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Small Teaching via Bloom’s

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Curriculum Development in Technological Literacy

Tagged Division

Technological and Engineering Literacy/Philosophy of Engineering

Tagged Topic

Diversity

Page Count

9

DOI

10.18260/1-2--35193

Permanent URL

https://peer.asee.org/35193

Download Count

56

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Paper Authors

biography

Marjan Eggermont University of Calgary

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Dr. Marjan Eggermont is a Teaching Professor and faculty member at the University of Calgary in the Mechanical and Manufacturing department of the Schulich School of Engineering, University of Calgary.
She co-founded and designs ZQ, an online journal to provide a platform to showcase the nexus of science and design using case studies, news, and articles.
As an instructor, she was one of the recipients of The Allan Blizzard Award, a Canadian national teaching award for collaborative projects that improve student learning in 2004. In 2005, she was one of the recipients of the American Society of Mechanical Engineers Curriculum Innovation Award. She is a former board member of ASEE.

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Abstract

Engineering 481 is a typical Technology and Society course that most engineering programs offer that covers, as listed on abet.org: “the impact of engineering technology solutions in a societal and global context.” It is a course all students take and can therefore have large numbers: 180 students in Fall and 240 in Winter. The course has a large end of term deliverable but in order to maintain attendance in class (class was at 6:30 pm and 8 am respectively) a lecture deliverable was added in the form of ‘question chits’ based on the revised Bloom’s taxonomy which redefines the cognitive domain as the intersection of the cognitive process dimension and the knowledge dimension (see page 3 of the following pdf: http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf). In each class a question was asked that corresponded to one of the 24 options in the revised taxonomy. Each question used a verb that generally referred to an action associated with the intended cognitive process and a noun that generally described the knowledge students were expected to acquire or construct. This work-in-progress paper will discuss this experiment and provide examples of questions posed.

Eggermont, M. (2020, June), Small Teaching via Bloom’s Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35193

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