Reversing the Logic

Knight, David B.

doi:10.3102/0162373713504987

Cited by 7 publications

(3 citation statements)

References 55 publications

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“…The article discusses orientation strategies designed to improve student readiness for global practice and suggests assessment tools for necessary global competencies. Knight (2014) Professional values, professional skills, broad perspective, teamwork, leadership skills, communication skills, reflective behaviors, interdisciplinary skills, recognizing disciplinary perspectives, and contextual awareness.…”

Section: Professional Competencies In Engineeringmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

121

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Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

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Section: Professional Competencies In Engineeringmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

121

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“…All VIF values were under 2 and Durbin-Watson values were between 1.75 and 2.25, both which are well within the recommended values (Field et al, 2012). We also included demographic variables in the regression models in an attempt to account for known differences in engineering student responses to these kinds of measures as demonstrated in prior research (e.g., Knight, 2014). We used demographic data that were collected by the institution, which at the time of data collection used male or female…”

Section: Study 2 Data Collection and Analysis (Systems As A Web Of In...mentioning

confidence: 82%

Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence

et al. 2023

Self Cite

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Self-report assessments are used frequently in higher education to assess a variety of constructs, including attitudes, opinions, knowledge, and competence. Systems thinking is an example of one competence often measured using self-report assessments where individuals answer several questions about their perceptions of their own skills, habits, or daily decisions. In this study, we define systems thinking as the ability to see the world as a complex interconnected system where different parts can influence each other, and the interrelationships determine system outcomes. An alternative, less-common, assessment approach is to measure skills directly by providing a scenario about an unstructured problem and evaluating respondents’ judgment or analysis of the scenario (scenario-based assessment). This study explored the relationships between engineering students’ performance on self-report assessments and scenario-based assessments of systems thinking, finding that there were no significant relationships between the two assessment techniques. These results suggest that there may be limitations to using self-report assessments as a method to assess systems thinking and other competencies in educational research and evaluation, which could be addressed by incorporating alternative formats for assessing competence. Future work should explore these findings further and support the development of alternative assessment approaches.

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“…Several subsequent studies have provided empirical support for the utility of the college impact model since its proposal [19,20]. Focusing on the engineering context, several recent surveys performed in the United States have contributed to understand the relationship between college impact model components and engineering undergraduates' core learning outcomes recognized by the Engineer of 2020 report [21], such as contextual competence, fundamental skills, design skills [22], engineering leadership [23,24], interdisciplinary competence [25], teamwork skills, communication skills [24], and ethical development [26]. Following these pioneering studies, it is appropriate to employ the college impact model in the current study to effectively understand sustainability consciousness, which is also deemed an increasingly vital consideration for engineering education around the world [27].…”

Section: Modified College Impact Modelmentioning

confidence: 99%

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

Zhao

Liu

et al. 2020

Sustainability

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The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.

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Reversing the Logic

Cited by 7 publications

References 55 publications

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

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