At Rose-Hulman Institute of Technology we have developed curricula that use DyKnow software and pen-based computing in courses drawn from seven different disciplines: Computer Architecture (computer science); Design for Manufacturing (mechanical engineering); Engineering Chemistry; Introductory Physics; Mechanical Systems (mechanical engineering); Operating Systems (computer science); Technical Communication; Signals and Systems (electrical engineering); and Software Requirements and Specifications (software engineering). As a component of the development of these pedagogies, we have focused on the assessment and evaluation of the impact of a symbiosis of hardware (pen-based computing) and software (DyKnow Vision) on teaching and learning. Assessment has been developed at two levels for this project. One level of assessment is the development of classroom assessment techniques, or CATs. The second level of assessment includes both formative and summative assessment components measured through a mixed methods design. In this paper we describe both the implementation of the hardware/software combination in these courses and the assessment of impact of the combination on student learning. We also provide results from the first year of our two-year assessment project.

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