2010 IEEE Frontiers in Education Conference (FIE) 2010
DOI: 10.1109/fie.2010.5673605
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Curriculum redesign: Concurrently addressing content mastery and development of cognitive abilities

Abstract: Design or redesign of undergraduate engineering curricula is a complex process. Curriculum redesign addresses both development of content mastery as well as development of cognitive abilities that are common across engineering disciplines. Concurrently addressing learning outcomes in both cognitive ability and content mastery presents a substantial challenge for faculty curriculum committees. This paper outlines a process and offers tools to facilitate curriculum redesign for student learning.

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Cited by 4 publications
(6 citation statements)
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“…A cornerstone of curriculum design and redesign is the set of curriculum outcomes. 25 Curriculum outcomes were developed in step 4 of the C 3 P (Fig. 1B) to define the expected competency of an ideal biomedical engineering graduate at Texas A&M University, remaining cognizant of university and ABET learning outcomes requirements.…”
Section: Curriculum Outcomesmentioning
confidence: 99%
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“…A cornerstone of curriculum design and redesign is the set of curriculum outcomes. 25 Curriculum outcomes were developed in step 4 of the C 3 P (Fig. 1B) to define the expected competency of an ideal biomedical engineering graduate at Texas A&M University, remaining cognizant of university and ABET learning outcomes requirements.…”
Section: Curriculum Outcomesmentioning
confidence: 99%
“…The C 3 P is conducted using a deliberate processoriented approach (Figure 1B) that is faculty-driven, data-informed using a mixed-methods approach (Table 1) and involving multiple stakeholders, and educational development-supported. 15,25,29,30,51 The process aligns with the curriculum visioning and curriculum development process espoused by Wolf 51 and adapted by others 12,17,24,25…”
Section: Introductionmentioning
confidence: 97%
“…The authors in [1] suggest a template that curriculum committees can use in curriculum redesign. The basic template is a Table where the program learning outcomes are arranged in the rows of the Table and the columns are the four years of the curriculum.…”
Section: Introductionmentioning
confidence: 99%
“…The requirement of program objectives and student outcomes in ABET and other accreditation organizations have made the process of design or redesign of undergraduate engineering curricula more complex [1].…”
Section: Introductionmentioning
confidence: 99%
See 1 more Smart Citation