scholarly journals CURRICULUM MAPPING IN ENGINEERING EDUCATION: LINKING ATTRIBUTES, OUTCOMES AND ASSESSMENTS

2015 ◽  
Author(s):  
Darlene Spracklin-Reid ◽  
Andy Fisher
Keyword(s):  
Engineering Education ◽  
Applied Science ◽  
Curriculum Mapping ◽  
Online Curriculum ◽  
Graduate Attributes ◽  
Mapping Approach ◽  
Curriculum Map ◽  
Significant Change

In 2010, the Canadian EngineeringAccreditation Board (CEAB) began reviewing programsfor progress toward assessment of graduate attributes.This represented a significant change from traditionalinputs-based to outcomes-based accreditation. TheFaculty of Engineering and Applied Science at MemorialUniversity responded by linking course-based learningoutcomes to graduate attributes and assessments in a live,online curriculum map. This paper provides an overviewof the curriculum mapping approach taken by the Facultyof Engineering and Applied Science at MemorialUniversity.

scholarly journals Course-Based Learning outcomes as the Foundation for Assessment of Graduate Attributes - an Update on the Progress of Memorial University

2013 ◽  
Author(s):  
Darlene Spracklin-Reid ◽  
Andrew Fisher
Keyword(s):  
Learning Outcomes ◽  
Applied Science ◽  
Graduate Attributes ◽  
Significant Change ◽  
Engineering Schools

In 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing programs for progress toward assessment of graduate attributes. This represented a significant change from traditional inputs-based to outcomes-based accreditation. As engineering schools across Canada implement various approaches to meeting the CEAB requirements, this paper provides an update on the course-based learning outcomes approach taken by the Faculty of Engineering and Applied Science at Memorial University.

scholarly journals Course‐Based Learning Outcomes as the Foundation for Assessment of Graduate Attributes

2012 ◽  
Author(s):  
Darlene Spracklin Reid ◽  
Andrew Fisher
Keyword(s):  
Learning Outcomes ◽  
Applied Science ◽  
Graduate Attributes ◽  
Significant Change ◽  
Engineering Schools

In 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing programs for progress toward assessment of graduate attributes. This represented a significant change from traditional inputs-based to outcomes-based accreditation. As engineering schools across Canada are considering how to meet the CEAB requirements, this paper provides details on the approach taken by the Faculty of Engineering and Applied Science at Memorial University and, in particular, the development of course-based learning outcomes.

Intraprofessional online curriculum mapping between a dental and a dental hygiene program

2022 ◽  
Author(s):  
Annie N. Han ◽  
Lory Laughter ◽  
Parvati Iyer ◽  
Mustafa S. Radif
Keyword(s):  
Dental Hygiene ◽  
Curriculum Mapping ◽  
Online Curriculum ◽  
Dental Hygiene Program

A Whole of University Approach to Embedding Graduate Attributes

2013 ◽  
pp. 246-257
Author(s):  
Julie Fleming ◽  
Robyn Donovan ◽  
Colin Beer ◽  
Damien Clark
Keyword(s):  
Distance Education ◽  
Resistance To Change ◽  
Academic Community ◽  
Senior Management ◽  
Curriculum Mapping ◽  
Top Down ◽  
Graduate Attributes ◽  
Mapping Tool ◽  
Undergraduate Programs ◽  
Mapping Exercise

This chapter reflects on the processes involved in managing a curriculum mapping exercise aimed at integrating graduate attributes across CQUniversity’s undergraduate programs. Most of these programs are offered via distance education. Due to the complexity of program offerings and the dispersed campus locations, a whole of university approach was needed to address quality and consistency of graduate outcomes. In order to achieve this, an audit of existing course graduate attributes was conducted using an online mapping tool. While the whole of university approach served to provide cohesion within the project, there were some challenges regarding the perceived top-down approach. This chapter serves to inform senior management of the complexities of managing resistance to change within an academic community. It is envisaged that this reflection will assist with future projects that require a whole of university approach.

Developing Right Graduate Attributes through Project-Based Teaching

2012 ◽  
pp. 64-79 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Natural Resources ◽  
Engineering Education ◽  
Driving Force ◽  
Developing Economies ◽  
Mutual Recognition ◽  
Graduate Attributes ◽  
The World ◽  
Education Needs ◽  
The Right

Engineering education all over the world is of paramount importance as it is this education which provides economies with opportunities for development and growth. Engineering education is important for both developed and developing economies—for the former to maintain their lead position and for the latter to ensure decent livelihood and utilization of natural resources. In such a situation, engineering education needs to continuously upgrade itself to meet the ever changing needs of the economy, society, and mankind. Hence, understanding engineering education and reviewing the methods and standards are important if all stakeholders have to be satisfied. With the driving force of the globalization of the engineering profession, adopting project-based teaching methods have mutual recognition across the world, and also help to develop the right graduate attributes while continuing to assure the standards and quality of engineering education.

scholarly journals From Curriculum Mapping to Assessment: One Psychology Department’s Adventure

2018 ◽  
Vol 3 (4) ◽  
pp. 12
Author(s):  
Matthew T. Heinly ◽  
Anurag Rimzhim ◽  
Rebecca A. Boncoddo ◽  
Carolyn R. Fallahi
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Objectives ◽  
Assessment Process ◽  
Academic Departments ◽  
Curriculum Mapping ◽  
Institutions Of Higher Education ◽  
Assessment Battery ◽  
Curriculum Map ◽  
Curricular Modifications

Given the current focus on assessment, funding decisions, and increased demands for faculty accountability, many institutions of higher education and academic departments must demonstrate evidence of student learning. Beginning with a curriculum map, we operationally defined how our learning objectives were met for each course. Using this curriculum map, we then developed a common syllabus for each course, which in turn allowed us to more specifically define course learning objectives and a basic outline of content. This process informed and faciltiated the development of embedded assessments and rubrics for each course. Once data is collected from these assessments, we will refine our assessment battery and determine which learning objectives are being met as well as what courses or curricular modifications are needed. This is an account of one department’s assessment process.

scholarly journals Fuzzy logic in engineering education and evaluation of graduate attributes

2018 ◽  
Author(s):  
Mory Ghomshei
Keyword(s):  
Fuzzy Logic ◽  
Engineering Education ◽  
Value Systems ◽  
Education Standards ◽  
Graduate Attributes ◽  
Weighting Factors ◽  
Proper Definition ◽  
Optimal Weighting ◽  
Fuzzy Linguistic ◽  
Best Fit

Fuzzy logic, which was invented in 1960’s, in response to emerging needs to deal with complex techno-social concepts, is becoming more and more relevant to today’s problems. Nowadays, fuzzy logic should not only become a part of the engineering curriculum but also a part of the engineering education standards. For example a fuzzy approach can be used in evaluating graduate attributes (GAs). Most graduate attributes are fuzzy and need to be evaluated using a fuzzy logic methodology.The present paper is an attempt to introduce fuzzy tools (such as fuzzy sets and fuzzy linguistic value systems) to provide a metric for defining and evaluating graduate attributes. Proper definition and scaling of fuzzy attributes can provide a common language, through which educators, industry, and regulators can communicate and collaborate more effectively in the process of assigning jobs to engineers with attributes which best fit the task. Also, by using a fuzzy method, the uncertainty of attributes is neither magnified nor dampened in the analytical process (contrary to most conventional approaches).A properly defined fuzzy metric for GAs can provide flexibility in the implementation of the system, while reducing the overall errors in evaluation. Graduate attributes are proposed to be divided into three major classes or spaces (i.e. knowledge, social and ethical), each consisting of a number of fuzzy attributes and sub-attributes, which can be summed up with appropriate weighting factors. A neural network engine can be used to find the optimal weighting factors.

CAD Course in Engineering Education

2012 ◽  
Vol 566 ◽  
pp. 304-307
Author(s):  
Marija Gradinscak
Keyword(s):  
Computer Graphics ◽  
Technological Change ◽  
Engineering Education ◽  
Significant Role ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Technical Skills ◽  
Job Market ◽  
Business Decisions ◽  
Significant Change

Globalisation is accelerating and with it rapid technological change has resulted in the environment being dramatically impacted by constant and significant change. The global job market requires excellent technical skills, so we must educate students for more sophisticated jobs. Today, engineers must be practical and creative, able to work with different people, be quick to solve problems and make critical business decisions, whilst being professional and ethical. Spatial visualisation skills play a significant role in engineering fields, particularly for mechanical engineering students whose fields rely heavily on visualisation. This paper presents the CAD course with computer graphics components that would help in enhancing students’ powers of visualisation using CAD applications.

scholarly journals FINDING THE GAPS: THE DEVELOPMENT OF A NETWORK FOR GRADUATE ATTRIBUTE PROFESSIONALS

2018 ◽  
Author(s):  
Margaret Gwyn
Keyword(s):  
Engineering Education ◽  
Full Time ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Important Resource ◽  
Highly Educated ◽  
Professional Network ◽  
Improvement Process ◽  
Informal Community

Abstract – To help fulfill the Canadian Engineering Accreditation Board’s new requirements, many institutions are creating positions focused on graduate attributes and the continual improvement process (GACIP). Due to the very recent development of this role, people hired as graduate attribute professionals (GAPs) have no established community in which to network and develop.  In addition, the very nature of these positions is not well defined. This paper describes the development of the Graduate Attribute Professional Network, an informal community of people whose jobs are focused on GACIP, and the results of a survey conducted with its members. GAPs are found to generally be highly educated people, usually with an engineering background, many of whom have experience as educators. They tend to be new to their roles, to be spending 50% or less of full-time hours on GACIP-related duties, and to be involved in every aspect of graduate attribute assessment and the continual improvement process. GAPNet is an important resource to support these individuals who are so involved in engineering education and accreditation in Canada.  

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