ASSESSING STUDENT EXPERIENCES: ASSIGNMENT DESIGN TO ENCOURAGE STUDENT REFLECTION AND FEEDBACK ON PROGRAM-LEVEL EFFECTIVENESS

  • Lydia Wilkinson University of Toronto
  • Alison McGuigan

Abstract

Within our second year communication course in Chemical Engineering an assignment asks students to reflect upon their experience through the
second year to identify courses and suggest course or program-level recommendations that deserve funding. Student presentations for this assignment provide a method of capturing student responses to their current curriculum and integrating their values and ideas into future planning.
These presentations propose a range of initiatives to improve the educational experience: cross-curricular integration, opportunities for professional development and exposure to industry, increased lab time, hands-on learning through practical projects, introduction or increased use of engineering software, improvements to facilities or equipment, increased teaching assistant support, and better use of instructional technology. The responses as a whole indicate that this activity helps
students to better understand the interconnectedness of their curriculum, and the challenge of orchestrating program-level change.
Published
2017-01-28
How to Cite
WILKINSON, Lydia; MCGUIGAN, Alison. ASSESSING STUDENT EXPERIENCES: ASSIGNMENT DESIGN TO ENCOURAGE STUDENT REFLECTION AND FEEDBACK ON PROGRAM-LEVEL EFFECTIVENESS. Proceedings of the Canadian Engineering Education Association, [S.l.], jan. 2017. ISSN 2371-5243. Available at: <https://ojs.library.queensu.ca/index.php/PCEEA/article/view/6544>. Date accessed: 21 nov. 2017. doi: https://doi.org/10.24908/pceea.v0i0.6544.