to the key question are anchored in three projects, namely,
Integrated Realization of Robust, Resilient and Flexible Networks
Integrated Realization of Engineered Materials and Products
Managing Organized and Disorganized Complexity: Exploration of the Solution Space
His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the realization of complex engineered systems.
Email
URL http://www.ou.edu/content/coe/ame/people/amefaculty/mistree.html
LinkedIN http://www.linkedin.com/pub/farrokh-mistree/9/838/8ba
Abstract
How can self-assessment instruments be used to understand student learning in design, build, and test engineering design courses? We contend that current assessment methods, which focus on design artifact performance, often fail to fully characterize student learning. We contend that student learning outcomes, related to principles of design, in courses involving design, build, and test projects are improved when instructors de-emphasize design performance and instead focus on promoting the learning acquired through reflection on doing as embodied in Kolb’s experiential learning construct. The incorporation of experiential learning provides the opportunity to facilitate learning by forcing students to learn through reflection on doing while student self-assessment provides instructors with a method to assess learning. In this paper, we explain how two instruments embodying student self-assessment that we employ in our course, AME4163: Principles of Engineering Design, the learning statement (LS) and the Material Internalization Inventory (MII), are leveraged to understand the progression of student learning and internalization of the Principles of Engineering Design (POED). We report how students value particular lessons over others in terms of near and long-term utility. Of note in our findings are the impact of a post-mortem exercise on student confidence in their design abilities in both the near and long-term and how teams and individuals take away differing lessons from the design process.
Autrey, J. L., & Siddique, Z., & Mistree, F. (2017, June), Work in Progress: A Strategy for Assessing Learning Through Reflecting on Doing Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29141
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: © 2017 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