June 24, 2017
June 24, 2017
June 28, 2017
Developing integrated standards for systematic civil engineering course design
The goal of the design process for the engineering program at XXX University was to ensure that every student receives integrated, coherent learning experiences that contribute to their personal, academic, and professional learning and development. The design team includes the Head of School, Course Director, academic staff, and educational designers. Engineering degrees are subject to a range of different quality assurance frameworks, which while often similar in their overall intent, can manifest quite differently. Some have requirements for the structure or content of the program; others have mandated expectations from the graduates.
At XXX University, this means meeting several different criteria before graduation: the Graduate Learning Outcomes (standards for the university), the <National> Qualifications Framework Criteria (standards for the level of the degree), and the XXX competencies (accreditation standards for the professional engineer). In addition to meeting these required standards for graduating as a professional engineer, the XXX degree also pushes its students towards the competencies for <Professional> status; this adds an additional standard to be incorporated into the curriculum design and supported by the program while not explicitly needing to be completely satisfied by any of the graduating students. Further, the program offers exit awards for students seeking to leave the program early after meeting key intermediate milestones. These exit awards must also meet their respective standards, and the early subjects in the degree must ensure that this occurs.
This paper outlines the process of developing integrated standards to incorporate all of these, as well as the mapping of the integrated standards to each of the individual requirements. Whilst the multiple requirements are mostly aligned, the goal of the integrated standards is to inherently satisfy each of the separate requirements in the process of meeting the integrated standards. The integrated standards become the course learning outcomes and provide a framework for the course design that ensures student engineers automatically meet all criteria in the normal process of meeting degree requirements.
Morgan, J., & Lindsay, E., & Roberts, P. (2017, June), Board # 27 : Developing Integrated Standards for Systematic Civil Engineering Course Design Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27818
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