Barbara M. Olds

Assessing student learning in technology entrepreneurship

Driven by changes in the global economy, entrepreneurship has grown rapidly as a curricular focus at many engineering schools in the U.S. Nonetheless, defining appropriate content and assessing how these educational experiences impact student learning has not yet been accomplished. To address this need, we have developed two tools to assess the educational outcomes of entrepreneurship courses and programs among engineering students. The first tool, the NCIIA entrepreneurship inventory, measures studentspsila self-reported familiarity with technology entrepreneurship terms and concepts, has been piloted at eight schools, and shows high reliability. The second tool is rubric that provides a framework for analyzing higher-level entrepreneurial thinking in more advanced undergraduate and graduate students. The rubric was derived empirically from student responses to two brief technology start-up cases, and was piloted at four NCIIA member schools. Discussion will focus on the results and implications for future development of assessment tools in technology entrepreneurship.

Using technology to enhance outcome assessment in engineering education

This paper describes on-going research at several major universities on the design, development, and application of outcome assessment methodologies enhanced by information technologies. Several applications are described as well as advantages and disadvantages. Future research objectives are discussed.

Problem-Based and Project-Based Learning in Engineering Education

Introduction In the practice of engineering education, there is a wide variety of implementations of problem-based or project-based learning (PBL). In this chapter we aim to explain the relationships between different types of problem-based and project-based learning to help teachers and educational managers make innovative choices and provide benchmarks for educational researchers. We present a combined understanding of problem- and project-based learning, the theoretical and historical background, and the different models of PBL that can capture the existing practices, ranging from small- to large-scale practice, from classroom teaching to institutional models, and from single-subject to interdisciplinary and complex knowledge construction. It is well known that one-way dissemination of knowledge by means of lectures is not very effective in achieving learning (van der Vleuten, 1997). In higher education concepts such as “self-directed-learning,” “case-based learning,” “inquiry based learning,” “experiential learning,” “service learning,” “project-based service learning,” “active learning,” CDIO (Conceive, Design, Implement, and Operate), “project-based learning,” and “problem-based learning” were introduced in the decades after the Second World War. All these new learning concepts come under the umbrella of learner-centered or student-centered learning models. Problem-based and project-based learning, both known as PBL, originate from the reform universities, and the new educational models, established between 1965 and 1975. In problem-based learning, problems form the starting point for students’ learning emphasizing a self-directed learning process in teams. The educational model problem-based learning was introduced at curriculum scale at the medical faculty of McMaster University, Canada, followed by Maastricht University in the Netherlands and many others. Project-based learning shares the aspect of students working on problems in teams, but with the added component that they have to submit a project report completed collaboratively by the project team. The problem- and project-based/project organized model adopted at Aalborg University and Roskilde University, Denmark, was inspired by the critical pedagogy in Europe after the student revolts of the 1960s. At Aalborg University both models of PBL were eventually combined in problem-based project organized learning, which was practiced at all faculties – the Faculty of Engineering and Science being the largest. This combined approach is the central point of reference for this chapter, as the pedagogical development in engineering education indicates that both educational practices are successful in their own way and the abbreviation PBL is here defined as including both practices.

Technical writing across the curriculum: process, problems, and progress

The Colorado School of Mines (USA) are currently developing a writing across the curriculum (WAC) program for their students, all of whom are engineering or applied science majors. The program consists of three major facets: a writing-intensive first year course; two writing-intensive EPICS (design) courses in the first and second year; and four writing-intensive courses in the major. All of these WAC efforts are strongly supported by a Writing Center staffed by a Writing Program Administrator and two full-time writing lecturers.

Incorporating writing in engineering classes and engineering in writing classes

For more than a quarter of a century, educators and employers have been concerned about the writing ability of young men and women graduating in engineering and engineering technology. Research over the years indicates that while writing skills are important for the successful engineer, these skills among most graduating engineers are inadequate. Many schools require discipline-specific writing courses in addition to the university required composition course. Writing ought to be a working part of all phases of an engineering students education. In this paper the authors suggest ways engineering and writing faculty can integrate communication skills into the educational programs of engineering and technology students in an effort to make those communication skills relevant to the students.

Using computer software to assess the intellectual development of engineering students

We are developing and testing interactive computer software, which is designed to measure intellectual development in engineering students as defined by the Perry and reflective judgment models. Four open-ended scenarios have been constructed and piloted with 25 subjects including high school and college students and college faculty. Initial results suggest the software is capable of predicting intellectual development to the precision of the traditional interview technique.

Integrating the Two Literacies: Humanities in the Engineering Curriculum

We hear a great deal of justifiable concern these days about the &dquo;technological illiteracy&dquo; of our society. C. P. Snow’s &dquo;two cultures,&dquo; the technological and the humane, seem to be increasingly separated, the lines of communication between them nearly nonexistent. Even when we attempt to break down the barriers between the two cultures, we often move in only one direction, increasing the techno_

Why are some science and engineering concepts so difficult to learn? identifying, assessing, and "repairing" student misunderstanding of import concepts

This special session will provide an active learning environment where participants will (1) be introduced to the idea of difficult concepts in engineering and science, (2) learn how they might use concept inventories for assessing understanding, and (3) begin examining how they can help improve student understanding of these concepts.

Using intelligent computer technology to measure the intellectual development of engineering students

Students completing an undergraduate engineering degree are expected to develop intellectually in addition to acquiring specific engineering knowledge and skills. However, effectively measuring intellectual development involves a time-consuming and expensive interview conducted and evaluated by trained human experts. In order to develop a quick and inexpensive alternative method for making these measurements, the authors are writing a software package based on neural network and expert system technology to emulate the interview and evaluation process. If successful, the software will allow engineering programs to rapidly and reliably measure the intellectual development of their students as a formative and summative assessment tool. This paper describes their progress on the project and remaining research questions under investigation.

Acceptable use policies and electronic mail: what are the frontiers?

Many colleges and universities have developed acceptable use policies (AUPs) governing the use of the Internet by their students and staff. These policies range from very general to very specific, but most are a mixture of the two. AUPs provide a fertile ground for exploring such topics as first amendment rights, ethics, and privacy issues with our students. Most faculty and students today accept e-mail as a fact of daily life. As use of the Internet and e-mail booms, colleges and universities are struggling to develop acceptable use policies (AUPs) that are broad enough to cover offences not yet conceived of but narrow enough to cover specific issues. I discuss a variety of AUPs I have examined from institutions ranging from small, private engineering schools to large research universities.