Formative assessment of a computer-aided analysis center: plan development and preliminary results

Mercer University School of Engineering received a grant to establish a computer-aided analysis center to enhance the undergraduate experience. Through learning modules selectively embedded into engineering courses, students are introduced to advanced computational techniques and analysis skills while they are learning engineering fundamentals. Establishing a routine use of the center and assessing its success and impact constitutes a three-year project beginning fall 2003. There are several critical objectives associated with this project including: a) the improvement of pedagogy and student learning, b) the enhancement of engineering analysis skills and abilities, c) the quantification of faculty workload, and d) the motivation of student efforts. Assessment plans consist of a project-level and learning module-level investigation. This paper discusses the project-level assessment plan, assessment instruments, and the preliminary results of one-semester of implementation. The assessment instruments of the current phase include student and faculty surveys, and center-usage monitoring.