June 23, 2013
June 23, 2013
June 26, 2013
23.223.1 - 23.223.13
Assessment of a New Approach to Implement Life-Long Learning into Civil and Environmental Engineering CoursesAbstractXXXX College of Engineering (XXX) and XXX University have recently modified theirProgram Outcomes to meet the ABET (formerlyAccreditation Board for Engineering andTechnology) outcome of life-long learning (LLL). XXX engineering faculty have routinelyprovided in-class, interdisciplinary activities to promote course student learning. However, noclear guidelines are available on how to truly integrate student understanding and engagement ofLLL into the curriculum and to then assess it effectively. In order to accomplish and assess thisgoal, two courses were restructured at XXX in order to introduce and integrate the concept oflife-long learning into the classroom. These courses were redesigned in order to incorporate life-long learning activities with a renewable energy, “green” engineering theme. Activities includedresearch of innovative technologies/applications, selection and evaluation of specific greentechnologies for regional application, and the development of marketing strategies for theselected green technology application. These activities and associated objectives were specific toeach course. Recently, a faculty at XXX University has also adapted this newly designedapproach. This paper provides an overview of the overall philosophy, content, and evaluation ofassessment results obtained by faculty at both Universities. The students were assessed on theirability to review and choose appropriate scholarly research publications as well as their ability toself-direct and advance their critical thinking ability. An evaluation rubric was prepared andsurveys were administered throughout the semester to evaluate life-long learning skilldevelopment. Both schools used 3 years of post-graduation data to assess this new requirement.Results from student surveys, faculty assessment and evaluations of student reports wereanalyzed, and a statistical analysis was conducted. Assessment results showed a significantimprovement in student LLL skill development. Results indicate that this newly developedapproach is an effective tool to assess student learning and can be adapted by other UniversityEngineering programs. Recommendations and guidelines on incorporating this approach acrossthe curriculum are provided.
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