Curriculum Mapping (ABET & other Professional Accredited Programs)

Transcription

1 Curriculum Mapping (ABET & other Professional Accredited Programs) USLG Alignment with Degree Program Required Courses for Assessment Presented By John Irwin, EdD University Assessment Council Fall 2015

2 ABET ETAC Criteria 3: Student Outcomes SO1 a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities; SO2 b. an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies; SO3 c. an ability to conduct standard tests and measurements; to conduct, analyze, and interpret eperiments; and to apply eperimental results to improve processes; SO4 d. an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives; SO5 e. an ability to function effectively as a member or leader on a technical team; SO6 f. an ability to identify, analyze, and solve broadly-defined engineering technology problems; SO7 g. an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; SO8 h. an understanding of the need for and an ability to engage in self-directed continuing professional development; SO9 i. an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity; SO10j. a knowledge of the impact of engineering technology solutions in a societal and global contet; and SO11k. a commitment to quality, timeliness, and continuous improvement. Program Criteria for Mechanical Engineering Technology and Similarly Named Programs (Lead Society: ASME) SO12demonstrate an applied basis in engineering mechanics/sciences; SO13 technical epertise having added technical depth in areas chosen from: materials, applied mechanics, computer-aided drafting/design, manufacturing, eperimental techniques/procedure, analysis of engineering data, machine/mechanical design/analysis, conventional or alternative energy system design/analysis, power generation, fluid power, thermal/fluid system design/analysis, plant operation, maintenance, technical sales, instrumentation/control systems, and heating, ventilation, and air conditioning (HVAC) among others; and SO14apply specific program principles to the analysis, design, development, implementation, or oversight of more advanced mechanical systems or processes.

3 University Student Learning Goals 1. Disciplinary knowledge Students demonstrate a depth of knowledge in one area/ discipline, as well as a breadth of knowledge that (1) enables adaptability and fleibility as knowledge grows and changes, and (2) recognizes linkages/complementarily to other areas/disciplines. 2. Knowledge of the physical and natural world Students demonstrate knowledge of the physical and natural world. This is accomplished by studying science and mathematics. 3. Global literacy and knowledge of human culture Students demonstrate knowledge of human cultures and will be able to interact in meaningful ways with people from other cultures. This will be accomplished by acquisition of global knowledge and competencies through the study of social sciences, arts and humanities. 4. Critical and creative thinking Students will be able to think critically and creatively, as demonstrated by their broad, adaptable and versatile use of reasoning, logic, and evidence to access and evaluate information and solve comple problems both independently and in groups. 5. Communication Students will be able to communicate effectively, orally, in writing and in new media, to a wide variety of audiences. 6. Information literacy Students will be able to identify the need for information, procure and evaluate information, and subsequently revise their strategy for obtaining information. Students will access and apply information in an ethical and legal manner. 7. Technology Students will demonstrate knowledge of technology and its implications in society, and be able to design and/or use technology for creative activities or innovative solutions to problems. 8. Social Responsibility and Ethical Reasoning Students will be able to identify and address conflicting ethical values and develop a sense of responsibility for the broad impacts of individual actions and social institutions. They will understand their role as citizens and their responsibility to work with others in promoting quality of life and a sustainable society..

4 Curriculum Map USLG & Program Learning Goals Matri Program Learning Goals & Courses Matri Courses & USLG (Curriculum Map)

5 Program Learning Goals Disciplinary Knowledge Physical & Natural World Global Literacy University Student Learning Goals Critical/Creative Thinking Communication Information Literacy Learning Goals & USLG Relationship Matri Technology Mastery of knowledge Apply STEM knowledge Eperimental Skills Design Systems, components, Teamwork Technical Problem Solving Graphical, oral & written Comm. Continuous Prof Development Social Responsibility and Ethical Reasoning Ethics and diversity Societal & Global Issues Continuous Improvement Eng Mechanics and Sciences applications Technical Epertise

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7 MET 4460 X

8 Curriculum Map Eample Goal 6: Info Literacy MET 1020 MET 4210 MET 4460 MET 4670 Insert Level of student engagement here: I = Introduced R = Reinforced D = Demonstrated

9 Assessment Map Eample MET 4460 I Lit Review R D Faculty sample students in course by rating Lit Review using Goal 6 Rubric 90% of students perform at the level 3 or above on the rubric (Criterion) (Target)

10 Helpful Resources Curriculum Mapping for USLGs.pdf Curriculum Mapping_4 tables.pdf Curriculum Mapping_NILOA.pdf Developing and Using a Curriculum Map for Assessment.ppt

11 Questions? John L. Irwin Professor, School of Technology Program Chair, Mechanical Engineering Technology Adjunct Professor, Cognitive and Learning Sciences Jean DeClerck Instructional Designer and Assessment Specialist EERC 327 Library 219