NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED461515
Record Type: RIE
Publication Date: 2002-Jan
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Designing and Teaching Courses To Satisfy Engineering Criteria 2000.
Felder, Richard M.; Brent, Rebecca
Since Engineering Criteria 2000 (EC 2000) was first introduced as the standard for American engineering education programs, most discussion in the literature has focused on how to assess Outcomes 3a-3k (specific outcomes or abilities engineering students must acquire as defined by the Accreditation Board of Engineering and Technology) and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Following an overview of EC 2000 and an attempt to clarify the confusing array of terms that it has introduced into the accreditation process, the paper addresses two primary questions: (1) How can learning objectives, learning assessment methods, and instructional techniques for individual courses be formulated to address each of the Criterion 3 outcomes? and (2) What might be done at the program and individual course levels to raise the level of achievement of the outcomes? In the procedure recommended in the paper, once a program faculty has defined the program educational objectives, outcomes, and outcome indicators, it should: (1) identify the core (required) courses that address the outcomes; (2) define observable learning objectives for each core course that address the relevant program outcomes; and (3) select methods to assess the objectives. (Observable objectives involve action verbs like list, explain, calculate, model, design, and critique, as opposed to more abstract words like learn, understand, and appreciate. Some objectives can be assessed using written problem-solving tests; others cannot.) The courses should then be taught so as to maximize the likelihood that students capable of achieving the objectives will in fact do so. The paper provides resources to support this process, including illustrative learning objectives and instructional methods that address Outcomes 3a-3k. The methods suggested in the paper have all been used extensively and are well supported by educational research. (Evidence for this claim is provided by numerous references cited in the paper.) The intention is for course instructors to browse through the suggestions and select learning objectives and teaching and assessment methods that address their program outcomes and are compatible with their teaching philosophies and levels of experience. As time goes by, they should periodically review their assessment results, revisit the suggestions, and consider modifying their teaching and assessment methods in an effort to improve the level of achievement of the objectives. Appended are: Illustrative Learning Objective for EC 2000 Outcomes 3a-3k; Teaching Methods that Address Outcomes 3a-3k; Cooperative Learning Methods that address outcomes 3a-3k; and Problem-Based Learning Methods that Address Outcomes 3a-3k. (Contains 91 references.) (Author/YDS)
For full text: http://www.2.ncsu.edu.
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Southeastern Univ. and Coll. Coalition for Engineering Education.
Authoring Institution: N/A