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Enhancing Your Courses with Student Learning Outcomes

Enhancing Your Courses with Student Learning Outcomes. Salom ón Dávila Engineering and Technology Division. Objectives. Identify the process for which course outcomes (SLOs) are derived using an ill-defined project.

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Enhancing Your Courses with Student Learning Outcomes

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  1. Enhancing Your Courses with Student Learning Outcomes Salomón Dávila Engineering and Technology Division

  2. Objectives • Identify the process for which course outcomes (SLOs) are derived using an ill-defined project. • Identify the process for which class objectives (TMOs) are derived in support of SLOs. • Identify the characteristics for assessing the solution of ill-defined project.

  3. What is Engineering? • Problem Solving? • You are looking for a healthier diet and you decide that adding more fruit into your diet will do the trick. You drive to the grocery store and buy some apples. You see that a pound costs $1.25 and you pick eight for a total of 2 pounds. What is your total cost? • Problem Solving with Constraints? • You look into your budget and decide that you cannot spend no more than $2.00 more in your groceries for fruit. If an apple weighs approximately 4 ounces how many apples can you buy?

  4. What is Engineering? • Problem Solving with Constraints and Optimization? • Since the original problem was to get healthier you decide to ride your bike to the weekly farmer’s market allowing you to save an additional $1.00 of gas and buying apples for .75 cents per pound. • Problem Solving with Constraints and Optimization in a Process? • You use your bike, thus saving gas and allowing you to buy more fruit for your diet. You try different fruits each month and chart your weight and pulse rate weekly. This creates a health factor per unit cost. In other words, which fruit had you lose (or maintain) your weight or lower you pulse rate (or maintain) better for the amount of money spent?

  5. Evaluation: Judging the value of results to reach a conclusion Synthesis: Combining information and developing an idea. Analysis: Identifying relevant facts to make comparisons. Application: Using facts to solve problems. Comprehension: Interpreting information and changing it from one form to another to make predictions. Knowledge: Remembering factual material. What is Engineering?

  6. How do you know you solved it? What information do you have? Solution How does it solve the problem? How well does it solve the problem? Final Solution What is Engineering? Trends Innovations Why does it exist? Problem Criteria Analysis Engineering Design

  7. What is Engineering?

  8. Definitions • Program Outcomes: • Skills that individuals retain after they leave a course of study. Time frame can be in years. Primarily assessed through employer and alumni surveys. • Course Outcomes (SLO): • Critical thinking skills employed by individuals using course material and evaluated though assessment techniques. • Class Objectives (TMO): • Performance skills demonstrated by individuals using course material. • Outline: • A listing in chronological order of topics used in course. (List everything!) • Assignments • Daily or weekly tasks performed by individuals. Such skills are focused and in support of SLOs. Usually build upon each other.

  9. Drafting Program Problems • Drawing, drawing and more drawing and never reaching program objectives of spatial visualization and sketching graphical solutions. • Underestimating work and time required for assignment completion. • Presentation of course material separate from its contextual use • Relying mostly on demonstrations and lectures for material presentation.

  10. Start at the Top- Program Outcomes • Development of spatial visualization for the interpretation of engineering drawings. • Analyze an engineered structure and determine the appropriate views for full geometric depiction. • Applying industry standards/codes for graphic generation. • Decomposition of an object to its basic primitive shapes for proper 3D modeling.

  11. Now the Planning • Create a list of words with no order or importance • Organized them in a chronological outline • Think about the final problem you would like your students to solve with the course content • Think about a professional in their activities • Think about an “ill-defined problem” which, “…requires judgment, planning, and the use of strategies, and the …learned skills..” • Create statements that describe the activities during this final problem solution. These will be your SLOs. • Develop final problem with assessment for SLOs. • From your outline create statements for your TMOs • Develop assignments with assessments for TMOs.

  12. Outline • TECHNICAL GRAPHICS • Line Conventions • View Selection • View of Edges and Planes • Holes • Curves (isometric & ortho) • Standards in Communication • ENGINEERING DRAWINGS • Orthographic Drawings • Dimensions • Section Views • Auxiliary Views • Working Drawings • THREE-DIMENSIONAL COMPUTER-AIDED DESIGN • Parametrics • Features • Drawings • Concurrent Engineering • SKETCHING • Visual Communication • Sketching • Lettering • TECHNICAL MATHEMATICS • Geometric Definitions • units • coordinate systems • elements • properties • Fractions • Constructions • Triangle problems • TWO-DIMENSIONAL COMPUTER-AIDED DESIGN • Interface • Coordinate Input • Objects • Snaps • Object Manipulation • Organization • VISUALIZATION • Features • Image Planes • PROJECTION THEORY • Line of Sight • Plane of Projection • Third Angle vs First Angle

  13. Sample Course Outcomes (SLOs) • Analyze engineering drawings using technical mathematics in evaluating tolerances. • Selection of computer-aided design techniques in construction of basic and intermediate engineering graphics. • Design a building structure applying industry construction processes. • Design parametric relationships to predict product changes in geometric and dimensional definition.

  14. Development of Final Project Assessment • Controlled ill-defined problem that will have students “…inquire, communicate, collaborate, problem solve, and demonstrate habits of mind..” • Characteristics • “…provides information to guide learning…” • “…structures activities that lead to performance…” • “…provokes student’s interests…” • “…allows students to reveal their uniqueness…” • “…provides feedback for improvement…”

  15. The Mouse Trap Car Design • Students are given minimal materials to design their own mouse trap powered car. Additional material is optional with approval from instructor. • Students design cars to balance distance versus speed by varying ratios of car’s geometry. • The project has a procedure to guide the students to successful design. • After the conceptual design is finished the instructor approves and releases the material. Building and technical drawings commence. • After the first prototype car is built, there’s more changes which are then reflected on their drawings. • The final deliverable is a report documenting the results for their design and drawings.

  16. Syllabus Entry Develop class objectives from outline in support to your SLOs Develop descriptions of assignments from TMOs and outline

  17. Syllabus Entry Develop class objectives from outline in support to your SLOs Develop descriptions of assignments from TMOs and outline

  18. SLOs TMOs Assignments How does it solve the problem? How well does it solve the problem? Syllabus What is Engineering? Trends Innovations ill-defined problem Why does it exist? Assessment Analysis Course Design

  19. Final thought for Assignments • Provide written assignment sheet (lab) with clear introduction why the material they are about to cover is important, the objective of the assignment, and rubric. • Provide support to achieve the assignment through lecture, group work, writing and answering questions. This is included in the assignment and integrated into grade. • Grade is tiered based on completion assignment. • Use of innovative forms for dissemination of material through movie files, web sites, and PCC’s WebCT.

  20. Final thought for Assessment • Assess final project where they demonstrate the course outcomes (SLOs) by utilizing their acquired class objectives (TMOs). • Evaluate the assignments to make sure they prepare students adequately for final project.

  21. Final Thought “I have never let my schooling interfere with my education.” -Mark Twain (1835-1910) “You have to WAC your classes to make them SLO.” - Anonymous

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