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Engineering Commons

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Educational Assessment, Evaluation, and Research

Worcester Polytechnic Institute

Articles 1 - 2 of 2

Full-Text Articles in Engineering

Many Hands On The Elephant: How A Transdisciplinary Team Assesses An Integrative Course, David Dibiasio, Kristin Boudreau, Leslie Dodson, Paula Quinn, John Bergendahl, John M. Sullivan Jr, Curtis Abel, Laura A. Robinson, Sarah Wodin-Schwartz Jun 2018

Many Hands On The Elephant: How A Transdisciplinary Team Assesses An Integrative Course, David Dibiasio, Kristin Boudreau, Leslie Dodson, Paula Quinn, John Bergendahl, John M. Sullivan Jr, Curtis Abel, Laura A. Robinson, Sarah Wodin-Schwartz

Faculty Publications and Research

This paper, for the Evidence-based Practice category of the ERM division of ASEE, describes our efforts to assess a transdisciplinary course that brings together the humanities and engineering —specifically history, ethics, theatre, writing and literature with fluid mechanics, material properties, statics, stress and engineering design. We briefly describe this two-course, first-year curriculum that combines role-playing with engineering design and the engineering concepts necessary to develop culturally appropriate, human-centered waste management systems. The course breaks new ground in transdisciplinary teaching by employing faculty from engineering, the humanities, the social sciences and business who have worked collaboratively to develop the syllabus and ...


Teaching Signals And Systems Through Portfolios, Writing, And Independent Learning, Nicholas Arcolano, Richard Vaz Jan 2001

Teaching Signals And Systems Through Portfolios, Writing, And Independent Learning, Nicholas Arcolano, Richard Vaz

Faculty Publications and Research

This paper describes an integrated approach to outcome-driven instruction and assessment of a continuous-time signal and system analysis course at the sophomore level. A set of seven course outcomes was established: four relating to traditional topics in frequency domain analysis of signals and systems, and three relating to broader educational outcomes, including effective communication, reflection on learning achievement, and learning independently. These seven outcomes were then used to structure the course, and to provide a focused basis for assessment of learning and continuous improvement. A significant component of the course involved independent student project work; each student completed three projects ...