Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ914997 - On the Design of Learning Outcomes for the Undergraduate Engineer's Final Year Project

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ914997
Title:	On the Design of Learning Outcomes for the Undergraduate Engineer's Final Year Project
Authors:	Thambyah, Ashvin
Descriptors:	Engineering Education; Criticism; Classification; Engineering; Cognitive Processes; Outcomes of Education; Higher Education; Undergraduate Study; Undergraduate Students; Evaluation; Scoring Rubrics; Foreign Countries; Accreditation (Institutions); Research Projects
Source:	European Journal of Engineering Education, v36 n1 p35-46 Mar 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-03-00
Pages:	12
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and Krathwohl (2001) is utilised, as suggested previously by Lee and Lai (2007), to design new learning outcomes for the final year project course in engineering education. Based on the expectations of the engineering graduate, and integrating these graduate expectations into the six cognitive processes and four knowledge dimensions of the taxonomy table, 24 learning outcomes have been designed. It is proposed that these 24 learning outcomes be utilised as a suitable working template to inspire more critical evaluation of what is expected to be learnt by engineering students undertaking final year research or capstone projects. (Contains 2 tables and 1 figure.)
Abstractor:	As Provided
Reference Count:	14

Note:	N/A
Identifiers:	New Zealand
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0304-3797
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/03043797.2010.528559

Back to Search Results