1 / 17

Enhancing Your Courses with Student Learning Outcomes

Enhancing Your Courses with Student Learning Outcomes. Salom ón Dávila Engineering and Technology Division. Objectives. Identify the process for which student learning outcomes are derived for a course using the Engineering Design Process.

wheatley
Download Presentation

Enhancing Your Courses with Student Learning Outcomes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Enhancing Your Courses with Student Learning Outcomes Salomón Dávila Engineering and Technology Division

  2. Objectives • Identify the process for which student learning outcomes are derived for a course using the Engineering Design Process. • Describe the differences between a program objective and course outcome (SLO), and an assignment. • Identify the differences in assessments for a program objective and course outcome (SLO), and an assignment.

  3. What is Engineering? • Problem Solving? • You are looking for a healthier diet and you decide that adding more fruit into your diet will do the trick. You drive to the grocery store and buy some apples. You see that a pound costs $1.25 and you pick eight for a total of 2 pounds. What is your total cost? • Problem Solving with Constraints? • You look into your budget and decide that you cannot spend no more than $2.00 more in your groceries for fruit. If an apple weighs approximately 4 ounces how many apples can you buy?

  4. What is Engineering? • Problem Solving with Constraints and Optimization? • Since the original problem was to get healthier you decide to ride your bike to the weekly farmer’s market allowing you to save an additional $1.00 of gas and buying apples for .75 cents per pound. • Problem Solving with Constraints and Optimization in a Process? • You use your bike, thus saving gas and allowing you to buy more fruit for your diet. You try different fruits each month and chart your weight and pulse rate weekly. This creates a health factor per unit cost. In other words, which fruit had you lose (or maintain) your weight or lower you pulse rate (or maintain) better for the amount of money spent?

  5. Evaluation: Judging the value of results to reach a conclusion Synthesis: Combining information and developing an idea. Analysis: Identifying relevant facts to make comparisons. Application: Using facts to solve problems. Comprehension: Interpreting information and changing it from one form to another to make predictions. Knowledge: Remembering factual material. What is Engineering?

  6. How do you know you solved it? What information do you have? Solution How does it solve the problem? How well does it solve the problem? Final Solution What is Engineering? Trends Innovations Why does it exist? Problem Criteria Analysis Engineering Design

  7. What is Engineering?

  8. Definitions • Program Objectives: • Skills that individuals retain after they leave a course of study. Time frame can be in years. Primarily assessed through employer and alumni surveys. • Course Outcomes (SLO): • Skills demonstrated by individuals at the end of a course of study and evaluated though various assessments. • Outline: • A listing of topics in chronological order used in potential assignments and supporting SLOs. (List everything!) • Assignments • Daily or weekly skills demonstrated by individuals. Such skills are focused and in support of SLOs. Usually build upon each other.

  9. Problems • Following traditional teaching techniques in drafting (drawing, drawing and more drawing) and never reaching program objectives of spatial visualization and sketching graphical solutions. (Only reaching Analysis on Bloom’s Taxonomy) • Underestimating work required for certain areas of study resulting in students taking longer than anticipated time for assignment completion. • Presentation of course material separate from its contextual use • Multiple sections in the same time and relying mostly on demonstrations and lectures for material presentation. Scenario resulted in students having idle time during a class.

  10. Program Objectives • Development of spatial visualization for the interpretation of engineering drawings. • Analyzing an object and deciding the appropriate views needed for full geometric depiction. • Utilizing appropriate building codes for graphics generation. • Decomposition of an object to its basic primitive shapes for proper 3D modeling.

  11. Course Outcomes • Interpret engineering drawings using fundamental technical mathematics. • Construct basic and intermediate geometry using computer-aided design techniques. • Identify construction processes used to produce structures. • Develop parametric relationships using geometric and dimensional conditions.

  12. Outline • TECHNICAL GRAPHICS • Line Conventions • View Selection • View of Edges and Planes • Holes • Curves (isometric & ortho) • Standards in Communication • ENGINEERING DRAWINGS • Orthographic Drawings • Dimensions • Section Views • Auxiliary Views • Working Drawings • THREE-DIMENSIONAL COMPUTER-AIDED DESIGN • Parametrics • Features • Drawings • Concurrent Engineering • SKETCHING • Visual Communication • Sketching • Lettering • TECHNICAL MATHEMATICS • Geometric Definitions • units • coordinate systems • elements • properties • Fractions • Constructions • Triangle problems • TWO-DIMENSIONAL COMPUTER-AIDED DESIGN • Interface • Coordinate Input • Objects • Snaps • Object Manipulation • Organization • VISUALIZATION • Features • Image Planes • PROJECTION THEORY • Line of Sight • Plane of Projection • Third Angle vs First Angle

  13. Syllabus Entry Develop descriptions of assignments from course objectives and outline Develop class objectives from course objectives

  14. Syllabus Entry Develop descriptions of assignments from course objectives and outline Develop class objectives from course objectives

  15. Assignments • Provide written assignment sheet (lab) with clear introduction why the material they are about to cover is important and the objective of the assignment (taken from syllabus) • Provide support to achieve the assignment through lecture, group work, writing and answering questions. This is included in the assignment and integrated into grade. • Innovate for dissemination of material through movie files and web sites.

  16. Finally • Assess students through final project where they demonstrate the course objectives (SLOs) by engaging their developed skills. Project is presented to the class. • Evaluate the assignments, final project and the students work for fine tuning.

  17. Final Thought “I have never let my schooling interfere with my education.” -Mark Twain (1835-1910)

More Related