June 15, 2019
June 15, 2019
October 19, 2019
The Rose-Hulman Institute of Technology Department of Civil and Environmental Engineering identified the coming release of ASCE BOK3 and the new ABET 1-7 student outcomes as an opportunity to review and revise their program learning outcomes. The program concluded it would be most effective to foster adoption of new outcomes during the 2018-19 academic year, to be followed immediately thereafter by curricular revision to address the new outcomes. All of the faculty members took part in the process, with teams of faculty taking leadership of four to six BOK3 outcomes, identifying their fit with ABET 1-7 and civil engineering-specific program criteria, comparing with institute student outcomes, and ultimately recommending department adoption of outcomes synchronized with BOK3, ABET and the institute requirements. This paper shares the process followed by the department, including our discussions about prioritizing student learning, trust in each other that we could evolve to an effective final outcome, and how we agreed in advance to manage unexpected discoveries or challenges during the process. As a part of this, we formulated and followed a specific process for adoption of BOK3 learning outcomes. During that process, some affective learning outcomes were judged highly appropriate for the specific outcome and thus adopted. The paper deals only with development of the outcomes and a philosophy about creation of criteria for assessing student work, but does not address actual curricular change. Some significant challenges have been encountered in the process, including differences between BOK3, ABET and the institute in outcome wording, level of attainment, and scope of learning, but we were able to account for the differences by prioritizing student learning first while retaining consistency with ABET requirements.
Adoption of the new outcomes is a first stage for planning curricular change during the 2019-20 academic year, when we anticipate the new outcomes to be in effect. We are confident the adopted outcomes, as well as the steps being taken to explore additional affective outcomes, have the potential to significantly improve student learning in our program. We conclude with recommendations for other programs to adopt processes appropriate to their own setting, needs, and goals in order to foster effective changes in their own programs.
Sutterer, K. G., & Aidoo, J., & Hanson, J. H., & Kershaw, K., & Lovell, M. D., & Marincel Payne, M. K., & Mueller, J., & Robinson, M. A. (2019, June), A Collaborative Process Leading to Adoption of ASCE BOK3 Consistent with ABET Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31944
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