Asee peer logo

Teaching To Design, Build, And Test In Senior Projects: Learning Outcomes In The Cognitive, Affective And Psychomotor Domains

Download Paper |


2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

ET Capstone Courses

Page Count


Page Numbers

7.1107.1 - 7.1107.20



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Hamid Khan

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu

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

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.


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

Main Menu

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015