ERIC Number: EJ1024231
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 91
Reversing the Logic: An Outcomes-Based Student Typology for Determining "What Works" in Promoting an Array of Engineering-Related Student Learning Outcomes
Knight, David B.
Educational Evaluation and Policy Analysis, v36 n2 p145-169 Jun 2014
Colleges and universities are being pressed to seek innovative ways to measure student learning outcomes and identify the conditions that lead to their development. Understanding how students group according to a multidimensional set of learning outcomes provides information on the extent to which institutions are meeting goals. This study develops a typology based on engineering undergraduates' array of outcomes. The study also demonstrates variation in personal and educational experiences across outcomes-based student groupings, thus providing insight into "what works" for programs who seek to graduate students who have developed an array of engineering-related outcomes. This outcomes-based approach is readily applicable to any set of student learning outcomes that programs or institutions seek to cultivate.
Descriptors: Classification, Multivariate Analysis, Engineering Education, Higher Education, Undergraduate Students, Educational Assessment, Student Surveys, Outcomes of Education, Outcome Measures, Student Centered Curriculum, Skills, Demography, Factor Analysis, Statistical Bias, Hierarchical Linear Modeling, Best Practices, Gender Differences, Racial Differences, Ethnic Groups, Aptitude Tests, Student Characteristics, Student Experience
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)