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Mapping Learning Outcomes Across Biological and Agricultural Engineering Concentrations Within the Curriculum

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Biological & Agricultural Division Technical Session 1

Tagged Division

Biological and Agricultural Engineering

Page Count

12

Permanent URL

https://peer.asee.org/30790

Download Count

53

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Paper Authors

biography

Janie M. Moore Texas A&M University

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Dr. Janie McClurkin Moore is an Assistant Professor in the Biological and Agricultural Engineering Department at Texas A&M University in College Station. A native of Columbus, Ohio, she attended North Carolina A&T State University where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Biological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) mycotoxin risk assessment and treatment in stored grains and 2) innovate instructional strategies for Biological and Agricultural Engineering students.

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Abstract

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.

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. https://peer.asee.org/30790

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