Benson, D. B. (2012, June), Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21917

\bibitem{asee_peer_21917}
  Benson, D. B. (2012, June), \emph{Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21917

David B. Benson.  "Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21917 Internet.  12 Dec, 2024

\bibitem{asee_peer_21917}
  David B. Benson.
  "Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21917 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_21917
author = "David B. Benson"
title = "Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21917}
number = {10.18260/1-2--21917}
}

TY  - CPAPER
AB  -               Skill and Content Trajectory Mapping in a Mechanical                          Engineering Program of StudyAbstractIn engineering education there are a number of central concepts and skills that form threadswhich connect one content area to another within a discipline. These threads form the core of anengineering education and are the scaffold upon which all future knowledge is built. Anincomplete understanding in any of one of these concepts at an early stage in a student’seducation can lead to a cascade of failures or difficulties that resonate throughout their academiccareer. Although a program of study for a given discipline is designed so that students entering agiven class have successfully completed all of the pre-requisite course material to attempt theclass, student recall as well as student exposure to prior content can vary.Current research has identified and mapped a number of central content and skill trajectories thatare present in engineering education, focusing primarily on science and math content/skillsessential to Mechanical Engineering. These content and skill areas have been assessed using atrajectory taxonomy to map and assess the intersection of the material with a program of studyfor a Mechanical Engineering program. Assessment of the trajectory is accomplished throughan evaluation of the textbooks associated with each course and accounts for degree to which thesubject relies on the pre-requisite knowledge and the level of re-instruction included within thetext. This map of the content and skill trajectories permits the evaluation of a program ofstudy/curriculum to identify critical points for the addition of remedial efforts and forinstructional emphasis. It also provides a framework for assessing student capability and growthin these core content and skill areas and, from a larger vantage point, provides tools forexamining curricular coherence.
AU  - David B. Benson
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Skill and Content Trajectory Mapping in a Mechanical Engineering Program of Study
UR  - https://peer.asee.org/21917
DO  - 10.18260/1-2--21917
ER  -