Free ticketed event
We have spoken to many engineering faculty interested in implementing a mastery-based approach. These faculty find that students no longer come to their office hours, use shortcuts to simply get the "right answer" on homework problems, focus more on the grade than on learning, and ultimately leave their courses only "kinda" knowing how to do most things. A mastery-based approach places responsibility for learning back on the student and takes students from exposure to expertise on the fundamental topics in the course.
Attendees will leave with an understanding of how outcomes-based assessment differs from traditional approaches and the advantages and disadvantages of each, an overview of published research on best practices, and implementation tips and tricks. Attendees should bring a course syllabus and will spend much of the workshop developing a draft syllabus for a mastery-based rework of their course, including defining and organizing outcomes, structuring the details of grading policies, and thinking through a parallel shift in the logistics of class-session and testing environments.
The presenters have used mastery-based learning in four courses spanning all levels of the curriculum and have presented this workshop by invitation to other engineering departments. Presenters will provide their own handouts.
Dr. Sara A. Atwood is an Associate Professor and Chair of Engineering at Elizabethtown College in Pennsylvania. She holds a B.A. and M.S. from Dartmouth College, and Ph.D. in Mechanical Engineering from the University of California at Berkeley. Dr. Atwood’s research interests are in creativity, engineering design, first-generation and low-income students, internship experiences, and criterion-based course structures.
Dr. Kurt DeGoede is a Professor of Engineering and Physics at Elizabethtown College. He completed his Ph.D. in Mechanical Engineering at the University of Michigan. His research interests involve biomechanics and appropriate technologies for the developing world.