Multi-Level Assessment of Program Outcomes: Assessing a Nontraditional Study Abroad Program in the Engineering Disciplines

DiBiasio, David; Mello, Natalie

doi:10.36366/frontiers.v10i1.143

Cited by 40 publications

(17 citation statements)

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“…The methodological details of our internal review of all reports completed during a calendar year are described elsewhere [14]. The review takes place in the summer, following the completion of four preparation-sojourn cycles.…”

Section: Faculty Review Methodologymentioning

confidence: 99%

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Experiential Learning Environments: Do They Prepare Our Students to be Self‐Directed, Life‐Long Learners?

Jiusto

DiBiasio

2006

J of Engineering Edu

120

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Recent research indicates that traditional academic structures may not effectively promote self-directed learning. We investigated whether an experiential interdisciplinary projects program, called the Global Studies Program, increased readiness for selfdirected learning (SDL) and life-long learning (LLL) using three methods: a nationally recognized course evaluation system called the Individual Development and Educational Assessment system (IDEA); an internal student project quality assessment protocol; and the Self-Directed Learning Readiness Scale (SDLRS).Student self-assessments through the IDEA system showed Global Studies Program students reported much greater progress in LLL-related skills than did national and local comparison groups. Similarly, review of student projects by independent faculty teams found Global Studies Program students consistently outscored on-campus project students in LLL-related measures by wide margins. The SDLRS also showed a positive, but less emphatic increase in SDL readiness among a Global Studies Program cohort. The research demonstrates the success of one experiential learning environment in promoting SDL/LLL, while raising interesting issues regarding alternative methods of measuring potential benefits.

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Section: Faculty Review Methodologymentioning

confidence: 99%

“…This is about 200 reports each year, both on and off-campus. The evaluation uses an internally developed instrument with trained and calibrated reviewers [14]. This is not the grade that students received.…”

Section: ) Faculty Review Of Project Reportsmentioning

confidence: 99%

Experiential Learning Environments: Do They Prepare Our Students to be Self‐Directed, Life‐Long Learners?

Jiusto

DiBiasio

2006

J of Engineering Edu

120

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“…They represent a range of research methods. An assessment of a short-term engineering program through Worcester Polytechnic Institute was based on the discipline's educational objectives (DiBiasio, 2004). A comparative group of non-study abroad students also completed similar team projects and reports, and the assessment compared student academic performance on these standard and established measures.…”

Section: Discipline-specific Studiesmentioning

confidence: 99%

Understanding the study abroad experience of university students

Gemignani

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“…Program outcomes are designed by their respective institute or any accreditation board [3,4,5]. Program Outcomes, as defined by NBA/institute are to be attained by students through the courses prescribed in the curriculum (Direct) and through other indirect methods like invited talks, workshops, internships, industry visits etc.…”

Section: Program Outcome Assessment Toolsmentioning

confidence: 99%

Program Learning Outcomes: An Approach in OBE

Anupama¹,

Thippeswamy²

2018

IJCA

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Outcome Based Education is an educational approach that focuses on the outcomes that one will achieve after completing an academic programme. OBE (Outcome Based Education) is based on a very simple, practical and logical notion that every one of us uses in our everyday life. Outcome based approach means knowing what one wants to do and achieve rather than the steps to be followed to do so. This paper focuses on assessment tools and processes used to gather the data upon which the evaluation of each of the Program Outcomes and Program Specific Outcomes is based indicating the frequency with which these processes are carried out and also focuses on assessment processes that demonstrate the degree to which the Program Outcomes and Program Specific Outcomes are attained and the attainment levels.

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Multi-Level Assessment of Program Outcomes: Assessing a Nontraditional Study Abroad Program in the Engineering Disciplines

Cited by 40 publications

References 0 publications

Experiential Learning Environments: Do They Prepare Our Students to be Self‐Directed, Life‐Long Learners?

Experiential Learning Environments: Do They Prepare Our Students to be Self‐Directed, Life‐Long Learners?

Understanding the study abroad experience of university students

Program Learning Outcomes: An Approach in OBE

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