Multi-Level Assessment of Program Outcomes: Assessing a Nontraditional Study Abroad Program in the Engineering Disciplines
DOI:
https://doi.org/10.36366/frontiers.v10i1.143Keywords:
Assessment, Program Outcomes, Non-traditional Study Abroad, Engineering EducationAbstract
At Worcester Polytechnic Institute (WPI) a Global Perspective Program (GPP) has evolved that provides an international experience for most graduates. Currently more than half of WPI students travel internationally to do academic work. The GPP grew from the basic project-based educational structure implemented over 30 years ago. In this paper, we describe the structure and operation but will emphasize the multilevel assessment process used to understand student learning and improve the program. Although our specifics are related to technical education, our assessment design and implementation may be useful to a much wider audience.
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References
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Brown, A.L. and A.S. Palinscar, (1989). Guided Cooperative Learning and Individual Knowledge Acquisition. In L.B. Resnick (Ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, Hillsdale, N.J. : L. Erlbaum Associates.
Brown, J.S., A. Collins, and P. Duguid, (1989). Situated Cognition and the Culture of Learning, Educational Researcher. Jan-Feb, 32-42.
Bruer, J.T., (1993) Schools for Thought: A Science of Learning in the Classroom, Cambridge, MA: MIT Press.
Davis, T. M., (2003). Open Doors 2001/2002: Report on International Educational Exchange, Institute of International Education, New York, N.Y. retrieved March 1, 2004, from the World Wide Web: http://www.opendoorsweb.org/
Davis, P.W. and N.A. Mello, (2003, January). A World-Class Education, Last Word, ASEE Prism, 68.
Dewey, J., (1974). John Dewey on Education: Selected Writings. R.D. Archambault (Ed.). Chicago: University of Chicago Press.
DiBiasio, D., N.A. Mello, and D. Woods, (April, 2000). Multidisciplinary Teamwork: Academic Practices and Assessment of Student Outcomes. Paper presented at Best Assessment Processes III Conference, Rose-Hulman University, Terre Haute, IN.
DiBiasio, D. (2001, June) Outcomes Assessment of an International Engineering Experience. Conference Proceedings of Annual American Society of Engineering Educators meeting, Albuquerque, N.M.
Harriss, J., (2002, September 6). Turning the Tide, Smithsonian, 33, 6.
Herrington, J. and Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments, Educ. Tech. Res. and Dev., v. 48(3), 23-48.
Kaufmann, D.B., R.M. Felder, and H. Fuller, (2000). Accounting for Individual Effort in Cooperative Learning Teams. Journal of Engineering Education, 89(2), 133-140.
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Loacker, G. (Ed.) (2000). Self Assessment at Alverno College, Milwaukee, WI: Alverno College Institute.
McClelland, D. C. (1998, September). Identifying Competencies with Behavioral Event Interviews, Psychological Science, 9(5), 331.
Mello, N.A. (2001, summer) Risk Management and How WPI Meets the Guidelines of NAFSA, SAFETI Consortium, http://www.usc.edu/dept/education/globaled/safeti/v2n1_mello.html
Mentkowski , M. Associates. (2000). Learning That Lasts, Integrating Learning, Development, and Performance in College and Beyond, Milwaukee, WI : Alverno College Publications.
Rogoff, B. & Lave, J. (Eds.) (1984). Everyday Cognition: Its Development in Social Context. Cambridge, MA: Harvard University Press.
Woods, D. R. (1994). Problem-Based Learning: How to Gain the Most in PBL, Waterdown, Ontario: D.R. Woods Publishing.
Zwingle, E., (1991, August). Italy’s Endangered Art. National Geographic Magazine, 196, 2.
—. (2002, May 12, 13 and 19). Venice Under Siege. National Geographic Out There. National Geographic Channel.
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Published
2004-08-15
How to Cite
DiBiasio, D., & Mello, N. A. (2004). Multi-Level Assessment of Program Outcomes: Assessing a Nontraditional Study Abroad Program in the Engineering Disciplines. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 237–252. https://doi.org/10.36366/frontiers.v10i1.143
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Section
V. Assessing Curricular Interventions
