Improving design project experiences through improved assessment practices.
This paper is offered as an introduction to the ways in which improved foci on educational outcomes associated with engineering design project experiences may lead to: (a) improvements in the learning of engineering students and consequently, (b) improved knowledge, design and technology to benefit individuals in need. Strategies to improve learning outcomes of design experiences include clearly articulating what it is that we want students to know and achieve, having detailed means of assessing each of the learning outcomes we target, communicating about the assessment process with students from the start of their design experiences, and providing thorough evaluative feedback to students to foster learning while we still have access to them. This paper is based on ongoing work within the National Science Foundation (NSF) Senior Design Projects to Aid Persons with Disabilities program. Readers are invited to collaborate in further efforts in this area.
Hallowell
B
B
School of Hearing and Speech Sciences, Lindley Hall 208, Ohio University, Athens, OH 45701, USA. hallowel@ohio.edu
Enderle
J D
JD
D001698:Biomedical Engineering / Q000193:education*; D006233:Persons with Disabilities / Q000534:rehabilitation*; D004521:Educational Measurement; D004867:Equipment Design; D006801:Humans