Creating Meaningful Assessments for Professional Development Education in Software Architecture

Golden, Elspeth; Bass, Len

doi:10.1109/cseet.2007.16

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Second, individualized learning and development in co-curricular spaces may go beyond what any one person or institution may imagine. Enabling students to transfer learning and build connections between curricular and co-curricular engagements is important to a holistic education (Golden & Bass, 2007). Reflective tools that support students in aligning varied experiences through the lens of professional competencies are needed.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Memarian,

Olewnik

2023

JHETP

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The purpose of this study is to explore the self-reported professional competencies gained by engineering students involved at different rates and types of co/extra-curricular activities (CECAs) between their grade 12 and junior years of undergraduate engineering education. The contribution of this work is in using longitudinal data to understand how student engagement and learning outcomes might evolve to inform potential co-curricular programming changes. We analyzed data from an annual professional development survey from 970 students from 2016-2019. Findings show that higher engagement may not necessarily lead to higher skill acquisition for all students per unit of time, particularly in engineering-focused facets of professional skills. Co-curricular spaces are prone to be dominated by certain demographic profiles, and students are likely to engage in nontechnical work and clubs, as compared to co-curricular projects and research experiences. We conclude that future work should attempt to specify the “goldilocks” level of involvement, understand barriers to participation, and robustly characterize the nature of learning and students’ recognition of their learning through CECAs.

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Section: Discussionmentioning

confidence: 99%

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Memarian,

Olewnik

2023

JHETP

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“…In addition, the power of machine learning and artificial learning algorithms can be harnessed to conduct a more advanced and systematic analysis of students' closed-and open-ended survey responses [2], [32]. But most critically, the assessment of students' professional development should not just have a localized course view but encompass a more holistic undergraduate lens that better connects curricular and co-curricular experiences to the real world that awaits graduating students [33].…”

Section: Data Collection and Analysismentioning

confidence: 99%

Critical Review and Refinement of a Professional Development Survey for Engineering Undergraduates, Toward an Integrated Tool for Reflection Across the Curriculum

Olewnik,

Memarian

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Bahar Memarian is a researcher and educator with research interests in the areas of Engineering Education (Problemsolving, Learning-outcomes Assessment, Experiential Learning, Design, and Creativity) and Human Factors Engineering (Cognitive-systems Engineering, User Experience, Display Design, and Interaction). She obtained her Ph.D. in Industrial Engineering and the Collaborative Specialization in Engineering Education at the University of Toronto, Canada (March 2021). Before that, she completed her MASc. (2015) and BASc. (2012) in Electrical Engineering at the University of Toronto.

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Case Studies as Assessment Tools in Software Engineering Classrooms

Garg

Varma

2009

2009 22nd Conference on Software Engineering Education and Training

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Creating Meaningful Assessments for Professional Development Education in Software Architecture

Cited by 3 publications

References 4 publications

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Longitudinal Analysis of Co-Curricular Involvement Among Engineering Undergraduates: Exploring Timing, Type, and Self-Reported Skills Development

Critical Review and Refinement of a Professional Development Survey for Engineering Undergraduates, Toward an Integrated Tool for Reflection Across the Curriculum

Case Studies as Assessment Tools in Software Engineering Classrooms

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