Document Type

Article

Publication Date

June 2007

Publication Title

ASEE Annual Conference & Exposition

First Page

12.288.1

Last Page

12.288.17

ISSN

2153-5965

Keywords

science, technology, multimedia

Disciplines

Engineering | Engineering Education | Online and Distance Education

Abstract

Multimedia can be a powerful tool in exploring the nature of the world around us, including its technological systems. This paper describes the assessment of self-paced multimedia and web- based modules that are used in an advanced General Education (GE) course in the College of Engineering at San José State University. The development of these modules began in 1994 and has undergone many revisions. Currently, four of the seven units in this class are taught using either multimedia CDs or web-based material.The General Education course, Technology and Civilization (TECH 198), is designed to introduce students to the realm of history and usage of technology in society and to increase their awareness of both the uncertainties as well as the promises of the utilization of technology as a creative human enterprise. Technology and Civilization, a Science, Technology, and Society (STS) course, is an example of courses that are becoming more evident on campuses throughout the USA.The goal of these multimedia modules is to have the students use technology as they explore its impact on our society over time. Although the web and multimedia materials were developed by one instructor, they are used by all instructors in this class in different ways. The continuous improvement of the multimedia is driven by the evaluation of the multimedia by students and other faculty. Each year, the multimedia and web-based modules are revised to reflect the evaluative input gathered from the various constituents (students and faculty).As part of the General Education program, this course undergoes regular assessment to determine whether it is meeting the GE Learning Goals. In addition to the GE assessment, SJSU mandates end-of-term assessment for at least two courses for each professor every academic year. This approach does not give a quick turnaround for implementing improvements in the curriculum. This paper will discuss the entire assessment model for this course including the GE assessment, the end-of-term course assessment, and the student assessment.

Comments

© 2007 American Society for Engineering Education. This article originally appeared in the proceedings of the 2007 ASEE Annual Conference, and can also be found online at this link.

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