کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
178574 459304 2009 8 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Making programme learning outcomes explicit for students of process and chemical engineering
موضوعات مرتبط
مهندسی و علوم پایه مهندسی شیمی مهندسی شیمی (عمومی)
پیش نمایش صفحه اول مقاله
Making programme learning outcomes explicit for students of process and chemical engineering
چکیده انگلیسی

There is a global shift in education from solely content-driven teaching to teaching that takes learning outcomes into account. This movement underpins much of the educational reform in the area of engineering education. Programme learning outcomes for degrees in engineering education are more commonplace as more and more professional accrediting bodies require fulfillment or compliance with prescribed learning outcomes. However, the students may not be presented with these learning outcomes as they are often “hidden” in documentation submitted by institutions for accreditation purposes and hence may not be divulged to students. Undergraduate students (2006–2008) taking the BE degree programme in Process & Chemical Engineering at UCC were first surveyed to assess their level of knowledge of the learning outcomes concept and of the degree programme learning outcomes. The contents of two documents used in applications for accreditation by professional accreditation bodies as well as professional Institution guidelines were reviewed to formulate the degree programme learning outcomes which were presented to the students. These students were then surveyed after the presentation. The results of the questionnaire completed by students demonstrated a major improvement in their knowledge of both the concept of learning outcomes and also of the degree programme learning outcomes. It also showed that the students found the session to be of overall beneficial value.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Education for Chemical Engineers - Volume 4, Issue 2, July 2009, Pages 21–28
نویسندگان
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