Many innovations are taking place in engineering classrooms across the nation. But how do we decide if an innovation is achieving the desired outcomes? Most engineering faculty members are interested, even eager to make improvements in the way engineering concepts are taught in their courses. But many, if not most, have little or no experience in formal educational assessment. Hopefully our experiences in assessing a new innovation incorporated into the large enrollment statics course at Penn State during the Fall of 2004 can offer some help to others. The innovation, called "MechANEX," is a set of software modules and matched, bench-scale laboratory exercises aimed at seven key statics concepts. The assessment consists of a combination of pre-tests, post-tests, on-line surveys, and phone interviews. Discussed are details of the proposed assessment plan and the logic behind the individual assessment instruments employed. Preliminary results are also provided.
|Original language||English (US)|
|Number of pages||15|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jan 1 2005|
|Event||2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World - Portland, OR, United States|
Duration: Jun 12 2005 → Jun 15 2005
All Science Journal Classification (ASJC) codes