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Assessing A Freshman Engineering Course
| Content Provider | Semantic Scholar |
|---|---|
| Author | Mahadevan-Jansen, Anita Rowe, Christopher Klein-Gardner, Stacy S. |
| Copyright Year | 2005 |
| Abstract | Assessment is arguably the most difficult activity in an engineering curriculum. An engineering school's first challenge is to align its incoming students with an area of study that appeals to their interests and will allow them to grow academically and ultimately embrace their profession. A secondary challenge is to provide the students with essential problem solving tools in an atmosphere that is engaging while accounting for their diverse educational backgrounds. The assessment tool thus must address these needs. In order to determine the effectiveness of the introductory engineering course, several assessment techniques were used. Initial assessment was performed using a pre-course survey in order to determine pre-conceptions and pre-existing knowledge. Innovative formative assessment used during the course includes using proprietary software permitting real-time, laptop-based student assessment in the classroom. Additional assessment techniques include a common mid-term exam; instructor evaluations for every module; post-module surveys; a post-course survey; and ultimately, student retention numbers. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://peer.asee.org/14634.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
