Michael S. Trevisan

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ABET EC 2000 Criteria 3 and 4 specifically focus on student learning objectives and associated assessment and evaluation practices that are often integral to capstone design courses. This paper reports findings from a two-phase study conducted to better understand the nature and scope of assessment practices within capstone design courses across engineering(More)
Historically, the teaching of engineering design has varied widely, depending heavily on the design instructor. In many cases, educational outcomes cited for engineering design have focused on quality of design products and neglected the professional skills necessary for design. Recent pressures from employers of engineering graduates and accrediting(More)
  • San Juan, Puerto Rico, +6 authors M D Cook
  • 1999
Through the TIDEE (Transferable Integrated Design Engineering Education) project, assessment tools and performance criteria have been developed to quantify student achievement in the engineering design process, teamwork skills, and design communication skills. A seven-point scale describes performance levels spanning from entering engineering students to(More)
This paper describes a one-year project that addresses a national need to build the evaluation capacity of engineering educators to effectively evaluate engineering education programs, projects, and innovations. The project goal was to lay the foundation for the construction of an inventory of evaluation tools that could be used as part of evaluation by(More)
For two years, Chapter 1 coordinators in the state of Washington periodically attended workshops and received other technical assistance concerning the use of multiple measures for selecting students into the Chapter 1 program. A survey was sent to all coordinators in the state to assess current selection practices after the two-year effort to give(More)
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