Cummings, A. T., & Huff, J., & Oakes, W. C., & Zoltowski, C. B. (2013, June), An Assessment Approach to Project-Based Service Learning  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19165

\bibitem{asee_peer_19165}
  Cummings, A. T., \& Huff, J., \& Oakes, W. C., \& Zoltowski, C. B. (2013, June), \emph{An Assessment Approach to Project-Based Service Learning}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19165

Antonette T. Cummings P.E., James Huff, William C. Oakes, and Carla B. Zoltowski.  "An Assessment Approach to Project-Based Service Learning".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19165 Internet.  18 May, 2024

\bibitem{asee_peer_19165}
  Antonette T. Cummings P.E., James Huff, William C. Oakes, and Carla B. Zoltowski.
  "An Assessment Approach to Project-Based Service Learning".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19165 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_19165
author = "Antonette T. Cummings P.E., James Huff, William C. Oakes, and Carla B. Zoltowski"
title = "An Assessment Approach to Project-Based Service Learning"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19165}
number = {10.18260/1-2--19165}
}

TY  - CPAPER
AB  -                    A Research-Informed Assessment Approach to                          Project-Based Service LearningAssessment is important to engineering educators and researchers to evaluate the effectivenessand quality of student learning in courses and experiences. Assessment can be particularlychallenging in engineering project-based service-learning (PBSL) because the types of outcomesdo not lend themselves to traditional modes of assessment. This paper presents a strategy ofassessing an established PBSL program. The goals of the PBSL program are to develop designskills and to develop a broader set of skills required for graduates to thrive in a globalenvironment. Like many service-learning programs, there is also the intent to impact studentspersonally and professionally beyond the course goals for the benefit of the community.This paper will use the program as an example for a research-informed assessment plan.Assessments include formative and summative assessments that are integrated into thecurriculum and provide feedback to the students during the course. The assessments aredesigned to be used across disciplines because the PBSL program is very multidisciplinary,including students from across as well as outside of engineering.A more recent addition to the assessment portfolio is an alumni survey to provide a reflectiveview of the impact of the experiences after graduation. Research methods were applied to thedevelopment of a survey. The paper will discuss several challenges to administering the survey,including recruitment and obtaining a large quantity of responses. The intent of the survey issimultaneously to provide feedback on the PBSL program and to provide insight on the longterm impact on alumni, especially when compared to other learning opportunities availableduring their undergraduate years. The survey was designed to identify candidates for follow-oninterviews to further explore the impact of the program. The quantitative and qualitative dataobtained in the survey and interviews will further contribute to the scholarship of engagementand learning.The results of the survey are significant and will be highlighted in the paper. These include thefinding that the PBSL program provides significant impact to the alumni’s subsequentprofessional experiences, and more impact when compared to other learning opportunities.
AU  - Antonette T. Cummings P.E.
AU  - James Huff
AU  - William C. Oakes
AU  - Carla B. Zoltowski
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - An Assessment Approach to Project-Based Service Learning
UR  - https://peer.asee.org/19165
DO  - 10.18260/1-2--19165
ER  -