Learning Assessment in a Design-Throughout-the-Curriculum Program
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Biomedical
- Page Count
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12
- Page Numbers
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22.1000.1 - 22.1000.12
- DOI
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10.18260/1-2--18254
- Permanent URL
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https://peer.asee.org/18254
- Download Count
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403
Paper Authors
Naomi C. Chesler University of Wisconsin, Madison
Naomi C. Chesler is an Associate Professor of Biomedical Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.
Christopher L. Brace University of Wisconsin
Willis J. Tompkins University of Wisconsin, Madison
Willis J. Tompkins received the B.S. and M.S. degrees in electrical engineering from the University of Maine at Orono in 1963 and 1965, respectively, and the Ph.D. degree in biomedical electronic engineering from the University of Pennsylvania in 1973.
He is currently Professor of Biomedical Engineering and Electrical and Computer Engineering at the University of Wisconsin-Madison, where he has been on the faculty since 1974. He previously served for five years as Chair of the Department of Electrical and Computer Engineering. His teaching specialty is on the topic of computers in medicine, an area in which he has developed two courses. One of these two courses, he has evolved and has taught for 37 consecutive years. He has received several teaching awards including the University of Wisconsin Chancellor’s Award for Excellence in Teaching. His research interests include development of microprocessor-based medical instrumentation, on-line biomedical computing, and real-time computer processing of electrocardiograms.
Dr. Tompkins has published more than 240 journal papers, book chapters, and conference articles. He has served as research advisor for more than 90 M.S. and Ph.D. graduates. He has published four textbooks: 1) Biomedical Digital Signal Processing, Prentice Hall, 1993; 2) Design of Microcomputer-Based Medical Instrumentation, Prentice Hall, 1981 (with J. G. Webster); 3) Interfacing Sensors to the IBM PC, Prentice Hall, 1988 (with J. G. Webster); and 4) Electronic Devices for Rehabilitation, Chapman Hall, 1985 (with J. G. Webster, A. M. Cook, and G. C. Vanderheiden).
Dr. Tompkins is a Life Fellow of the IEEE (Institute of Electrical and Electronics Engineers), a Founding Fellow of the AIMBE (American Institute for Medical and Biological Engineering), and an Inaugural Fellow of BMES (Biomedical Engineering Society). He is a past President of the IEEE EMBS (Engineering in Medicine and Biology Society) and is also a member of the IEEE Computer Society. He is a past Chair of the Biomedical Engineering Division (BED) of the ASEE. He is a Registered Professional Engineer in Wisconsin.
Abstract
Learning Assessment in a Design-Throughout-the-Curriculum ProgramAt our institution, in the Biomedical Engineering Department, our curriculum implements designthroughout the curriculum (6 sequential client-driven design courses). This affords us uniqueopportunities and challenges for assessment of student achievement of our educational outcomes.We have devised a novel assessment strategy that quantifies sophomore-, junior- and senior-levelstudent achievement of 9 educational outcomes, which are well aligned with ABET criteria. Wenow have 5 years of experience with this assessment strategy and 5 years-worth of data onstudent learning in our curriculum. In this paper, we will present our strategy and a summary ofour data to date. We will also describe the process by which we make improvements to ourcurriculum through the assessment process. Finally, we will suggest aspects of our approach thatmay be useful in more traditional BME curricula.
Chesler, N. C., & Brace, C. L., & Tompkins, W. J. (2011, June), Learning Assessment in a Design-Throughout-the-Curriculum Program Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18254
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