A Closer Look At The Vanth/Erc Biomedical Engineering Modules: A Method To Examine The Effects Of Selected Core Components Of The “Legacy Cycle” And Hpl Model

Educational innovations developed within the Vanderbilt-Northwestern-TexasHarvard/MIT Engineering Research Center (VaNTH/ERC) for Bioengineering Educational Technologies have been tested using a sequence of experimental, quasiexperimental, and non-experimental methods. More specifically, many of the innovations were first tested using randomized experiments or high quality quasi-experiments. When modules were shown to be effective under experimental conditions, subsequent assessments relied on non-experimental methods (e.g., pre-to-post gain) or simply the achieved level of average performance. Our overall all (i.e., meta-analytic) assessment of experimental and quasiexperimental studies have shown that they are effective in enhancing the learning outcomes for college and high school students. This paper demonstrates a set of methods that are used to probe the effects of multiple, sequential assessments of the same innovation, offering a broad scale model for monitoring the educational accomplishments of programs. This approach attempts to capitalize on available experimental and nonexperimental as a means of testing effectiveness and monitoring subsequent performance. We also present analyses that show the unique contribution (to learning and other outcomes) of variations in specific core components of the Legacy Cycle and its learning principles.