Teaching EC 2000 Skills:  Integrating Student Outcomes ak into Engineering Courses

22 Nov 2002
South Dakota School of Mines and Technology

The new EC 2000 criteria have generated considerable interest on assessment aspectsestablishing goals, objectives, and outcomes, identifying assessment tools, and defining feedback mechanisms. In contrast, the development of classroom material for newly emphasized skills and knowledge, as defined in Criteria 3 (a) through (k), has received comparatively little or no attention. Some of these criteria are relatively easy to address because programs traditionally have focused on technical content. Others, such as those involving problem solving, teaming, communication, ethical interpretation, and lifelong learning, to name a few, are more difficult.

Engineering faculty members have usually presumed that students developed these processing skills by working with the technical content and by observing the instructor in the classroom. Educational research, along with many anecdotal reports from industry, indicates the ineffectiveness of this ad hoc approach.

This workshop is structured around a series of "who, what, why, when, where, and how" questions, expressed in the following way:

  • Why should engineering faculty be interested in teaching "ak" skills?
  • Where and when should engineering curricula teach "ak" skills?
  • Who should teach "ak"skills?
  • How should engineering curricula teach "ak"skills?

After completing the workshop, participants should be able to provide an answer to these questions. We use an interactive approach, in which participants respond to a series of questions as the ideas are developed in the workshop.

The facilitator is of the University of Alabama, and the contact person at the South Dakota School of Mines and Technology is (605.394.2631).



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