The value of the VaNTH Engineering Research Center.

Abstract

This article summaries some of the project-level assessment and evaluation activities that have been used to assess the value added for innovations that incorporate learning science principles and learning technology underlying the HPL model proposed by Bransford et al. [1]. Based on a counterfactual model of causal analysis, VaNTH investigators have been encouraged to use experimental and quasi-experimental research designs to estimate the "value added" for their innovations. Although some studies have been undertaken with little difficulty, practical constraints have resulted in the need to allow quasi-experimental designs to emerge over time and institutions. By applying the logic, principles, and criteria of a counterfactual causal model, as opposed to a "cookbook" application of designs and statistical procedures, VaNTH investigators have begun to develop a firm knowledge base about the relative effectiveness of their HPL-inspired innovations. The overall effects and differences among studies are being investigated through the use of a statistical technique known as meta-analysis. This article demonstrates that it is possible to assess and evaluate, in a quantitative way, the relative effects of educational innovations in engineering courses. It also demonstrates, albeit in a preliminary fashion, that a broader assessment of the HPL model underlying VaNTH can be undertaken by systematically looking across studies within VaNTH. By implication, the knowledge gained about engineering education from A&E efforts within VaNTH should be much greater than the sum of its parts.