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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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6:00PM - 6:45PM
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Author:
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Gina Merys, Creighton University
402-280-3918, gmm89957@creighton.edu
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Co-Author(s):
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Jay Leighter, Theresa Edmonds, Michael Cherney
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Abstract:
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Introductory undergraduate education in physics frequently involves large classroom instruction and the assessment of student learning using content- and skill-based tests. This is not the case in certain other disciplines. (It is also not the case in workshop-type courses or in physics research experiences.) The development of an interdisciplinary program in Energy Studies created the need for non-traditional evaluation techniques that could be used in a project-based curriculum. These assessment methods draw on the best practices in English, Communication Studies, Engineering and Physics. The methods developed have applicability to the measurement of life-long learning skills, teamwork skills, and innovation ability as well as for the assessment of content knowledge and problem solving skills.
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Footnotes:
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This work is supported by the United States Department of Energy. Sponsored by Michael Cherney.
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