Author URLs
Dean Harichandran's Faculty Profile
Professor Erdil's Faculty Profile
Professor Carnisciali's Faculty Profile
Professor Carnasciali's ORCID Profile
Document Type
Conference Proceeding
Publication Date
6-2019
Subject: LCSH
Engineering--Study and teaching, Flipped classrooms, Entrepreneurship
Disciplines
Engineering Education | Operations Research, Systems Engineering and Industrial Engineering
Abstract
The University of New Haven has facilitated the development and integration of e-learning modules on entrepreneurial topics into regular engineering and computer science courses. In addition to faculty at the University of New Haven, over three years 77 faculty at 53 other universities in the US have also integrated these modules into their courses. Starting in fall 2017, rubrics were developed so that student work related to topics covered in the modules could be assessed directly by instructors. Topics covered by each module were also mapped to learning outcomes published in the KEEN Framework [1]. An Entrepreneurial Minded Learning (EML) Index is proposed to quantify how well students attain each learning outcome in the KEEN Framework through completion of a given e-learning module and the related contextual activities developed by instructors for the courses into which the module was integrated.
The EML Index is computed for each learning outcome in the KEEN Framework for seven e-learning modules deployed by 1-8 faculty at various universities. Results from multiple offerings of the same module are compared to assess how well the different deployments worked. An EML Effectiveness Index is proposed to quantify the effectiveness of a particular deployment in enabling students to achieve each learning outcome. The EML Effectiveness Index is useful for identifying faculty and courses that need attention in order to improve module deployments.
By completing several e-learning modules in different courses, students can successfully attain many of the learning outcomes in the KEEN Framework. A comprehensive EML Index is proposed to quantify student achievement of each learning outcome from completing multiple e-learning modules integrated into different courses. This comprehensive index is computed for students at the University of New Haven who do take several courses in which the e-learning modules are integrated.
This paper refines preliminary ideas on the EML Index presented by the authors previously and presents data from a broad set of e-learning module deployments.
References
1. Kern Entrepreneurial Education Network (KEEN) (2016). Mindset + skillset: Education in tandem. Retrieved from https://engineeringunleashed.com/Mindset-Matters/Framework.aspx
Repository Citation
Harichandran, Ronald S.; Erdil, Nadiye O.; Carnasciali, Maria-Isabel; Li, Cheryl Q.; and Rana, Aadityasinh, "EML Indices to Assess Student Learning through Integrated e-Learning Modules" (2019). Engineering and Applied Science Education Faculty Publications. 29.
https://digitalcommons.newhaven.edu/sgiengineering-facpubs/29
Publisher Citation
Harichandran, R. S., & Erdil, N. O., & Carnasciali, M., & Li, C. Q., & Nocito-Gobel, J., & Rana, A. (2019, June), EML Indices to Assess Student Learning through Integrated e-Learning Modules Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32704
Included in
Engineering Education Commons, Operations Research, Systems Engineering and Industrial Engineering Commons
Comments
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