Linking student learning outcomes to instructional practices - phase II

摘要

In previous work, we identified five student learning outcome areas that might productively augment the current engineering accreditation criteria. In this work we review the literature on a) how these outcomes might be assessed and b) what instructional practices may encourage their attainment. Multiple assessment instruments are identified for the five student learning outcome areas. We offer examples of instructional practices that appear to align with developing a) multidisciplinary systems perspectives, b) appreciation for diversity, and c) familiarity with business matters. We see the research base underlying instructional practices as lacking adequate breadth and depth.