Using A First Year Learning Community To Help Meet Departmental Program Objectives In Agricultural &amp; Biosystems Engineering

Harms, Patricia; Mickelson, Steven K.; Brumm, Thomas J.

doi:10.18260/1-2--9959

Cited by 5 publications

(3 citation statements)

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“…Their major 2 courses coverage are on Soil and Water Resources Development and Conservation, Irrigation, Drainage and Allied Subjects with a M=2.32 and SD=0.284 shows " good performance .The courses for major 3 represents are ; Rural Electrification, Agricultural processing, Agricultural Structures and Allied Subjects which has computed M=2.21 and SD=0.292, displays "good" academic performance of respondents. 18 which implies "failed" performance of the graduates. Specifically the coverage of the licensure examination has three major components major 1 has M= 63.08 and SD= 8.99, implicates "failed" performance, another component is M2 has M= 55.45 and SD= 13.35, also a "failed" graduates performance in the course coverage.…”

Section: Resultsmentioning

confidence: 99%

Academic and Licensure Examination Performance of the Bachelor in Science in Agricultural Biosystems Engineering Graduates

2023

IJFMR

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One of the most notable achievements of all board undergraduate program offerings in the Philippines is the graduate’s distinctive cognitive performance in the Professional Regulation Commission (PRC) licensure examination. Similarly, licensure outcomes may demonstrate the caliber and efficacy of their institutions' teaching environment. Also, maintaining regular accreditation entails a good licensure examination performance of graduates. This study evaluated the academic and licensure examination performance of the BSABE first time takers from 2018-2022. The study employed a pearson product-moment correlation coefficient to examine the association between the graduate's academic performance and licensure examination performance. Moreover, the graduates' academic performance and results of their licensure examination were described using the mean and standard deviation. Consequently, the academic performance of the graduates has a “good” interpretation based on their general grade weighted average. However, a “Failed” interpretation in their licensure examination rating was deduced “ having a mean below 70 percent. Generally, no significant relationship was revealed in the study between the academic performance and the licensure examination rating . The study recommends that the College of Engineering strengthen their admission and retention policies, revised program curriculum, and update course syllabi, based on CHED policy and standards.

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Section: Resultsmentioning

confidence: 99%

Academic and Licensure Examination Performance of the Bachelor in Science in Agricultural Biosystems Engineering Graduates

2023

IJFMR

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“…The ABE LC has been described in detail in previously published papers. 5,6,7 A brief overview will be given here to provide the necessary background for this paper.…”

Section: The Abe Lc At Iowa State Universitymentioning

confidence: 99%

Measuring Success In Learning Communities

Mickelson¹,

Brumm²

2005 Annual Conference Proceedings

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In 1998, our department turned to the pedagogical innovation termed "learning communities" in an effort to enhance student retention and to bring coherence and meaning to our first-year student curriculum. We have found that our learning community has provided an opportunity for agricultural engineering students to become involved in the Agricultural and Biosystems Engineering (ABE) department from the moment they arrive on campus. Not only has the learning community helped us to increase our first-year, first time student retention in the major of Agricultural Engineering (AE) from 63.6% in 1997 to 79.0% in 2003 in the department (ABE) from 78.8% in 1997 to 89.5% in 2003, it has helped us to address many of our program objectives including students' abilities to function on multi-disciplinary teams, communicate effectively, and have knowledge of important contemporary issues. Results of our assessment efforts, which encompass both quantitative and qualitative strategies, suggest that students are overwhelmingly satisfied with the program, are involved in our department, and are successful in their academic progress toward their engineering or technology degree.A brief look at the literature With a history that can be traced to an experimental educational program in the 1920s (the Meiklejohn Experimental College at the University of Washington), learning communities can now be found at four to five hundred colleges and universities across the nation. According to Smith, "Learning communities are a broad structural innovation that can address a variety of issues from student retention to curriculum coherence, from faculty vitality to building a greater sense of community within our colleges." Learning communities usually involve purposive groupings of students and coordinated scheduling. In addition, they may involve coordinated approaches to learning and an emphasis on connecting material across disciplinary boundaries. 2 As Tinto 3 points out, the learning community courses for which students co-register are not random; rather, "they are typically connected by an organizing theme, which gives meaning to their linkage. The point of the theme is to engender coherent interdisciplinary…learning that is not easily attainable through enrollment in unrelated, stand-alone courses" (p. 2). Despite the age of many learning community programs, Tinto reports that current perceptions of learning communities have been based largely on anecdotal evidence and institutional reports or assessments described at conferences or national meetings. Recently, however, a study was conducted for the National Center of

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“…The ABE Learning Community has been described in detail in previously published papers. 1,2,3 We see the ABE Learning Community as key to helping us achieve the intended student outcomes of our programs. These outcomes were developed to meet the ABET Criteria 2000.…”

Section: Introductionmentioning

confidence: 99%

Using E Portfolios To Develop And Assess Abet Aligned Competencies

Brumm¹,

Ellertson²,

Mickelson³

2003 Annual Conference Proceedings

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The Agricultural and Biosystems Engineering (ABE) Learning Community is using electronic portfolios (ePortfolios) for developing and assessing student competencies. These competencies are part of the Iowa State University's (ISU) College of Engineering competency-based assessment program for ABET student outcomes. ABE students in their second semester English composition (rhetoric) course (exclusive to ABE Learning Community students) use electronic portfolios to present arguments on issues relevant to engineering and agriculture. This paper will discuss the extensive collaboration between the English instructor and ABE faculty in constructing the course objectives and syllabus, the process by which ABE students create their ePortfolios, how the ePortfolios are assessed, and how ePortfolios contribute to the development of ABET-aligned competencies.

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Using A First Year Learning Community To Help Meet Departmental Program Objectives In Agricultural & Biosystems Engineering

Cited by 5 publications

References 1 publication

Academic and Licensure Examination Performance of the Bachelor in Science in Agricultural Biosystems Engineering Graduates

Academic and Licensure Examination Performance of the Bachelor in Science in Agricultural Biosystems Engineering Graduates

Measuring Success In Learning Communities

Using E Portfolios To Develop And Assess Abet Aligned Competencies

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