Open AccessA FRAMEWORK TO ADD DEPTH, CAREER RELEVANCE, AND SKILLS DEVELOPMENT INTO ASSESSMENT IN A 2ND YEAR DESIGN COURSE
Author(s) -
Nishant Balakrishnan,
Rebecca Balakrishnan
Publication year - 2020
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14240
Subject(s) - accreditation , relevance (law) , identity (music) , psychology , mathematics education , computer science , medical education , engineering ethics , pedagogy , engineering , political science , medicine , physics , acoustics , law
In a typical engineering classroom, there are many skills that students are expected to learn, develop and apply. Educators struggle on a regular basis to find meaningful ways to get students to develop skills. While it is possible to make large educational reforms in a program, sometimes change can be found in small and meaningful modifications to assessments. This paper focuses on simple, knowledge-based assessments used in accredited programs. An example is provided of a framework used in a second-year design course to transform simple assessments into opportunities for the development of deep skills, while at the same time managing educational resources and maintaining a focus on outcome-based assessment. The primary components of the framework are to tie in long term skills development, aspects of STEAM (specifically the arts elements), as well as aspects of career development and engineering identity into assignments, to allow students to contextualize their skill development into the broader understanding of their own career and identity development as an engineer.