At Rowan University, all engineering students participate in clinic courses involving multidisciplinary student teams working on semester-long or year-long research projects led by an engineering professor. The difficulty arises in trying to assess student learning and performance in project-based team settings. Faced with the complexity of trying to assess the attainment of learning outcomes for each individual on a team based on an unclear blend of technical merit, communication, project planning, data analysis, and teaming behaviors, faculty members and students both fall short. It is unreasonable to expect students to achieve specific learning objectives from a series of courses, when the faculty members themselves are unclear about what the learning objectives are and how to measure them As a first effort to address the assessment of team performance in project-based research experiences, the faculty of the Chemical Engineering Department, as a pilot study, developed four primary areas of importance for assessment. Once these areas were selected, specific indicators were developed for each, so that the students would have clearly defined goals and behaviors that reflect the desired learning outcomes. Faculty assessment of these rubrics indicate that they are very effective in demystifying the evaluation process and serve to better connect the grade in the course to the stated learning objectives.
|Original language||English (US)|
|Number of pages||10|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2003|
|Event||2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States|
Duration: Jun 22 2003 → Jun 25 2003
All Science Journal Classification (ASJC) codes