An evaluation of STEM Integration effectiveness by artifact analysis

Abstract

Improving the learning experience is the purpose of integrating curricula and providing students with explicit connections between disciplines. However, the mainstream application of STEM Integration often forsakes academic areas which are not within the scope of Science, Technology, Engineering, and Mathematics. If STEM Integration continues as a practice and method of instruction, care should be taken as to how it is applied. This paper utilizes a modified version of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) as a method of evaluating technology students' design portfolio in a design thinking course. Through artifact analysis using the EDPPSR, students' self-documented design processes are evaluated on twelve different elements. The purpose of this paper is to pilot the research methods of using the EDPPSR and multiple raters.