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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >ASSESSING THE IMPACT OF FACULTY TEACHING, ADVISING AND MENTORING IN AN ALTERNATIVE MULTI-YEAR, INTERDISCIPLINARY CAPSTONE DESIGN PROGRAM
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ASSESSING THE IMPACT OF FACULTY TEACHING, ADVISING AND MENTORING IN AN ALTERNATIVE MULTI-YEAR, INTERDISCIPLINARY CAPSTONE DESIGN PROGRAM

机译：评估教师教学的影响，建议和指导在替代多年，跨学科CAPSTONE设计方案中

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In 2000, Michigan Technological University introduced a new undergraduate engineering curriculum option intended to serve as an alternative to the traditional two-semester senior capstone design experience and one that would better meet the needs of both students and industry. Initially funded through an NSF Action Agenda grant, this program offers teams of students from varied disciplines the opportunity to work for several years in a business-like setting to solve real-world engineering problems supplied by industry. This alternative capstone program is now a self-sustaining program that attracts engineering and other STEM-discipline students to the university, retains them, and makes them more marketable to employers when they graduate. Each alternative capstone design team operates as much as possible like a real company in the private sector and is run by the students. Team sizes range from 10 to 70 or more members. All team members have prescribed responsibilities corresponding to their level of maturity, abilities, and technical education. Team members define problems, develop and design solutions, perform testing and analyses, make recommendations, manufacture parts, stay within budgets and schedules, and manage multiple projects. This alternative capstone design program has converted the traditional classroom into a multi-year, interdisciplinary, experiential learning environment and has transformed the role of instructor from one who imparts knowledge to that of advisor and mentor who guides students as they discover and apply knowledge. Under NSF's IEECI program, we undertook a study to determine whether student participation in this multi-year, interdisciplinary design program and the roles of faculty mentors and advisors are positively correlated to successful student education outcomes. Although routine instructor evaluation takes place each semester for coursework associated with the program, no assessment project has attempted to measure the impact of faculty involvement on outcomes such as student retention and entrepreneurial intentions. The impacts of teaching, advising, and mentoring in team-based design programs are not typically susceptible to the kinds of metrics used to measure research accomplishments. Therefore, a model that can directly measure quality in hands-on, discovery-based learning environments and its impact on student outcomes would be potentially transformative. Evaluation results can help strengthen the business of engineering education by offering additional evidence of the impact of a curriculum such as that used in capstone programs, and the contribution of faculty who teach, advise, and mentor students. This is valuable information for recruiting engineering students, for designing programs that retain engineering and other STEM students, for improving engineering education, and for attracting industry support. Students from both the traditional senior capstone design program and from the alternative capstone design program participated in this survey so the possible impact of multi-year participation could be assessed. In this paper, we share the evaluation methods used and results of our study. We suggest practical applications of the knowledge gained to the improvement of engineering education. We also include recommended methods and metrics for assessing the impact of teaching, advising, and mentoring on student retention in engineering, graduation, career intentions, and other outcomes.
机译：2000年，密歇根州技术大学推出了一个新的本科工程课程选项，旨在作为传统的双学期高级卡通设计经验的替代品，更好地满足学生和行业的需求。该计划最初通过NSF行动议程授予资助，为来自不同学科的学生团队提供了在商业环境中工作多年的机会，以解决行业提供的现实世界工程问题。这种替代的CAPStone计划现在是一个自我维持的计划，吸引了工程和其他茎学科的学生到大学，保留他们，并在毕业时对雇主更加销售。每个替代的Capstone设计团队尽可能多地运营，如私营部门的真正公司，由学生经营。团队尺寸范围为10到70个或更多成员。所有团队成员都规定了与他们的成熟程度，能力和技术教育水平相对应的责任。团队成员定义问题，开发和设计解决方案，执行测试和分析，提出建议，制造零件，保持在预算和时间表内，并管理多个项目。这种替代的Capstone Design计划已将传统教室转换为多年，跨学科，体验学习环境，并转变了教练从向顾问和指导学生发现和应用知识的顾问和导师的知识的人的作用。根据NSF的IEECI计划，我们进行了一项研究，以确定学生参与这个多年，跨学科的设计方案和教师和顾问的角色与成功的学生教育结果是否正相关。虽然常规教练评估每学期进行与该计划相关的课程作业，但没有评估项目试图衡量教师参与对学生保留和创业意图等结果的影响。教学，建议和指导在基于团队的设计方案中的影响通常不容易衡量用于衡量研究成就的各种指标。因此，可以直接测量动手，基于发现的学习环境的质量的模型及其对学生结果的影响将是可能的变革性的。评估结果可以通过提供课程的额外证据来帮助加强工程教育的业务，例如在CAPSTONE计划中使用的课程的影响，以及教学，建议和导师学生的教师的贡献。这是招聘工程学生的宝贵信息，用于设计保留工程和其他茎生的计划，以改善工程教育，并吸引行业支持。来自传统高级Capstone设计计划的学生以及参加本调查的替代卡通设计计划，因此可以评估多年参与的可能影响。在本文中，我们分享使用的评估方法和我们的研究结果。我们建议在改善工程教育方面取得的知识的实际应用。我们还包括建议的方法和指标，用于评估教学，建议和指导对工程，毕业，职业意图和其他结果的学生保留的影响。

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