1 HONORS INDEPENDENT STUDY GUIDELINES: According to the Lake Land College catalog course description, independent study is designed to permit the student to pursue a course of study not typically available under traditional course structure. In other words, it is an opportunity for a student to investigate an area of interest associated with course content to a larger extent than has been done in the course. In addition, an independent study may serve as a final assignment for an instruction program or may be a special project for a student with unusual interests and abilities. Independent study may be done for a maximum of four credit hours and may be used as elective credit for the associates in arts, science, or applied science degrees. The four credit hour limitation may be waived for students enrolled in the honors program. There is a minimal requirement of thirty (30) hours of time expected for each one hour of academic honors credit in independent study. Students must contract with an appropriate instructor for the objectives to be accomplished in the course. Approval by the division chairperson, the associate vice president for educational services, and the director of the honors program is also necessary. TO SET UP AN INDEPENDENT STUDY: WITHIN THE FIRST MONTH OF THE SEMESTER: 1. Check with an instructor qualified in the area of the proposed study to see if he/she is available and willing to act as your supervisor. If so, set up a meeting to review your proposal for the independent study project, to create a time schedule for the study completion, and to complete the Honors Independent Study contract. 2. Develop the study proposal (see below) and furnish your supervisor with a typed copy at least twentyfour hours before your meeting. 3. Get an Honors Independent Study contract from the honors program director. 4. After consulting with your project supervisor and completing the contract, obtain all the necessary signatures on the study contract (those of your supervisor, the department chairperson, and the associate vice president for educational services) and submit it to the Honors Program Director Travis Sola. 5. Formally register for INS299 for the number of semester hours indicated on your contract. TO DEVELOP YOUR STUDY PROPOSAL: 1. Decide upon the exact area of interest to you. In other words, narrow down your area of inquiry. For example, if a student is interested in abnormal psychology, he/she must decide on one particular aspect of this vast field to explore. After some reflection, he/she may decide to investigate the therapies used by area nursing homes to treat elderly individuals suffering from dementia. 2. Do some quick, surface research to see if your idea is workable. Find out if there are sufficient resources readily available to you to pursue a quality, in-depth study in the area. 3. Formulate preliminary study questions, compose a proposal of your study objectives, and specify how they will be met. This is an honors project and as such requires more "brain power" to produce a more extensive and elaborate result. Design a proposal for an independent study that is worthy of an honors designation. To do this you must differentiate an honors independent study from a non-honors study. It may be useful to consider Bloom's Taxonomy, a well-known description of levels of educational performance, when defining your objectives.
2 BLOOM'S TAXONOMY REVISED In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This work was recently revised (Anderson and Karthwohl, 2001) to reflect current theory and practice. The taxonomy consists of six levels involving knowledge and the development of intellectual skills, from the simple recall or recognition of facts, which is the lowest level, through increasingly more complex and abstract mental levels, to the highest level, which is creation. These six levels are described below. The first three levels would be considered if completing a nonhonors project. To distinguish an independent study as one that merits HONORS designation, it must involve intellectual behaviors that fall within the UPPER THREE LEVELS. LEVEL 1 KNOWLEDGE (REMEMBERING) This requires the observation and recall of information, the knowledge of specific terms, concepts, principles, theories, dates, events, and places. Skills will include remembering, memorizing, recognizing, recalling, and identifying. Some key verbs are: arrange, define, describe, duplicate, identify, know, label, list, match, memorize, name, order, quote, recognize, relate, recall, repeat, reproduce, select, state. -Who, what, when, where, how...? -Describe... Examples of the demonstration of knowledge may be: -Recite a policy, poem, passage... -Quote prices from memory to a customer. -List the safety rules. -Make a timeline of the main events. -Define the 6 levels of Bloom's taxonomy. LEVEL 2 COMPREHENSION (UNDERSTANDING) This requires the ability to understand information, to grasp meaning, to translate knowledge into a new context, to be able to interpret and explain facts, to be able to state a problem in one's own words, to order and group, to organize and select facts and ideas, to infer causes and predict consequences. Some key verbs are: comprehend, classify, convert, describe, differentiate, discuss, explain, estimate, extend, generalize, give examples, identify, infer, interpret, paraphrase, predict, recognize, report, restate, review, select, summarize, translate. -Summarize... -Interpret... -Contrast... -Predict... -Distinguish... -Discuss... -Extend -Retell... Examples of the demonstration of comprehension may be: -Rewrite the principles of test writing. -Explain in one s own words the steps for performing a complex task.
3 -Translate an equation into a computer spreadsheet. -Prepare a flow chart to illustrate the sequence of events. -Explain the purpose of Bloom's taxonomy. LEVEL 3 APPLICATION (APPLYING KNOWLEDGE) This requires the ability to use a concept, method or theory in a new situation, to solve problems using specific facts, rules, or knowledge, to apply what was learned in the classroom into novel situations in life. Some key verbs are: apply, calculate, change, choose, complete, construct, demonstrate, dramatize, employ, examine, experiment, illustrate, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write. -How is...an example of...? -How is...related to...? -Why is...significant? -Apply this information to produce...result Examples of the demonstration of application may be: -Use a manual to calculate an employee s vacation time. -Apply laws of statistics to evaluate the reliability of a written test. -Design a market strategy for your product using a known strategy as a model. -Write an instructional objective for each level of Bloom's taxonomy. LEVEL 4 ANALYSIS (DIFFERENTIATING AMONG COMPONENT PARTS) - HONORS LEVEL This requires the ability to identify the organizational structure of something, to identify parts, their relationships, and their organizing principles, seeing patterns, to distinguish between facts and inferences, to identify motives and to recognize hidden meanings, to be able to subdivide something to show how it is put together. Some key verbs are: analyze, break down, compare, connect, contrast, diagram, deconstruct, discriminate, distinguish, explain, identify, illustrate, infer, order, outline, question, relate, select, separate, test. -What are the parts or features of...? -Classify...according to... -Outline/diagram... -How does...compare/contrast with...? -What evidence can you list for...? Examples of the demonstration of analysis may be: -Troubleshoot a piece of equipment by using logical deduction. -Recognize logical fallacies in reasoning. -Gather information from a department and select the required tasks for training. -Make a family tree showing relationships. -Conduct an investigation to produce information to support a point of view. -Reflection through journaling -Compare and contrast Bloom's cognitive domain taxonomy with his taxonomy for the affective or emotional domain
4 LEVEL 5 EVALUATION (CRITIQUING OR JUSTIFYING) - HONORS LEVEL This requires the ability to make judgments about the value of ideas or materials, to compare and discriminate between ideas, to assess value of theories and presentations, to make choices based on reasoned argument, to verify value of evidence, to recognize subjectivity, to make value decisions about issues, to resolve controversies or differences of opinion, to develop opinions, judgments or decisions. Some key verbs are: appraise, argue, assess, choose, compare, conclude, contrast, convince, criticize, critique, decide, defend, estimate, evaluate, explain, grade, interpret, judge, justify, measure, predict, rank, rate, recommend, score, support, test, value. -Do you agree...? -What do you think about...? -What is the most important...? -How would you decide about...? -What criteria would you use to assess...? -Would it be better if...? -Challenge the assumption that... Examples of the demonstration of evaluation may be: -Select the most effective solution. -Hire the most qualified candidate. -Explain and justify a new budget. -Write a letter to advising of changes needed at -Judge the effectiveness of writing objectives using Bloom's taxonomy. LEVEL 6 SYNTHESIS (CREATING, DESIGNING, PLANNING) - HONORS LEVEL This requires the ability to use old ideas to create new ones, to generalize from given facts, to relate knowledge from several areas, to predict, to draw conclusions, to create a unique, original product from a combination of ideas. Some key verbs are: arrange, assemble, collect, combine, compile, compose, construct, create, design, develop, devise, explain, formulate, generate, integrate, invent, manage, modify, organize, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, substitute, summarize, write. -What would you predict/infer from...? -What ideas can you add to...? -How would you create/design a new...? -What might happen if you combined...? -What solutions would you suggest for...? Examples of the demonstration of synthesis may be: -Build a structure or pattern from diverse elements. -Put parts together to form a whole, with emphasis on creating a new meaning or structure. -Write a company operations or process manual. -Design a machine to perform a specific task. -Integrate training from several sources to solve a problem. -Revise a process to improve the outcome. -Sell an idea -Design a classification scheme for writing educational objectives that combines Bloom s cognitive and affective domains.
5 SOURCES: Catalog, Lake Land College, volume XXXI. Anderson, L.W. & Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Merlin C. Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Upper Saddle River, NJ: Allyn & Bacon. Bloom, B. S.. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners. New York: Longmans
Bloom s Taxonomy Each of the three categories requires learners to use different sets of mental processing to achieve stated outcomes within a learning situation. Benjamin Bloom (1913-1999) was an educational
IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business
SLO Action Verbs Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements? Benjamin Bloom, an American educational psychologist, created
What is a learning outcome? A learning outcome states what a student should be able to do or know as a result of having completed a particular course or program. Learning outcomes can include knowledge,
Outcome-Based Education Outcome based education A student-centred learning system focusing on measuring student performance. Does not specify any specific style of teaching just that the student be able
TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives
Exploring Cognitive Demand in Instruction and Assessment Karin K. Hess Over the past decades, educators and psychologists have attempted to develop models for understanding cognitive complexity as it relates
Revised Bloom s Taxonomy Revised Bloom s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome. Bloom s Revised Taxonomy Taxonomy of Cognitive
Bloom's Taxonomy Revised Key Words, Model Questions, & Instructional Strategies Bloom s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) have proposed some minor changes
Writing Learning Outcomes What is a learning outcome? Learning outcomes are statements that indicate what learners will know or be able to do at the completion of a learning experience (program, conference,
SLOs, Bloom s Taxonomy, Cognitive, Psychomotor, and Affective Domains. Benjamin Bloom (1948) developed classifications of intellectual behavior and learning in order to identify and measure progressively
Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning
Planning your questions using Bloom s Taxonomy Taken from The Ultimate Teaching Manual Gererd Dixie published by Continuum - available at all good book stores from 14 th April Research (Wragg and Brown,
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
A Guide for Writing Student Learning Outcomes Office of the Provost University of Florida Continuous Quality Enhancement Series Institutional Assessment Timothy S. Brophy, Director Website: http://assessment.aa.ufl.edu/
2.5: Inquiry Tutor/Student Handout 2.5.1 (1 of 2) Three-Story House (Costa s Levels of Questioning) To better understand the content being presented in their core subject areas, it is essential for students
Learning Domains Bloom's Taxonomy The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:
Learning Outcomes Workbook Student Services How to write Learning Outcomes Academic Affairs July 2012 Overview of the Learning Outcomes Workbook This workbook will serve as your introduction to the concept
Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Objectives for this Presentation At the end of this presentation you will be able to: Compare and contrast educational
Three domains of learning Leslie Owen Wilson all rights reserved Three domains of learning What are the differences between the cognitive, affective, and psychomotor taxonomies? There are three main domains
Getting Started A working definition of a performance-based objectives: A Learning objective is a statement that describes the specific skills or knowledge a student will be able to demonstrate as a result
Looking at the First Year Objectively Stephen C. Zerwas University of North Carolina Greensboro 1 Measuring Student Learning What do we want students learn? Do students have the opportunity to learn it?
The University of Tennessee, Memphis Writing Learning Objectives A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Prepared by Raoul A. Arreola, Ph.D. Portions of this
Higher order questions encourages higher order thinking Based on Bloom s Taxonomy Knowledge What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who
REFLECTION OF BLOOM S REVISED TAXONOMY IN THE SOCIAL SCIENCE QUESTIONS OF SECONDARY SCHOOL CERTIFICATE EXAMINATION Mahbubul Hasan Training Coordinator, ROSC Project, DPE, MoPME, Ex-Faculty, Scholastica.
CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion
Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives The doctoral learning process is life changing. It begins with the decision to seek the doctorate and becomes
Writing Student Learning Outcomes for an Academic Program Student learning outcomes (SLOs) are statements of the knowledge, skills, competencies, or attitudes that students are expected to gain through
APPENDIX Revised Bloom s Taxonomy In 1956, Benjamin Bloom and his colleagues published the Taxonomy of Educational Objectives: The Classification of Educational Goals, a groundbreaking book that classified
CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY All Curtin Courses are designed to ensure graduates are skilled in; leadership, research, Australian Indigenous knowledges and perspectives; and work-integrated
Learning Objectives: Making Sure it Links Kimberly K. Daugherty, Pharm.D., BCPS Assoicate Professor and Assistant Dean of Academic Affairs and Assessment SU Faculty Retreat November 2012 Objectives Given
Multiple Choice Items that Test Higher Learning Objectives To assess higher learning objectives with multiple choice items you must use questions that students cannot answer by relying solely on memory.
6 Week Strategic Onboarding Program: Creating a Culture of Learning to Increase Success for Financial Services First Timers Matt Ragan- GMAC Mortgage The New Hire Process A successful New Hire On-boarding
The Six Levels of Questioning Level 1 Knowledge Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. who what why when where which omit choose find how
Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing
USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V 1. October 009 ITIL is a Registered Trade Mark of the Office of Government Commerce in the United Kingdom and other countries APMG
A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments What are some implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National
Socratic Dialogue Activity Taxonomy A classification system Based on scientific theory and/or empirical data Typically hierarchical Bloom s Taxonomy A method for categorizing educational knowledge A structure
A GUIDE TO DEVELOPING COGNITIVE LEARNING OBJECTIVES Jolly T. Holden, Ed.D Table of Contents Introduction... 3 Classification of Learning Objectives... 3 General or overall objective... 3 Specific objective...
A Faculty & Staff Guide to Creating Learning Outcomes This publication has been designed to encourage faculty and staff to create and use measurable learning outcomes in and outside of the classroom. While
white paper The Dokeos project management guide Dokeos, 2007. All rights reserved. 10/05/2007 1 I. Introduction This guide is the result of a series of meetings with companies HR management teams and training
A Helpful Guide to Developing your Portfolio Learning Introduction There are many steps to developing the portfolio. By the time you are working on the actual statements that demonstrate your learning,
Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...
Los Angeles Community College District COURSE OUTLINE (Replaces PNCR and Course Outline) Section I: BASIC COURSE INFORMATION OUTLINE STATUS: 1. COLLEGE: 2. SUBJECT (DISCIPLINE) NAME 1 ): (40 characters,
OBJECTIVES A. Compliance and Consumer Protection A1 Recognize the impact of regulation and legislation on the mortgage industry A1.1 Recognize requirements related to financial reporting and other reporting
Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge
Industrial Engineering Definition of Tuning Tuning is a faculty-led pilot project designed to define what students must know, understand, and be able to demonstrate after completing a degree in a specific
Bloom s Taxonomy And Its Use in Game Design Background In 1956 Benjamin Bloom developed his taxonomy of Educational Objectives - an educational psychologist at University of Chicago He proposed learning
Developing Data Workshops BDK 31-01 Best practices for engaging audiences and using the BDK resources Jackie Wirz, PhD Oregon Health & Science University BD2K Open Educational Resources Oregon Health &
Core Competencies for Public Health Practice Lessons Learned (USA) Joan P. Cioffi, Ph.D. Member, Council on Linkages Between Academia and Public Health Practice Core Competency Workgroups 2001 and 2009
Competency-based Approach to support Learning Objectives in Learning, Education and Training Christian Saul, Peter Hofmann, Martina Lucht, Peter Pharow Data Representation and Interfaces Fraunhofer IDMT
Bloom s Taxonomy: A New Look at an Old Standby Traditional Hierarchy of Thinking Processes In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive Domain, and his sixlevel description
Writing Measurable Learning Outcomes Sandi Osters, Director of Student Life Studies F. Simone Tiu, Assistant Director for Institutional Effectiveness 3 rd Annual Texas A&M Assessment Conference You got
Teaching Critical Thinking Skills to English for Academic Purposes Students Agenda 1. What is critical thinking? 2. Critical thinking and culture 3. Critical thinking tasks, Bloom s Taxonomy 4. Structuring
Assessment and Learning Partnerships Short Course for School Leaders Using Data for Decision-Making Unit 2 Data is essential in monitoring the learning progress a student is making. It is integral in identifying
COURSE COMPETENCY GUIDELINES GUIDELINES FOR DEVELOPING COMPETENCIES Format: 1. Begin with a present tense action verb. (Example: Convert picas to points and inches.) 2. Each action verb requires an object.
ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS I. WHAT IS ASSESSMENT? Assessment is the systematic collection, review and use of information about educational
TABLE OF SPECIFICATION DEVELOPMENT AND USAGE: AN OVERVIEW Dr Aijaz Ahmed Federal Urdu University Aziz-un-Nisa University of Karachi Dr Tayyaba Zarif Newports Institute of Communications and Economics Abstract
How to Write Learning Outcomes This document is a work in progress. As faculty utilize these guidelines, they will make suggestions for improvement. Changes will follow. What are learning outcomes? Learning
Florida Association of Teacher Educators Journal Volume 1 Number 4 2004 1-10 http://www.fate1.org/journals/2004/almerico1.pdf Bloom s Taxonomy Illustrative Verbs: Developing a Comprehensive List for Educator
1. What documentation is needed to complete a CNE CE Application? a. Application b. Payment page c. Commercial support agreement (if needed) d. Sponsorship agreement (if needed) e. Joint- Provider agreement
Bloom s Taxonomy How will it impact in your classroom? Eileen Herteis The Gwenna Moss Teaching & Learning Centre What is Bloom s Taxonomy? A theory to identify cognitive levels (Levels of thinking) Represents
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE LIFECYCLE CONTINUAL SERVICE IMPROVEMENT CERTIFICATE SYLLABUS Page 2 of 18 Document owner The Official ITIL Accreditor Contents CONTINUAL
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE CAPABILITY SERVICE OFFERINGS AND AGREEMENTS CERTIFICATE SYLLABUS Page 2 of 23 Document owner The Official ITIL Accreditor Contents SERVICE
Designing and Teaching a Course with a Critical Thinking Focus Centre for Excellence in Teaching and Learning (CETL) Lunch and Learn Seminar Facilitator: Dr Mervin E. Chisholm Manager/Coordinator, CETL
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE CAPABILITY PLANNING, PROTECTION AND OPTIMIZATION CERTIFICATE SYLLABUS The Swirl logo is a trade mark of the Cabinet Office ITIL is a
Learning Domains or Bloom's Taxonomy The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE CAPABILITY OPERATIONAL SUPPORT AND ANALYSIS CERTIFICATE SYLLABUS Page 2 of 21 Document owner The Official ITIL Accreditor Contents OPERATIONAL
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE LIFECYCLE SERVICE OPERATION CERTIFICATE SYLLABUS Document owner The Official ITIL Accreditor Page 2 of 18 Contents SERVICE OPERATION
Bloom's Taxonomy of Educational Objectives The development and use of instructional objectives is discussed in detail in chapter 15. At the present time it is sufficient to state that instructional objectives
Degree- Level Expectations and Course Learning Outcomes Introduction to DLEs Degree-Level Expectations (DLEs) are a threshold framework for the expression of the intellectual and creative development of
Eleventh LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI 2013) Innovation in Engineering, Technology and Education for Competitiveness and Prosperity August 14-16,
Writing Effective Learning Goals and Objectives Office of Medical Education Creighton University School of Medicine Last Updated July 2015 Session objectives After completing this session the learner should
1 Defining Student Outcomes Dr. Gloria Rogers, Managing Director, Professional Services We will begin promptly at 2:00 EST 2 Welcome to Defining Student Outcomes Gloria Rogers, ABET, 1 Task- Oriented Question
Document Control Information Document Details Document Name Purpose of Document Document Version Number 5.4 Document Status Document Owner Prepared By The ITIL Intermediate Qualification Release Control
Learning Objectives for Master's theses at DTU Management Engineering Notes of inspiration to Master's students who have just started working on their Master's thesis, as prepared for the Study Board at
Tool 4.1 Relationship between training outcomes and training components Purpose Use this tool to demonstrate the impact of coaching on teachers practices. 4.2 Coaching interactions Gain an understanding
PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE LIFECYCLE SERVICE DESIGN CERTIFICATE SYLLABUS Page 2 of 18 Contents SERVICE DESIGN CERTIFICATE 4 Target Candidate 4 Prerequisite Entry
A Guide for Using Webb s Depth of Knowledge with Common Core State Standards by Karin Hess, Ed.D. 1 This guide consolidates numerous tools educators use to implement Webb s Depth of Knowledge for curriculum
Bloom s Taxonomy Levels for Three Software Engineer Profiles P. Bourque L. Buglione A. Abran A. April email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org Abstract
COMMENTARY For Architectural Engineering Programs Draft of September 2010 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this document
Your consent to our cookies if you continue to use this website.