Classroom Assessment and Redesign of an Undergraduate Steel Design Course: A Case Study
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 132, Issue 4
Abstract
The objective of this paper is to share experience gained in classroom assessment and subsequent redesign of an undergraduate, practice-oriented steel design course. A term project involving the design of a low-rise structural steel building was used to provide a summative evaluation of student learning. The essence of the project was for students to demonstrate their ability to apply the course material in a realistic activity, similar to structural engineering practice. Critical reflection on student performance, student feedback on course evaluation forms, the author’s observations as course instructor, and the educational literature motivated redesign of the course. Adaptation of an assignment-centered or project-based approach to course planning guided course redesign. Comparison of student performance and course evaluation data suggests that the redesigned course better meets the goal of developing the students’ abilities to apply the subject knowledge and skills to realistic problems or scenarios.
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Acknowledgments
The writer wishes to thank the efforts of Ms. Laurel Gionet, Ms. Wei Guo, Mr. Joseph Krajewski, and Mr. Vikas Narang, who served as graduate teaching assistants for the course. They graded the homework, assisted the grading of examinations and quizzes, helped with preparation and distribution of laboratory and term project assignments, and maintained the electronic grade book.
References
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 132 • Issue 4 • October 2006
Pages: 306 - 311
Copyright
© 2006 ASCE.
History
Received: Jun 6, 2005
Accepted: Feb 27, 2006
Published online: Oct 1, 2006
Published in print: Oct 2006
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