Abstract
The goals of this study are to: examine the construct validity of an indirect self-assessment of essential engineering skills; and re-design of the instrument to improve the relevance of the questions. The survey was developed to support the assessment of the re-design of mechanical engineering technology (MET) core courses. Target coursework was third- and fourth-year Advanced Fluid Mechanics, Applied Thermodynamics, and Mechanical Design II courses, all part of a MET program. Curricular changes integrated active learning and assessment strategies, including problem-based learning (PBL) pedagogy, the Kern Entrepreneurial Engineering Network’s 3C’s; and additional use of indirect assessments (peer- and self-assessment) to guide further assessment and curriculum development. Each goal will be supported by the analysis of three years of longitudinal data from multiple courses. The current analysis will enable construct validation and re-design using Rasch Methods. The engineering design framework that helped to guide the development, validation, and the refinement of the survey is the classical engineering design model, an iterative process that engineers use for problem solving, ask, research, and imagine, plan, create, test, and improve. A supplementary step across the framework involves communication. In addition to the engineering framework, the authors superimposed the KEEN’s 3Cs curiosity, connections, and creating value, and thus refined the survey to better emphasize the engineering skills the students need across the curriculum and before graduation.
Presenters
Noela HaughtonProfessor of Education, Educational Studies, University of Toledo, Ohio, United States Carmen Cioc
Associate Professor, Engineering Technology, The University of Toledo, Ohio, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Indirect Assessment; Engineering Knowledge and Skills; Rasch Analysis; Undergraduate Education
