Outcome g an ability to communicate effectively
 

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 g 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.

 

Assessment Resources

Under construction

Instructional Resources

Under construction

References for Further Information


Web Resources

Sharp, J.E., Olds, B.M., Miller, R.L., and Dyrud, M.A. (1999). Four Effective Writing Strategies for Engineering Classes. Journal of Engineering Education, 88:1, 53-57

Abstract: This article, written by three technical communication professors and one chemical engineering professor representing three different universities, presents four proven strategies for including effective writing assignments in engineering classes. The strategies include using writing assignments to analyze job-related Web searches and engineering job preparation, using peer editing to revise assignments, using journals to learn to write and write to learn, and using paper airplanes to teach how to write instructions.

Calibrated Peer Review

Calibrated Peer Review (CPR)™ is a Web-based program that enables frequent writing assignments even in large classes with limited instructional resources. In fact, CPR can reduce the time an instructor now spends reading and assessing student writing. CPR offers instructors the choice of creating their own writing assignments or using the rapidly expanding assignment library. Although CPR stems from a science-based model, CPR has the exciting feature that it is discipline independent and level independent. CPR funding has been generously provided by the National Science Foundation and by the Howard Hughes Medical Institute.