Assessment and Evaluation of a Comprehensive Course Modification Plan

Abstract

This manuscript describes the assessment and evaluation of a course modification plan at Lawrence Technological University. In 2009, Lawrence Tech initiated a comprehensive process to transform its undergraduate engineering curriculum by incorporating more team-based and problem-based learning activities into approximately 70% of the courses that comprise the engineering curriculum. To measure the success of this transformation, a multiple instrument approach for program evaluation and assessment was developed. This manuscript describes the development of the assessment and evaluation plan as well as results that demonstrate early success. 1. Background of the Course Modification Process In 2009, Lawrence Technological University began a comprehensive transformation of the engineering curriculum fueled by a desire to instill an entrepreneurial mindset in students. This transformation has been cultivated by our inclusion in the Kern Entrepreneurial Education Network (KEEN) (Kriewall and Mekemson, 2010), which seeks to infuse entrepreneurial skills in engineering undergraduates. The entrepreneurial mindset can be defined as being able to effectively:  Collaborate well in a team setting (teamwork)  Apply critical and creative thinking to ambiguous problems (problem solving)  Construct and communicate a customer value proposition (customer awareness)  Persist through and learn from failure (persistence)  Manage projects through appropriate commercialization or final delivery process (project management)  Demonstrate voluntary social responsibility (social responsibility)  Relate personal liberties and free enterprise to entrepreneurship (free enterprise) The curriculum transformation was directed by the Course Modification Team. The Course Modification Team consisted of Lawrence Tech faculty and administrators including the Provost, Dean of Engineering, Dean of Arts & Sciences, Director of the Center of Teaching and Learning, Director of Assessment and Entrepreneurship/ Leadership Coordinator. The team developed a plan to integrate problem-based learning and active learning methodologies in courses throughout the engineering curriculum to improve the critical thinking and teamwork skills of the students. Many of the courses identified were in the College of Arts & Sciences, which represents a critical component of the engineering core curricula. For this reason, the Dean of Arts & Sciences was part of the leadership team and aided in recruiting faculty. Faculty members in the course