Work in Progress - A Provisional Competency Assessment System

Somerville, Mark; Chachra, Debbie; Chambers, J.I.; Cooney, Elaine; Dorsey, K.; Geddes, J; Pratt, Gill A.; Rivard, K.; Schaffner, Amy; Stein, Lynn Andrea; Stolk, Jonathan; Westwood, Sallie; Zastavker, Yevgeniya V.

doi:10.1109/fie.2005.1612161

Cited by 1 publication

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“…We use Olin College's competency assessment system to address assessment needs of new learning approaches and deal with the shortcomings of traditional assessment methods. 41,42,43 The competency grading system centers on nine learning outcomes directly tied to the institutional mission and program goals: qualitative analysis, quantitative analysis, diagnosis, design, teamwork, communication, contextual understanding, opportunity assessment, and lifelong learning. These competencies are shared among all courses and other student activities (e.g., summer internships, research).…”

Section: Student Competency Development and Technical Capabilitiesmentioning

confidence: 99%

Paul Revere In The Science Lab: Integrating Humanities And Engineering Pedagogies To Develop Skills In Contextual Understanding And Self Directed Learning

Martello¹,

Stolk²

2007 Annual Conference &Amp; Exposition Proceedings

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ABET, ASEE, and the wider engineering community have long acknowledged the potential benefits of interdisciplinary education, including the opportunity to develop non-technical skills such as communication and teamwork while cultivating a broader awareness of the ethical, societal, historical, and environmental impacts of engineering work. Instructors have encountered many challenges in planning and implementing integrated courses, such as the difficulty of coordinating the teaching methods, content, and learning objectives of different academic disciplines in a finite and already overcrowded curriculum. This paper presents the goals, design approach, implementation, and selected outcomes of one integrated project-based course (using Paul Revere and other case studies to integrate materials science with the history of technology) and uses it to discuss the advantages of disciplinary integration, particularly with respect to improved student self-direction and contextual understanding. Assessments administered during and after class suggest that this integrated course successfully engendered high student motivation along with an increase in student aptitudes over the course of the semester without a corresponding loss of discipline-specific knowledge. The implementation of this integrated course and the evaluation of its outcomes are works in progress, and future assessments are being designed to shed additional light upon these issues.

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Section: Student Competency Development and Technical Capabilitiesmentioning

confidence: 99%

Paul Revere In The Science Lab: Integrating Humanities And Engineering Pedagogies To Develop Skills In Contextual Understanding And Self Directed Learning

Martello¹,

Stolk²

2007 Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

Work in Progress - A Provisional Competency Assessment System

Cited by 1 publication

References 1 publication

Paul Revere In The Science Lab: Integrating Humanities And Engineering Pedagogies To Develop Skills In Contextual Understanding And Self Directed Learning

Paul Revere In The Science Lab: Integrating Humanities And Engineering Pedagogies To Develop Skills In Contextual Understanding And Self Directed Learning

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