scholarly journals The Development and Teaching of Corrosion Course in an Engineering Program

2015 ◽  
Author(s):  
Susan Caines ◽  
John Shirokoff
Keyword(s):  
Learning Outcomes ◽  
Measured Data ◽  
Engineering Practice ◽  
Laboratory Course ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Course Of Study

The development and teaching of a corrosion course that includes laboratories in a senior level engineering program is outlined and discussed with respect to their learning outcomes, graduate attributes, assessment and practical value. The laboratory course of study complements the overall course in terms of building on a student’s background in electrochemical theory, corrosion concepts, engineering practice, analyzing data, and comparing measured data to theory.

Mapping the Relationship Between the CDIO Syllabus and the CEAB Graduate Attributes

2012 ◽  
Vol 2 (2) ◽  
pp. 34-44 ◽  
Author(s):  
Guy Cloutier ◽  
Ronald Hugo ◽  
Rick Sellens
Keyword(s):  
Learning Outcomes ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
First Time ◽  
The Relationship

The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes require demonstrated learning outcomes for the first time. The Conceive, Design, Implement, Operate (CDIO) approach includes a set of outcomes in the form of the CDIO Syllabus. The Syllabus also provides guidance on how to document outcomes in order to meet the requirements of the CEAB Graduate Attributes. This article provides a framework for Canadian engineering programs to satisfy the CEAB requirement to demonstrate learning outcomes through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO syllabus; however, a CEAB accredited program may not meet all of the CDIO standards.

scholarly journals REALIZING CEAB GRADUATE ATTRIBUTES USING THE CASE METHOD

2012 ◽  
Author(s):  
David Effa ◽  
Steve Lambert ◽  
Oscar Nespoli
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Case Studies ◽  
Work Experience ◽  
Primary Objective ◽  
Engineering Problem ◽  
Engineering Practice ◽  
Graduate Attributes ◽  
New Perspective ◽  
Undergraduate Programs

The University of Waterloo (UW) offers seven fully accredited and internationally competitive engineering undergraduate programs. It has the largest undergraduate co-operative education program in the world, and the largest Engineering program in Canada. All UW engineering departments are refining and evaluating their undergraduate curricula in order to address the new Canadian Engineering Accreditation Board (CEAB) requirements, with its focus on learning outcomes and graduate attributes. This new perspective provides an opportunity for alternative pedagogical approaches for developing and assessing graduate attributes. Over the past several years, the Waterloo Cases in Design Engineering (WCDE) group at UW has been developing and promoting the use of engineering design cases throughout the curriculum. These cases are developed primarily from our own students’ work term experience. Cases provide an effective pedagogical method to integrate students’ technical knowledge as well as develop appropriate engineering skills. Engineering cases help students understand and better appreciate the complexity of engineering practice, and gain valuable experience in engineering problem solving and working in teams. They naturally complement the real-world work experience they get on their co-op terms. The primary objective of this paper is to present the use of case studies to promote active learning and assessment of engineering design with a focus on the CEAB graduate attributes. Some case studies have been developed to focus on specific CEAB attributes. An example case study will be presented, its implementation discussed, and the effectiveness of achieving the targeted learning outcomes will be discussed.

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

scholarly journals Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign

2018 ◽  
Author(s):  
Bryson Robertson ◽  
Margaret Gwyn ◽  
LillAnne Jackson ◽  
Peter Wild
Keyword(s):  
Project Management ◽  
Communication Skills ◽  
Technical Writing ◽  
Writing Development ◽  
Engineering Curriculum ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Life Long Learning ◽  
Writing Competency ◽  
The University

This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.

UPAYA PENINGKATAN KEMAMPUAN SISWA KELAS X PROGRAM KEAHLIAN TEKNIK BANGUNAN DENGAN MODEL TUTOR SEBAYA (PEER TUTORING) PADA MATA PELAJARAN GAMBAR TEKNIK DI SMK N 5 SURAKARTA

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Qusnul Angga Rosita ◽  
A G Thamrin ◽  
Chundakus Habsya
Keyword(s):  
Learning Outcomes ◽  
Peer Tutoring ◽  
Civil Engineering ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Engineering Drawing ◽  
Interactive Analysis ◽  
Engineering Program ◽  
Data Validity ◽  
Improving Student Learning

<p>The purpose of this study was to determine: (1) Improving student learning outcomes in subjects Engineering Drawing by using Peer Tutoring learning model in class X Civil Engineering Program in SMK N 5 Surakarta. (2) The effectiveness of the application of the Peer Tutoring learning model in subjects Engineering Drawing in class X Civil Engineering Program SMK N 5 Surakarta.</p><p> </p><p>This study is a classroom action research conducted in class X Civil Engineering Program in SMK N 5 Surakarta with 31 students. This study was conducted in two cycles. Each cycle consists of a phase of implementation, observation and reflection. The instrument used in this study consisted of a test of learning outcomes and assessment sheets of observation. Test the data validity by using member check and analyze data by using interactive analysis, which consists of: data reduction, data presentation, drawing conclusions or verification.</p><p> </p><p>The results research with Peer Tutoring model indicate improvement of cognitive is 15.49%; psychomotor domains is 20.26%; affective is 20%; and effectiveness of learning increased up to 8.52%.</p><p> </p><p><strong>Key word</strong> :  Peer Tutoring, Learning outcomes, and Effectiveness</p>

Mechanical Performance of Geosynthetic-Reinforced Pile-Supported Embankments

2010 ◽  
Vol 156-157 ◽  
pp. 1696-1701
Author(s):  
Ling Sun ◽  
Jun Jie Zheng ◽  
Jun Zhang ◽  
Qiang Ma
Keyword(s):  
Mechanical Performance ◽  
Soft Soil ◽  
Interaction Mechanism ◽  
Measured Data ◽  
Engineering Practice ◽  
Circular Arc ◽  
Arching Effect ◽  
Pile Cap ◽  
Current Design ◽  
Embankment Load

According to the characteristics of the soft soil subgrade reinforced by geosynthetic and piles, the deformation of geosynthetic was modeled as circular arc and the arching effect in embankments and the interaction of piles and soil are both considered in the calculation. The interaction mechanism of geosynthetic, pile and soil under the embankment load was analyzed. The method presented in this paper was validated by comparing with the testing results and three current design methods in the literature. The results show that the analytical solutions have agreement with the measured data and can be applied in engineering practice. Finally, four important parameter (the differential settlement, the diameter of pile, the width of pile cap, the height of equal settlement plane) were investigated.

scholarly journals PEMBELAJARAN MODEL MIND MAP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KOMPETENSI SISTEM KELISTRIKAN DAN INSTRUMEN SISWA KELAS XI TEKNIK SEPEDA MOTOR SMK DIPONEGORO DEPOK SLEMAN

TAMAN VOKASI ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 92
Author(s):  
Iswanto Iswanto ◽  
Pairun Roniwijaya
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Map Learning ◽  
Average Value ◽  
Engineering Program ◽  
The Third ◽  
Reflection Data ◽  
Improved Learning ◽  
The Mind ◽  
Value Of Learning

The aims of this research are to increase: (1) the activity of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electrical system and instrumen lesson through mind map learning model; and (2) the learning outcomes of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electricalsystem and instrumen lesson through mind map learning model. This research was conducted atSMK Diponegoro Depok Sleman. The subject ofthis research are students offOdd Semester class XI TSM 2014/2015 academic year. Object ofthis study is Mind Map model to improved learning activities and learning outcomes. The type of this research is the Classroom Action Research (CAR) conducted in three cycles, each cycle consists of planning, execution (interview,observation, documentation and testing), observation and reflection. Data collection techniques used observation sheet and achievement test. The data were analyzed using quantitative analysis.The results of this study concluded that: (1) application of the mind map learning model canenhance the activity of learning, this is evidenced by the average student activity presentations onfirst cycle is 28,4%, on second cycle 60,2% and the third cycle is 86,4%; and (2) application ofthe mind map learning model can improve the learning outcomes of competences electricalsystems and instrument, this is evidenced by the average value of learning outcomes preaction is62.65, the average value of learning outcomes of the first cycle is 71.87, the average value oflearning outcomes of the second cycle 81.09, and the average value of learning outcomes of the third cycle 88.1

scholarly journals Modernising a Classic: Updating Leeds Beckett University’s Taxonomy of Assessment Domains to Support Institutional Curricular Change

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Susan Smith ◽  
Rebecca Sellers
Keyword(s):  
Learning Outcomes ◽  
Digital Literacy ◽  
Working Group ◽  
Curricular Change ◽  
Periodic Review ◽  
Short Life ◽  
Graduate Attributes ◽  
Curriculum Review ◽  
Intended Learning Outcomes ◽  
Future Work

Leeds Beckett University is embarking on a new cycle of Periodic Review after our wholesale curriculum review in 2012. Reviewing our current academic activity in relation to our curricular practice showed that work still needed to be done in several key areas. For example, improving the writing of levelled intended learning outcomes (ILOs), integrating our graduate attributes (GAs) – Enterprise, Having a Global Outlook and Digital Literacy – more fully into course and module outcomes and ensuring staff understand the nature and scope of the different assessment domains which enhance opportunities for full student learning from our programmes. To address these issues, a short life working group (SLWG) focused on modernising our existing taxonomy of assessment domains (Link 1) which had been well-used by our staff for at least 20 years. This paper focuses on i) consideration of the benefits of the existing taxonomy ii) the broader context and reasons for modifying our existing taxonomy of assessment domains, iii) the approach, process and activity of the SLWG, iv) planned future work streams to build on our work in progress.

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