Classroom artifacts: Tools to assess the use of active, innovative, and engaging pedagogies among engineering faculty

Abstract

This paper examines artifacts of the classroom as a method of assessing whether or not engineering faculty are using best-practice teaching methods in class. Past research has achieved success in using artifacts to give similar results as direct observation. Artifacts assessment alone or in combination with surveys would be more accurate and less biased than surveys alone. Success of past portfolio assessment and the rise of college e-portfolio use among faculty make it highly likely that e-portfolios could provide the artifact information necessary for large scale assessment. Additionally, e-portfolios could enhance learning and teaching thereby increasing the willingness of faculty and students to participate nationally.