Specifications & Curriculum Customization Barry McNeill Vice Chair Mechanical Engineering and Lynn...

Specifications & Curriculum Customization

Barry McNeillVice Chair Mechanical EngineeringandLynn Bellamy and Veronica BurrowsChemical EngineeringArizona State University

2McNeill ASU - ASME Clearwater Beach April 2002

Overview of Presentation Four Questions To Answer When Defining a

Curriculum The Role of Specifications Relative to the

Four Questions Taxonomies of Learning Specifying a Curriculum Using an Articulation

Matrix Specifying a Course (Learning Module) Using

a Competency Matrix


Four Questions in Defining a Curriculum (Ralph Tyler) What educational purposes should the

school/program seek to attain? What educational experiences can be

provided that are likely to attain these purposes?

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?


Specifications and Educational Purpose (Question 1)

In design a specification is a performance metric with an assigned value

In curriculum design a specification is a program outcome with a desired level of mastery (e.g., solve first order ODE’s)

A set of specifications quantify (define) a Program’s Purpose


Program Graduates

Students leave demonstrating mastery of all required outcomes

Desired State


Specifications and Educational Experiences (Question 2) If you know the desired state (a program

specification) and If you know a student’s present state (current

or initial level of mastery for the metric) It is possible to define a set of learning

experiences that will move the student from the present state to the desired state

The set of experiences defines a program curriculum


The Impact of a Curriculum

Students arrive with a variety of skills and attitudes

Present State


Desired State

Curriculum

The Path

...


Specifications and Experience Organization (Question 3) There are many ways to bundle the learning

experiences together A set of bundled experiences defines a

course It often happens that the movement from the

present state to the desired state takes several courses

When several courses are involved in achieving the desired state it is important to know the specifications for each course


Traditional Education Process

Present State Desired StateThe Path

Every student takes the same path




Specifications and Assessment (Question 4)

Assessment is possible when you have specifications

A program specification sets a measurable standard for benchmarking a student’s performance

The benchmarking can be done by the student, the faculty, or an independent assessor


Customized Education Process


Each student takes a customized path




Specifications Some SourcesEducational Metrics

ABET’s a through k Howard Gardner’s Multiple Intelligences Special constituency needs

Educational Value Bloom’s Taxonomy Bloom’s Revised Taxonomy SOLO Taxonomy (Biggs & Collis) Program Defined Taxonomy


Howard Gardner’s Multiple IntelligencesLinguisticLogical-

MathematicalSpatialBodily-Kinesthetic

Musical Interpersonal IntrapersonalNaturalist (Existential,

possible candidate)


Bloom’s Levels of Learning

Original Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

Revised Taxonomy Cognitive Processes

Remember Understand Apply Analyze Evaluate Create

Knowledge Types Factual Conceptual Procedural Meta-cognitive

Sample Program Articulation Matrix

Objectives (gray), Outcomes (aquamarine),

Competency Areas (yellow), Competencies

(white) Le

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Le

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(in

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Ge

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Eco

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Ch

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istry

Ph

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s (M

EC

Ph

ysic

s La

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& 1

32

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36

1

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71

& 2

72

DifE

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ath

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t 24

2

Intr

o to

Eng

r E

CE

10

0

Ele

c N

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s E

CE

20

1

Sta

tics

EC

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10

Dyn

am

ics

EC

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12

Inte

rm D

esig

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CE

30

0

Intr

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ef S

olid

s E

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31

3

Th

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p M

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50

Nu

me

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Dyn

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MA

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mn

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Flu

id M

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an

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Me

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43

Exp

Me

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90

1.1 Fund Math & Science R Ap1.1.1. calculus Ap Ap Ap U U U K U Ap Ap Ap Ap Ap Ap Ap

1.1.1.1 analytical solution of ODEs U U P P

1.1.1.2 Laplace transforms An An Co

1.1.1.3 Fourier transforms Ap Ap

1.1.1.4 finite statistics (probability) An R An P P

1.1.1.5 integrate algebraic & trigonometric functions

U P P U P P P

1.1.1.6 differentiate algebraic & trigonometric functions

U P P U P P

1.1.1.7 vector operations U U P U U P

1.1.1.8 matrix manipulation U U P

1.1.1.9 multivariable manipulations U P

1 Technical Competency


Sample Articulation Matrix

Learning Objectives

Le

ve

l o

f L

ea

rnin

g C

ou

rse

Ac

tiv

itie

s

In C

las

s A

cti

vit

ies

take

quiz

zes/e

xam

s be

fore

cla

ss

activ

e le

arn

ing e

xerc

ises

constr

uct m

ath

em

atic

al m

odels

ora

lly r

eport

to p

eers

and c

lass

peer

assess d

esig

n n

ote

books

w

ork

on d

esig

n p

roje

cts

w

atc

h m

anufa

ctu

ring/o

ther

vid

eos

lis

ten to b

rief

lectu

res

Ou

t o

f C

las

s A

cti

vit

ies

re

ad a

nd s

um

marize textb

ooks

1. Engineering Design Process Ap

1.1 formulating the problem R U U U R R

1.2 solving a problem R U U U R R

1.3 implementing a solution R U U U R R

1.4 documenting the process R U U U R R

1.5 using engineering/physical principles R

1.6 using quality principles R U U U R R

2 Working in Teams U

2.1 team dynamics R U U R R

2.2 team communication R U U R R

2.3 social norms R U U R R

2.4 conflict management R U U R R

3 Engineering As A Profession R

3.1 the profession R R

3.2 selection of a major R

3.3 professional ethics R U R R

4 Planning For Success U

4.1 personal career planning R

4.2 learning to learn R R

4.3 assessment of progress U U R R

4.4 time management K U R R



Summary of Presentation Four questions to answer when defining a

curriculum were presented The impact of specifications relative to the

four questions was presented Several taxonomies of learning including

Bloom’s taxonomy were presented Two examples showed how to define a

program/course using specifications

Specifications & Curriculum Customization Barry McNeill Vice Chair Mechanical Engineering and Lynn...

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