A New Method of Assessing the Effects of a Service-Learning Class on Engineering Undergraduate Students
A New Method of Assessing the Effects of a Service-Learning Class on Engineering Undergraduate Students
复制标题
评估服务学习班对工科本科生效果的新方法
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
T. Karp
中科院分区：
文献类型：
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作者：
P. Maloney;Lauren A. Dent;T. Karp
工程服务学习课程和注册本科生的增加需要进一步的研究和建议，对学生的学习和成长的评估。在服务学习课程中，对这种增长的评估可能很困难，因为它培养的技能类型：人际交往技能，批判性思维和其他不容易在课堂上测试的专业技能。以前的一些评估尝试主要是基于标准的，旨在衡量研究人员认为学生应该从课程中获得什么，而不是基于学生的想法。在本文中，我们首先问学生他们在服务学习中学到了什么技能，确定他们对不同类型的评估的有用性的想法，然后用他们的话来构建一个自然的评估，可以作为一个前，后测试，以衡量在工程服务学习课程的增长。这些数据来自一所大型州立大学的96名学生和三个学期的大型工程导论课程的服务学习部分。总的来说，我们得出结论，学生认为他们在沟通技巧，团队合作，领导力，时间管理和其他工程技能方面的统计显著水平有所提高。我们认为，学生对成长的看法关系到他们在专业或学术挫折后对工程和韧性的坚持。
Increases in engineering service learning courses and enrolled undergraduates necessitate further research and recommendations concerning the assessment of student learning and growth. Assessment of such growth may be difficult in service learning courses because of the types of skills it fosters: interpersonal skills, critical thinking, and other professional skills not easily tested for in a classroom. Some previous attempts at assessment were predominantly standards-based and designed to measure what researchers thought students should gain from the course, rather than being based in what students thought. In this paper, we first ask students what skills they learned in service learning, determine their thoughts about the usefulness of different kinds of assessment, and then use their words to construct a naturalistic assessment that can serve as a pre- and post-test to measure growth in engineering service learning courses. The data come from 96 students and three semesters of a service learning section of a large Introduction to Engineering course at a large state university. Overall, we conclude that students perceive that they have grown at statistically significant levels in communication skills, teamwork, leadership, time management, and other engineering skills noted below. We argue that student perceptions of growth matter for their persistence in engineering and resilience after professional or academic setbacks.