Moore, J. M. (2018, June), Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30790

\bibitem{asee_peer_30790}
  Moore, J. M. (2018, June), \emph{Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30790

Janie M. Moore.  "Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30790 Internet.  23 Apr, 2024

\bibitem{asee_peer_30790}
  Janie M. Moore.
  "Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30790 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_30790
author = "Janie M. Moore"
title = "Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30790}
number = {10.18260/1-2--30790}
}

TY  - CPAPER
AB  - Biological and Agricultural Engineers (BAE) possess knowledge, skills and abilities which allow them to work in many technical sectors. Oftentimes, due to their depth of knowledge, they must distinguish themselves from other engineering disciplines. BAE undergraduate curriculums provide students with an opportunity to specialize their learning in specific concentrations such as water/soil/air conservation, agricultural systems, bioenergy, food processing and electrical systems, to name a few. In an effort to identify distinguishing characteristics of a BAE, learning outcomes were mapped to specific concentrations and specific knowledge areas for the BAE curriculum at Texas A&M University. Learning outcomes have been viewed as the standard for measuring the knowledge a student has obtained. Mapping of these learning outcomes could function as indicators of student’s skills and abilities to perform in careers focused on their concentration. A qualitative approach was used to analyze the learning outcomes of eight concentrations within BAE, across over 35 specific knowledge areas. Results to date indicate that, although specific knowledge areas overlap across concentrations, the learning outcomes associated with those areas are not always viewed as essential for the overlapping concentrations. Continued exploration into this work will provide insight into the interactions between BAE concentrations and learning outcomes. It is anticipated that through the course of this work the number of learning outcomes, concentrations and/or knowledge areas will be reduced by combining common themes. The results from this mapping are the first steps in identifying gaps in knowledge and technical expertise areas students possess before entering their careers.  In the future, these results will be combined with mapping of other outcomes and perceptions to inform the development of learning modules specific for training of biological and agricultural engineers going into industry and extension careers. 
AU  - Janie M. Moore
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum
UR  - https://peer.asee.org/30790
DO  - 10.18260/1-2--30790
ER  -