Johnson, M., & Wang, J. (2012, June), A Method for Assessing Required Course-related Skills and Prerequisite Structure  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20825

\bibitem{asee_peer_20825}
  Johnson, M., \& Wang, J. (2012, June), \emph{A Method for Assessing Required Course-related Skills and Prerequisite Structure}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20825

Michael Johnson and Jyhwen Wang.  "A Method for Assessing Required Course-related Skills and Prerequisite Structure".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/20825 Internet.  29 Jun, 2024

\bibitem{asee_peer_20825}
  Michael Johnson and Jyhwen Wang.
  "A Method for Assessing Required Course-related Skills and Prerequisite Structure".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/20825 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_20825
author = "Michael Johnson and Jyhwen Wang"
title = "A Method for Assessing Required Course-related Skills and Prerequisite Structure"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20825}
number = {10.18260/1-2--20825}
}

TY  - CPAPER
AB  -    A Method for Assessing Required Course-Related Skills and Prerequisite                                StructureThe curricula in engineering and engineering technology programs should be dynamic with agoal of constant improvement and refinement. Unfortunately, this is often not the case; coursesare developed, altered, and expanded in a piecemeal manner. Rarely is there a holistic top downexamination of desired input and output skills for individual courses and a discussionsurrounding course organization. Namely, as time progresses many programs end up withcourses that developed not a developed curriculum. As part of a strategic planning exercise at acombined Manufacturing and Mechanical Engineering Technology Program, a team was taskedwith examining the curriculum to determine if its organization and coverage were appropriate.The first step in this process involves the solicitation of a set of skills that faculty desire fromincoming students; faculty are also asked to provide a set of skills they hope students will acquirein their course. The entire list of skills is then clarified with duplicates eliminated. The list is thengiven to faculty and members of the program’s industrial advisory committee (IAC) to determineif any skills are obsolete or missing from the list. This refined list serves as a basis for discussionregarding the addition or elimination of certain skills and their place in the curriculum. Finally,the courses incorporating the refined skill inputs and outputs associated with them are placed in adesign structure matrix to help determine prerequisite structure and identify any courses withcyclic dependencies.This work will present general findings from this set of exercises and discuss relevant feedbackfrom both faculty and IAC members. A comparison between the original curriculum and aproposed altered curriculum will also be presented. 
AU  - Michael Johnson
AU  - Jyhwen Wang
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - A Method for Assessing Required Course-related Skills and Prerequisite Structure
UR  - https://peer.asee.org/20825
DO  - 10.18260/1-2--20825
ER  -