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Introduction and Invitation
Constructing resources for assessment and
instruction related to the eleven student outcomes contained in
Criterion 3 of the ABET Engineering Criteria requires contributions
across the entire engineering community. If you have one or more
resources (for example, helpful papers, survey forms, assessment
materials, instructional materials) for assessment and/or
instructional related to outcome d click here. Please indicate whether and how you
would like your contribution to be acknowledged. Thanks for
contributing the growing understanding of how we might help
engineering students develop knowledge and skills that they will
draw upon throughout their careers.
Learning Objectives
The first step in selecting assessment and instructional approaches
for a learning outcome is to formulate learning objectives that
support the outcome. Learning objectives describe expectations associated
with the outcome in terms of expected and observable performances.
Several researchers have already constructed learning objectives
and these may provide worthwhile starting points for others.
A team of researchers (Larry Shuman, Mary E. Besterfield-Sacre,
Harvey Wolfe, Cynthia J. Atman, Jack McGourty, Ronald L. Miller,
Barbara M. Olds, and Gloria M. Rogers) working a NSF-supported project,
Engineering
Education: Assessment Methodologies and Curricula Innovation,
used Bloom's Taxonomy to develop and organize a set of learning
objectives for outcome 3d (functioning on a multidisciplinary team)
[1]. They developed learning objectives for all
six levels of learning in Bloom's taxonomy for twelve outcome elements
organized into three categories:
- Collaboration and Conflict Management
- Team Development: Basic principles of group development
and interpersonal dynamics
- Interpersonal style: Recognizing and capitalizing on differences
in style and perspective
- Conflict Management: Principles of problem-based conflict
management
- Participation: Understanding of and willingness to be fully
involved in team efforts
- Team Communication
- Active Listening: Conveying understanding and using listening
skills to move a conversation forward
- Feedback: Giving and receiving constructive criticism
- Influencing others: Persuading others through well reasoned
use of facts and clear conveyance of ideas
- Sharing Information: Providing and reviewing information
in a timely manner
- Team Decision Making
- Defining a Problem: Identifying and articulating the problem
to be solved
- Innovation and idea generation: Generating creative and
viable solutions
- Judgment / Using facts: Reaching conclusions based upon
clear analysis of facts and ideas
- Reaching Consensus: Ensuring buy-in and commitment to decisions
reached
Felder and Brent offer the following two learning objectives for
outcome 3f (understand professional and ethical responsibility)
[2]: Given a job-related scenario that requires
a decision with ethical implications, the student will be able to:
- Iidentify the stages of team development and give examples of
team behaviors that are characteristic of each stage
- Summarize effective strategies for dealing with a variety of
interpersonal and communication problems that commonly arise in
teamwork, choose the best of several given strategies for a specified
problem, and justify the choice
- Fnction effectively on a team, with effectiveness being determined
by instructor observation, peer ratings, and selfassessment.
- Explain aspects of a project, process, or product related to
specified engineering and non-engineering disciplines.
Assessment Approaches
Under construction
Instructional Approaches
Under construction
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