Date of Award
December 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education, Health & Behavior Studies
First Advisor
Deborah Worley
Abstract
This case study at an undergraduate teaching-focused engineering program in a small faith-based liberal arts university is designed to evaluate tools for assessing the engineering accreditor ABET’s Student Outcome Five – teamwork skills of engineering students. This evaluation would set the foundation for developing an assessment program that meets the needs of faculty, administrators, and accreditors. Activity theory is used as the theoretical framework for the study. A literature review lays the foundation for a novel conceptual framework asserting “faculty resistance” is actually “systemic friction.” The methodology is described, including data collection procedures, data analysis methods, and the approaches to achieving reliability, validity, and trustworthiness. The study found assessment data are ephemeral and faculty did not have a common understanding of assessment concepts and terms, so they are not ready to discuss and decide a common approach. The program does not have a culture of assessment and most faculty do not see the value of one. A training plan is proposed to set the foundation for discussion and decision making to develop a consistent streamlined useful assessment program and possibly a culture of assessment. A work plan for developing a culture of assessment is also proposed. Implications of this research, directions for future work, and next implementation steps are provided.
Recommended Citation
Williams, Melodie A. R., "Barriers To Faculty Adoption Of Assessment: A Case Study In Engineering" (2024). Theses and Dissertations. 6581.
https://commons.und.edu/theses/6581