|Published Online: September 4, 2015||$US5.00|
Outcomes-based course development was used to evaluate and restructure the content and assessment methodology for a 2nd-year/sophomore course in computer-aided design. For this pilot project, the learning outcomes, assessment matrix, and graduate attribute mapping are detailed with respect to Canadian Engineering Accreditation Board (CEAB) requirements, which are similar to ABET requirements in the United States. Consideration of all aspects of communication - oral, written, graphical, as well as tools – was included in the evaluation. In this initial work, the written and graphical components were selected for assessment. Portions of progress tests, a design project, an exam, and CAD laboratories were identified as assessment tools for the graphical component. Written skills were assessed using portions of the design project and progress tests. Transformation from the learning-focused or classical model, to the outcomes-based model required changes in the assessment methodology in support of the outcomes. In turn, instructional activities were developed around the assessment methodology. The effect of outcomes-based course development on course content, sequence, and delivery are reviewed.
|Keywords:||Graduate Attributes, Outcome-based Learning, Assessment|
The International Journal of Design Education, Volume 9, Issue 3, September, 2015, pp.27-34. Article: Print (Spiral Bound). Published Online: September 4, 2015 (Article: Electronic (PDF File; 588.165KB)).
Experiential Learning Specialist, Department of Mechanical, Automotive and Materials Engineering, University of Windsor, Windsor, Ontario, Canada
Undergraduate Programs Coordinator, Faculty of Engineering, University of Windsor, Windsor, Ontario, Canada
Associate Professor, Mechanical, Automotive, and Materials Engineering, University of Windsor, Windsor, Ontario, Canada