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Session 2648

Teaching to Design, Build, and Test in Senior Projects: Learning Outcomes in the Cognitive, Affective and Psychomotor Domains

Hamid Khan

Master of Technology Program Northern Kentucky University Highland Heights, KY 41099 khanh@nku.edu

Abstract: ABET Criterion I.C.2.b: “Technical Design Courses ---- These are courses in practice-oriented standard design applied to work in the field, such as construction, in which students acquire experience in carrying out established design procedures in their own areas of specialization. The key to this type of technical design lies in the fact that the courses would follow established design concepts developed by engineering and that there would be prime emphasis on standard design procedures and practices. Many of these design methods have already been included in handbooks or standard computer methods for various branches of engineering. These courses would require an understanding of the application of mathematics and science, for example, to such activities as [HVAC] air conditioning systems design, duct design, piping design, amplifier design, computer component and circuit design, plant layout, materials handling operations, and/or civil engineering technology applications such as road design.”

Program evaluation in Engineering Technology has just ceased to be input driven. It is outcomes driven now through the ABET program evaluation criteria. Most program evaluations, however, are done with hazy and broad “outcomes statements” as “after completing this class I have acquired the necessary skills and knowledge of appropriate methods, procedures, and techniques.” This paper will address the “broad outcomes level statements” like above, to crisp learning outcomes at the activity level, e.g. “By the use of project, I have applied theory to practice.” These activity level outcomes can be measured. The changed behavior of the student, due to educational intervention and experience at the activity level will affect the behavior in cognitive, affective and psychomotor domains. Senior level research-project planning and control activities will bring about this change. These changes will be reported in perceived quality criteria that will be extracted into the design of questionnaire for the purpose of gathering such evidence.

Introduction

ABET’s accreditation reform effort designed to foster effective program evaluation uses a set of criteria. This method allows programs to be flexible to many stakeholder needs. It

Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition Copyright © 2002. American Society for Engineering Education

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Khan, H. (2002, June), Teaching To Design, Build, And Test In Senior Projects: Learning Outcomes In The Cognitive, Affective And Psychomotor Domains Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10342