Free ticketed event
In order to continuously improve engineering teaching and learning, it is necessary to implement appropriate assessment processes and strategies that align with the curriculum and instruction methods. In particular, rubrics, documents describing the expectations for a set of assignments with the assessment criteria of quality (Reddy & Andrade, 2010), have proved to be an effective tool to directly assess student performance and competency. Despite the importance of rubrics, few resources in engineering education have systematically introduced the design and use of rubrics in assessing student learning. We aim to narrow this gap by sharing the theories, best practices, and cases of developing, using, and assessing effectiveness of rubrics via an interactive and hands-on workshop. In particular, the workshop facilitators will share their experiences of developing and using rubrics to assess students’ entrepreneurial-minded learning in first-year engineering courses.
This workshop will be a mixture of presentation, individual-, small-, and large-group discussion formats with hands-on activities (creating rubrics). Module 1 primarily presents theoretical and conceptual frameworks for using rubrics in engineering education and basic knowledge of rubrics. Module 2 focuses on the hands-on activity that we would ask attendees to come with a course or assignments in mind and provide feedback or suggestions on their rubrics. This will be done both individually and in groups. Module 3 opens up discussions with regard to the whole process of entrepreneurial minded learning course development and assessment. Both presenters and attendees will share their practice- and research-based rubric use and discuss ways to improve rubrics and make them more valid and reliable.
Dr. Deborah M. Grzybowski is an Associate Professor of Practice in the Department of Engineering Education at The Ohio State University. She is co-lead of the Kern Entrepreneurial Engineering Network (KEEN) assessment phase of the curriculum development project, “Exploring the Impacts of EML on Student Motivation and Identity from Pilot to Scale in a First-Year Engineering Course.” She has been involved with development and assessment of curriculum for nearly 20 years.
Dr. Blake Hylton is the Coordinator of the First-Year Engineering Experience and an Assistant Professor of Mechanical Engineering at Ohio Northern University. Within ASEE, he serves the First-Year Programs division as a member of the First-Year Engineering Experience (FYEE) conference steering committee. He is also heavily involved in the KEEN community, serving as co-chair of the Assessment Working Group (AWG) and as a driver of the First-Year Subnet.
Dr. Xiaofeng Tang is an assistant professor of practice in the Department of Engineering Education at The Ohio State University. He is co-leading the assessment phase of a curriculum development project, “Exploring the Impacts of EML on Student Motivation and Identity from Pilot to Scale in a First-Year Engineering Course,” sponsored by the Kern Entrepreneurial Engineering Network (KEEN). He also represents The Ohio State University in the KEEN Assessment Working Group.
EunJeong Park is a graduate research assistant in the Department of Engineering Education at The Ohio State University. She is assisting the assessment phase team of a curriculum development project, “Exploring the Impacts of EML on Student Motivation and Identity from Pilot to Scale in a First-Year Engineering Course,” sponsored by the Kern Entrepreneurial Engineering Network (KEEN).
Alexia is an Engineering Education Ph.D. student at The Ohio State University.