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Outcomes-Based Curriculum —. Disciplinary Context Dr Brian Foley Director, CAPSL. More specifically:. The experience and practicalities of developing a complete outcomes framework for the BAI programme for accreditation purposes. Dual focus: Overall framework Programme outcomes. Agenda.
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Outcomes-Based Curriculum — Disciplinary Context Dr Brian Foley Director, CAPSL
More specifically: • The experience and practicalities of developing a complete outcomes framework for the BAI programme for accreditation purposes. • Dual focus: • Overall framework • Programme outcomes
Agenda • Background: • BAI • Engineers Ireland • Accreditation requirements • Approach and processes • Main lessons
BAI Features • 175 student intake • Common curriculum for JF and SF across four engineering depts, mathematics, physics, and chemistry. • Open choice of five sophister specialisms: civil, mechanical, electronic, computer, and electronic-computer. • Three common JS courses, one common SS module; SS research dissertation for all.
BAI Features contd. • Common overall assessment/examination framework • Administered from School of Engineering but policy determined by BAI Management Committee with Computer Science representation. • Participates fully in broad curriculum (JS)
Engineers Ireland • Statutory regulation of the profession. • Traditional prescriptive accreditation to 2003. • Outcomes-based accreditation from 2005, modelled on the US ABET 2000 system. • The whole of 2004 comprised a sequence of learning outcome workshops/information events/visits to colleges, etc. Also training for accreditation assessors.
EI Reqts: Programme Outcomes • The ability to derive and apply solutions from a knowledge of sciences, engineering sciences, technology and mathematics; • The ability to identify, formulate, analyse and solve engineering problems; • The ability to design a system, component or process to meet specified needs, to design and conduct experiments and to analyse and interpret data;
EI Programme Outcomes contd. • An understanding of the need for high ethical standards in the practice of engineering, including the responsibilities of the engineering profession towards people and the environment; • The ability to work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake lifelong learning; f. The ability to communicate effectively with the engineering community and with society at large.
PO (b): Problem Solving Graduates should, inter alia, be able to: (i) integrate knowledge, handle complexity and formulate judgements with incomplete or limited information; (ii) create models by deriving appropriate equations and by specifying boundary conditions and underlying assumptions and limitations; (iii) identify and use appropriate mathematical methods for application to new and ill-defined engineering problems; (iv) identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques; (v) develop software tools including numerical techniques to solve engineering problems.
Programme/Curriculum Areas • Sciences and Mathematics • Discipline-specific Technology • Software and Information Systems • Creativity and Innovation • Engineering Practice • Social and Business Context
Points to Note: • EI programme outcomes are specified generically – no mention of a specific discipline; • EI programme outcomes are consistent with TCD degree descriptors (Calendar, H2); eg that they have the ability to devise data gathering experiments, and to gather and interpret relevant data to inform independent judgements which include reflection on relevant social, scientific, or ethical issues • The strong focus on “soft” programme outcomes.
Alignment/Mapping: LearningOutcome Delivery Assessment Programme Outcome LearningOutcome Delivery Assessment
Approach Head of School Eng BAI Management Head of School CSS Accreditation Work Group Civil Dept Work Group Mech Dept Work Group Elect Dept Work Group Comp Sc Dept Work Group
Accreditation Working Group • Chair, one rep (+substitute) per dept. • All had attended EI workshop training. • Full authority from Heads of School to take decisions and act. • Responsible for developing and co-ordinating an overall approach. • Particular responsibility for common courses and service courses.
Department Working Group • Responsible for specialist courses. • Ultimate responsibility for the discipline-specific accreditation submission. • Responsible for the specialist “evidence.”
Documentation Template • Explanation of requirements in discipline context. • Requirements • 8 – 10 learning outcomes per course • Mapping information • Assessment information • Objectives, delivery, syllabus, texts. • Recommended action word list.
Problems and Solutions (i): • Areas of “resistance” → persuade and assist • Invalid learning outcomes, too many, too few → iterate • Missing mapping/assessment info → iterate • Over-specificity → more generic approach
Problems and Solutions (ii): • Sparse coverage of soft programme outcomes • Lack of variety/balance in means of assessment • Uneven coverage of all levels of Bloom’s taxonomy
Lessons: • Strong, well-prepared local working structure. • Systems oriented approach. • Be prepared to iterate. • Don’t be afraid to be generic both in programme outcomes and course learning outcomes. • Use Bloom’s taxonomy!
