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Unrealized Potential: Course Outcomes and Student Learning

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Novel Methods of Construction Education

Tagged Division

Construction

Page Count

8

Page Numbers

23.1286.1 - 23.1286.8

Permanent URL

https://peer.asee.org/22671

Download Count

20

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Paper Authors

biography

Kimberly Grau Talley P.E. Texas State University - San Marcos Orcid 16x16 orcid.org/0000-0002-6235-0706

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Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology at Texas State University - San Marcos and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in active learning and project based learning in engineering and technology education. Contact: kgt5@txstate.edu

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Abstract

Unrealized Potential: Course Outcomes and Student Learning  Do you recall those course-level student learning outcomes on your syllabus? Ones that wereargued over in some curriculum planning meeting long ago when they were developed to satisfyan accreditation agency. You know, those outcomes that students rate at the end of the semesteras to how well they agree that they learned various things in class. When you read through yourcourse outcomes you may nod in agreement, “Yes, yes. These are all things my students shouldtake away from my class.” But what are they doing for you? When they see the outcomes in theend-of-course evaluation time, do your students even remember that you told them the outcomeson the first day of class? By having them on the syllabus have you helped focus your teaching orthe students’ learning? This paper explains the author’s experiment in implementing daily(lecture-level) outcomes as a way to make the course outcomes serve the student’s better andimprove student learning.In the “Construction Estimating” course at _______ University the author implemented the useof daily lecture outcomes and their assessment in an effort to increase student learning. Thedaily outcomes were intended to both help focus lectures for the author and to show the studentsthat they were indeed learning something every time they attended class. Further, the dailyoutcomes were grouped by which course-level learning outcome they supported. These course-level learning outcomes support the ACCE accreditation of this program by demonstratingstudent learning in specific areas of the program. As a part of the continuous monitoring andassessment of the major courses for accreditation, the students rate how well they agree with thecourse-level learning outcomes at the conclusion of each semester. These end-of-semesterevaluations were then compared between the semester the daily outcomes were implemented andprevious semester’s historic average. This system of daily outcomes helps the students tobecome aware of what they are learning each lecture.  

Talley, K. G. (2013, June), Unrealized Potential: Course Outcomes and Student Learning Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22671

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