Teaching and Learning Activities Leading to Engineering Graduate Attribute Development

R. Paul, S. Hladik, R. Hugo (2016). Teaching and Learning Activities Leading to Engineering Graduate Attribute Development. 15.

2016 12th International CDIO Conference, Turku UAS, Finland

186_Paper_PDF.pdf

Engineering graduate attributes, as formulated through the Washington Accord, guide higher-education institutes worldwide in the development of their engineering curriculum. It is, however, challenging for instructors to know which methods are most effective in developing some of these attributes in their students. This can result in certain graduate attributes receiving isolated coverage in one engineering course, impacting the ability to achieve deep learning through scaffolding. This paper presents a literature survey summarizing methods reported in the literature for developing, assessing and quantifying development of engineering graduate attributes.

The first phase of the study was presented in during the 11th International CDIO Conference in Chengdu China and compared graduate attribute requirements by country. Graduate attribute guidelines from worldwide engineering regulating bodies were collected and analyzed. The results identified five themes of engineering graduate attributes split into 21 categories. The five themes included: knowledge base, professionalism, problem solving, diverse work setting, and design. The themes and categories identified in the Chengdu paper will be used as the starting point for this study.

This paper seeks to provide an understanding of how institutions develop, assess, and measure graduate attributes in undergraduate engineering students. A comprehensive literature study reviews ten years of data from engineering education journals and conference proceedings. Firstly, a summary will be provided of the teaching and learning activities used to develop each graduate attribute in students. Next, instruments that measure the effectiveness of these activities will also be summarized, including both assessment of student learning and evaluation of implementation. A frequency analysis of this data will provide an understanding of the most commonly used methods for developing, measuring, and assessing each attribute.

Lastly, teaching and learning activities which have been found to provide integrated learning experiences will be highlighted. Integrated learning experiences allow for the development of disciplinary knowledge in conjunction with the development of personal and interpersonal skills. CDIO Standard 7 emphasizes the importance of this; however it can be difficult to know how to effectively implement this in a course. Providing a summary of commonly used methods for integrated learning experiences and assessments associated with these methods will therefore be beneficial.

Engineering institutions can use the results from this study to identify the appropriate teaching and learning activities for the development of specific attributes. The summary of instruments for measurement and assessment will assist institutions in the process of continuous program improvement. Engineering graduate attributes with an insufficient number of associated teaching and learning activities and/or instruments reported in the literature will be highlighted as an area for future research.

Proceedings of the 12th International CDIO Conference, Turku, Finland, June 12-16 2016

Authors (New):

Robyn Paul

Stephanie Hladik

Ronald J Hugo

Pages:

Affiliations:

University of Calgary, Canada

Keywords:

learning outcomes

Graduate Attributes

accreditation

Assessment

CDIO Standard 2

CDIO Standard 3

CDIO Standard 7

CDIO Standard 11

Year:

2016

Reference:

Abdulwahed, M., Balid, W., Hasna, M. O., & Pokharel, S. (2013). Skills of engineers in knowledge based economies: A comprehensive literature review, and model development. IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013, 759–765:

Barakat, N., & Plouff, C. (2014). A model for on-line education of ABET-required professional aspects of engineering. IEEE Global Engineering Education Conference, EDUCON, (April), 507–514. :

Bevill, S., & Bevill, K. (2015). Smartphone-Based Measurement of Acceleration : Development of a Smart- phone Application for Use in an Engineering Dynamics Course. ASEE Annual Conference and Exposition, Conference Proceedings.:

Boeing. (1996). Desired Attributes of an Engineer. Retrieved from http://www.boeing.com.:

Borrego, M., & Bernhard, J. (2011). The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry. Journal of Engineering Education, 100(1), 14–47. :

Borrego, M., & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education:A comparison of eight change strategies.Journal of Engineering Education,103(2), 220–252:

Boyer, E. L. (1990). Scholarship Resonsidered, Priorities of the Professoriate. :

10.1002/tl.51

Budny, D., & Gradoville, R. T. (2011). International Service Learning design projects: Educating tomorrow’s engineers, serving the global community, and helping to meet ABET criterion. International Journal for Service Learning in Engineering, 6(2), 98–117.:

Bursic, K. M., Shuman, L. J., & Besterfield-Sacre, M. (2011). Improving Student Attainment of ABET Outcomes Using Model- Eliciting Activities (MEAs). ASEE Annual Conference and Exposition.:

Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. R. (2014). Rethinking Engineering Education. :

Dahm, K., & Riddell, W. (2011). Students learn fundamentals of engineering design while pursuing their own entrepreneurial ideas. ASEE Annual Conference and Exposition, Conference Proceedings. :

De Vere, I., Melles, G., & Kapoor, A. (2012). Sketchfest: Emphasising Sketching Skills in Engineering Learning. International Conference on Engineering and Product Design Education:

Dimmitt, N. J., Mohammed, J., & Moore, D. (2012). Strategies for improving technical communication effectiveness skills in a middle east engineering program. ASEE Annual Conference and Exposition.:

Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 3797(June 2015), 1–17. :

Ekaterina, G., Anastasya, B., & Ksenya, G. (2015). Sociocultural Competence Training in Higher Engineering Education: The Role of Gaming Simulation. Social and Behavioral Sciences, 339–343.:

Finelli, C. J., Borrego, M., & Rasoulifar, G. (2015). Development of a Taxonomy of Keywords for Engineering Education Research. Journal of Engineering Education, 104(4), 365–387. :

Finelli, C. J., Daly, S. R., & Richardson, K. M. (2014). Bridging the research-to-practice gap: designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2), 331–361.:

Holgado-Vicente, J. M., Gandia-Aguera, F., Barcala-Montejano, M. A., & Rodriguez-Sevillano, A. A. (2012). Project Based Learning activities as a means of adapting conventional curricula to the demands of the 21st century aeronautical engineer. Global Engineering Education Conference (EDUCON), 2012 IEEE.:

IEA. (2014). The Washington Accord. Retrieved January 10, 2015, from http://www.ieagreements.org/Washington-Accord/:

Jollands, M., & Parthasarathy, R. (2013). Developing engineering students’ understanding of sustainability using project based learning. Sustainability (Switzerland), 5(12), 5052–5066. :

Kiefer, S. F., & Kuchnicki, S. N. (2013). Project-Based Learning : Teaching Engineering Design Not Tinkering. ASEE Annual Conference and Exposition, Conference Proceedings.:

Lathem, S. A., Neumann, M. D., & Hayden, N. (2011). The Socially Responsible Engineer: Assessing Student Attitudes of Roles and Responsibilities. Journal of Engineering Education, 100(3), 444–474. :

Lingard, R., & Barkataki, S. (2011). Teaching teamwork in engineering and computer science. Frontiers in Education Conference (FIE), 2011. :

Litzinger, T. A. . b, Lattuca, L. R. ., Hadgraft, R. G. ., Newstetter, W. C. ., Alley, M. ., Atman, C. ., … Yasuhara, K. . (2011). Engineering education and the development of expertise. Journal of Engineering Education, 100(1), 123–150.:

Lopes, M. C., Fialho, F. a. P., Cunha, C. J. C. a., & Niveiros, S. I. (2013). Business Games for Leadership Development: A Systematic Review. Simulation & Gaming, 44, 523–543.:

Maranville, D., Neill, K. O., & Plumb, C. (2012). Lessons for Legal Education from the Engineering Profession’s Experience with Outcomes-based Accreditation, 38(3), 1017–1093.:

Mohammad Yusof, Y., Aliah Phang, F., Hamzah, R., Ismail, S., & Isa, K. M. (2012). Epistemology of Knowledge for Technical and Engineering Education. Procedia - Social and Behavioral Sciences, 56(Ictlhe), 108–116.:

Mohammed, J., & Dimmitt, N. J. (2012). A COURSEWORK PLAN FOR IMPROVING SKILLS NECESSARY FOR SUCCESSFUL CAPSTONE PROJECTS. ASEE Annual Conference and Exposition, Conference Proceedings.:

Naz, A., & Casto, M. (2013). Bring best of two worlds in a software engineering class, student outcomes of Accreditation Board of Engineering and Technology (ABET) and information literacy standards of Association of College & Research Libraries (ACRL). Proceedings - Frontiers in Education Conference, FIE, 80–86. :

Paul, R., Hugo, R. J., & Falls, L. C. (2015). International Expectations of Engineering Graduate Attributes. Proceedings of the 11th International CDIO Conference.:

Pierce, C. E., Caicedo, J. M., Flora, J. R. V, Berge, N. D., Madarshahian, R., & Timmerman, B. (2014). Integrating Professional and Technical Engineering Skills with the EFFECTs Pedagogical Framework. International Journal of Engineering Education, 30(6), 1579–1589.:

Prince, M. (2004). Does Active Learning Work ? A Review of the Research. Journal of Engineering Education, 93(3), 223–231. :

Pruitt, L. A. (2011). INTRODUCTION TO ENGINEERING DESIGN FOR FRESH- MAN : IMPLEMENTATION OF LEADERSHIP AND SERVICE LEARN- ING FOR BROADENING ENGINEERING INGENUITY. ASEE Annual Conference and Exposition, Conference Proceedings:

Riley, D. (2011). Engineering Thermodynamics and 21st Century Energy Problems: A Textbook Companion for Student Engagement. Synthesis Lectures on Engineering, 6(3), 1–97. :

Sevier, C., Callahan, J., Schrader, C., Chyung, S. Y., & Schrader, C. B. (2012). What Value Does Service Learning Have on Introductory Engineering Students ’ Motivation and ABET Program Outcomes ? What Value Does Service Learning Have on Introductory Engineering Students ’ Motivation and ABET Program Outcomes ?:

Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed? Journal of Engineering Education, 94(1), 41–55.:

St. Clair, S., Riley, C. E., Thaemert, D. K., & Lindgren, R. (2011). Using Positive Interdependence and Multi- Modal Assignments To Enhance Student Understanding. ASEE Annual Conference and Exposition, Conference Proceedings.:

Vasko, T. J., Vasko, T. J., Al-masoud, N., Systems, C., Section, H., & Baumann, P. F. (2011). AC 2011-1173 : ASSESSMENT OF SOFT-SKILLS-PROGRAM LEARNING Assessment of Soft-Skills for Student Outcomes.:

Wang, J., Patten, E., Shelby, R., Ansari, F., & Pruitt, L. A. (2012). LEADERSHIP AND SERVICE LEARNING IMPROVES CONDIFENCE OF ENGINEERING SKILLS IN WOMEN. ASEE Annual Conference and Exposition, Conference Proceedings.:

Weissbach, R., & Pflueger, R. C. (2013). Use of Student Tutors to Improve Engineering Technology Student Written Communication Skills. ASEE Annual Conference and Exposition, Conference Proceedings.:

on August 1, 2016 - 04:50 MAndersson

Teaching and Learning Activities Leading to Engineering Graduate Attribute Development

Navigation

Teaching and Learning Activities Leading to Engineering Graduate Attribute Development

Share this content.