Jack McGourty

The future of engineering education

Thirteen engineering educators and researchers were each asked to choose a particular aspect of engineerings future to address. Each of the authors has contributed a short piece that has been edited into a discussion of the future as we collectively see it. Topics include the stimulating change, the changing university, teaching, learning, research, outcome assessment and technology as well as a look back at predictions for 2000.

Incorporating student peer review and feedback into the assessment process

The paper provides a detailed discussion of the design, application, and results of a computer-based approach used to solicit student self and peer assessment and feedback on nine learning outcomes linked to ABET 2000. Several issues are addressed including: the efficacy of student self and peer review, correlation with faculty ratings, faculty and student acceptance, and process management.

Using multisource feedback in the classroom: a computer-based approach

This paper shows the application and results of a computer-based approach to solicit student self- and peer assessment and multisource feedback on student learning outcomes linked to the Accreditation Board of Engineering and Technologys EC-2000. The issues addressed include the efficacy of student self and peer review, correlation with faculty grading, faculty and student acceptance, and process management. Results demonstrate that multisource feedback supports the development of specific student learning outcomes when used in conjunction with team-based projects.

Strategies for developing, implementing, and institutionalizing a comprehensive assessment process for engineering education

This paper draws upon experiences in the development and implementation of comprehensive educational assessment and continuous improvement programs in several US universities associated with the National Science Foundations Gateway Coalition for Undergraduate Engineering Education. Four integrated strategies, required to imbed assessment and continuous improvement in the educational environment, are fully described.

Improving student learning through the use of multisource assessment and feedback

The paper examines the use of multisource assessment and feedback processes in the classroom and the potential impact on student learning in engineering. Grounded in control and goal setting theories, this assessment process provides a means for students to take a proactive role in their learning. Research and practice issues are addressed.

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.

An Interdisciplinary Certificate in Product Realization: meeting the challenges of industry and the engineering criteria

A steady stream of technological advances and business needs have significantly altered the landscape of engineering education and training in the US. Although development of fundamental analytical skills is still an essential component of instruction, the industrial marketplace demands that graduating engineers learn a diverse range of new and emerging technologies. A crucial area where the knowledge of emerging technology is essential is the design, development, and creation of new products. Traditional engineering curricula are not designed to increase student proficiency in state-of-the-art product creation techniques. Specifically, engineering education has not adequately addressed the essential areas of collaborative design, entrepreneurship, marketing, and state-of-the-art product creation techniques. The University of Pittsburgh has addressed this critical issue with the introduction of an Interdisciplinary Certificate in Product Realization. This paper describes the Certificate and how it focuses on meeting many of the engineering criteria.

Involving industry in the assessment process: preliminary findings

Industry is an important partner and stakeholder in engineering education. Input and feedback from various stakeholders, such as industry, has become an important ingredient for effective assessment and continuous improvement programs. Universities are challenged to find ways to solicit and integrate industrial input throughout the assessment process, from planning to the evaluation of results. The NSF sponsored Coalitions for Engineering Education (Academy, Ecsel, Foundation, Gateway, Greenfield, SUCCEED, and Synthesis) have engaged industry both at the coalition and institutional level. This paper describes the preliminary results from 15 of the coalition schools, which is part of a larger study of the levels of industry and faculty involvement in planning and implementing assessment in coalition schools.

Undergraduate engineering students as mentors in an inner-city high school: a pilot program

The paper describes a pilot program and intervention implemented in a Harlem high school in New York City during the Summer of 1999. A group of engineering undergraduates worked with over 150 9th graders to improve their skills in mathematics. The pilot is part of an ongoing study investigating the feasibility of recruiting engineering graduates to work in urban school systems.

Assessment and evaluation: lessons learned by coalitions

Summary form only given. Sixty engineering institutions have participated in the NSF supported Engineering Education Coalitions Program. Within a collaborative coalition structure, faculty, staff and students have worked together to design, implement and institutionalize engineering curriculum reform and innovations. The approach to reform varies by each coalition and by institution. Regardless of approach, the question to answer is whether these reform activities have had the intended impact on engineering education. An integral part of each coalitions strategy has been to assess and evaluate the impact of these reform activities. This paper explores what has been learned over the past five years from assessment and evaluation initiatives.