Linking Student Learning Outcomes to Instructional Practices – Phase III

摘要

More than ever, today’s engineering colleges are concerned with and attuned toimproving the processes and outcomes of educating tomorrow’s engineers. To that end, ABET’s“3a through k” criteria identified eleven learning outcomes expected of engineering graduates.Based on a rigorous review of the literature, the first phase of our work found four additionalstudent outcomes desired by the engineering education community, and suggested that anengineering graduate also ought to demonstrate 1) ability to manage a project (including afamiliarity with business, market-related, and financial matters), 2) a multidisciplinary systemsperspective, 3) an understanding of and appreciation for the diversity of students, faculty, staff,colleagues, and customers, and 4) a strong work ethic. During Phase II of this project, weidentified several assessment instruments that might measure those outcomes and begansearching for instructional “best practices” thought to promote the 15 desired learningoutcomes. This paper, based on Phase III of the project, provides empirical evidence from andidentifies the gaps in higher education and engineering education journal articles that linkinstructional best practices with the 15 desired student outcomes in engineering education.