Transcript No Slide Title

Learning Outcomes in the Context
of Engineering Practice
Edward F. Crawley
[email protected]
CDIO Region-of-the-Americas Meeting
Duke University
November 9, 2009
THE MOTIVATION FOR
CHANGE WORLDWIDE
• Shortage of engineering graduates and those remaining in
engineering careers
• Need to educate engineers to be more effective
contributors and leaders
• Need to educate engineers to work in a more
interdisciplinary manner
• Preparing students for increasing globalization
• Increasing awareness and response to environmental
changes
DON’T PLAN TO SEND JOBS ABROAD:
THEY HAVE THE SAME PROBLEMS!
EVERYONE ELSE IS SENDING THEM THERE!
THE EDUCATIONAL NEEDS
OF ENGINEERING STUDENTS
DESIRED ATTRIBUTES OF AN
ENGINEERING GRADUATE
UNDERLYING NEED
• Understanding of fundamentals
Educate students who:
• Understanding of design and
manufacturing processes
•
Understand how to conceivedesign-implement-operate
• Multidisciplinary system
perspective
•
Complex value-added
engineering systems
• Good communication skills
•
In a modern team-based
engineering environment
• High ethical standards, etc.
We have adopted CDIO as the engineering CONTEXT
of our education.
DEVELOPMENT OF ENGINEERING
EDUCATION
Personal,
Interpersonal
and Design System Building
Pre-1950s:
Practice
2000s:
CDIO
1960s:
Science &
practice
1980s:
Science
Disciplinary
Knowledge
Engineers need both dimensions, and we need to
develop education that delivers both
NATURE OF OUR MILLENIAL STUDENTS
•
•
•
•
Social responsibility
“New” modes of learning
Excitement, gratification and success
Groups
GOALS OF CDIO
• To educate students to master a deeper
working knowledge of the technical
fundamentals
• To educate engineers to lead in the creation
and operation of new products and systems
• To educate all to understand the importance
and strategic impact of research and
technological development on society
And to attract and retain student in engineering
And to build diversity in our engineering workforce
VISION
We envision an education that stresses the
fundamentals, set in the context of Conceiving –
Designing – Implementing – Operating systems and
products:
•
A curriculum organised around mutually supporting
disciplines, but with authentic CDIO activities highly
interwoven
•
Rich with student design-build projects
•
Featuring active and experiential learning
•
Set in both classrooms and modern learning laboratories
and workspaces
•
Constantly improved through robust assessment and
evaluation processes
PEDAGOGIC LOGIC
• Most engineers learn from the concrete to the abstract
Manipulate objects to understand abstractions
• Students arrive at university lacking personal experience
• We must provide dual impact authentic activities to allow
mapping of new knowledge - alternative is rote or “pattern
matching”
• Using CDIO as authentic activity achieves two goals -Provides education in the creation and operation of
systems
Builds the cognitive framework to understand the
fundamentals more deeply
THREE PREMISES
1. The underlying need is best met by setting goals that stress the
fundamentals, while at the same time making C-D-I-O the CONTEXT
of engineering
2. LEARNING OUTCOMES for students should be
• set through stakeholder involvement, and
• met by constructing a sequence of integrated learning
experiences that expose students to situations that engineers
encounter in their profession
3. Proper construction of these INTEGRATED LEARNING ACTIVITIES
will cause the activities to have dual impact
• facilitating student learning of critical personal and interpersonal
skills, and product, process, and system building skills, and
• simultaneously enhancing the learning of the fundamentals
CDIO STRUCTURE AND RESOURCES
CONTEXT (1)
BEST
PRACTICE
SCHOLARSHIP
LEARNING OUTCOMES (2)
ACTIVITIES (3-12)
CHANGE PROCESS
CODEVELOPMENT
SYSTEM VIEW
SHARING
WHAT IS CONTEXT?
1. The words, phases or passages
that come before, or after, a
particular word or passage of text
that help to explain its full meaning
2. The circumstances or events that
form the environment within which
something exists or takes place, for
example
•
A chair within a room
•
A decision influenced by the
organization
CONTEXT refers to the
circumstances and surroundings
that aid in understanding
meaning.
WHAT IS ENGINEERING?
• Designing and implementing things that have not previously
existed, and that directly or indirectly serve society or some
element of society
• Von Kármán: “Scientists discover the world that exists, while
engineers create the world that never was!”
• The life cycle of a product, process, project, system, software,
material, molecule
 Conceiving: understanding needs and technology, and
creating the concept
 Designing: defining the information needed to implement
 Implementing: creating the actually operable system
 Operating: using the system to meet the need
ENGINEERING CONTEXT
STABLE ELEMENTS
• A focus on the problems of the
customer and society
• The delivery of new products,
processes, and systems
• The role of invention and new
technology in shaping the future
• The use of many disciplines to
develop the solution
• The need for engineers to work
together, to communicate
effectively, and to provide
leadership in technical endeavors
• The need to work efficiently, within
resources, and /or profitably
ENGINEERING CONTEXT (cont.)
CHANGING ELEMENTS
• A change from mastery of the
environment to stewardship of
the environment
• Shortened lifespan of products
and technologies
• Increase in service orientation
• Globalization and international
competition
• Fragmentation and geographic
dispersion of engineering
activities
• The increasingly human-centered
nature of engineering practice
ENGINEERING EDUCATION CONTEXT
The product lifecycle is the
CONTEXT of engineering
education.
• A focus on the needs of the
customer
• Delivery of products and systems
• Incorporation of new inventions
and technologies
• A focus on the solution, not
disciplines
• Working with others
• Effective communication
• Working within resources
CDIO AS THE CONTEXT
CONCEIVE-DESIGNIMPLEMENT-OPERATE as
a model of the product,
process, and system
development and
deployment process in
engineering
Other models
• Measure-Model-ManipulateMake in biological engineering
at MIT
• Engineering-EnterprisingEducating-EnvironmentingEnsembling in Leuven,
Belgium
BENEFITS OF LEARNING IN CONTEXT
Setting the education of engineers
in the CONTEXT OF
ENGINEERING PRACTICE
realizes the benefits of
contextual learning:
• Increases retention of new
knowledge and skills
• Interconnects concepts and
knowledge that build on each
other
• Communicates the rationale
for, meaning of, and relevance
of, what students are learning
BEST PRACTICE
STANDARD ONE
Adoption of the principle that product, process, and
system lifecycle development and deployment -Conceiving, Designing, Implementing and Operating - are the context for engineering education
It is what engineers do!
• It is the underlying need and basis for the skills lists that
industry proposes to university educators
• It is the natural context in which to teach these skills to
engineering students
• It better supports the learning of the technical
fundamentals
•
NEED TO LEARNING OUTCOMES
•
•
•
•
Educate students who:
Process
Understand how to conceivedesign-implement-operate
Product
Complex value-added
engineering systems
In a modern team-based
1. Technical
engineering environment
And are mature and thoughtful
individuals
4. CDIO
2. Personal
3. Interpersonal
Team
Self
The CDIO SYLLABUS is a comprehensive statement of detailed
learning outcomes for engineering education.
THE CDIO SYLLABUS AND
UNESCO’S FOUR PILLARS
1.0 Technical Knowledge & Reasoning
Knowledge of underlying sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge
2.0 Personal and Professional Skills & Attributes
Engineering reasoning and problem solving
Experimentation and knowledge discovery
System thinking
Personal skills and attributes
Professional skills and attributes
3.0 Interpersonal Skills: Teamwork &
Communication
LEARNING TO KNOW
LEARNING TO BE
LEARNING TO WORK
TOGETHER
Multi-disciplinary teamwork
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing &
Operating Systems in the Enterprise &
Societal Context
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating
LEARNING TO DO
1
TECHNICAL KNOW LEDGE AND REASONING
1.1. KNOWLEDGE OF UNDERLYING
SCIENCES
1.2. CORE ENGINEERING FUNDAMENTAL
KNOWLEDGE
1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
2
PERSONAL AND PROFESSIONAL SKILLS
AND ATTRIBUTES
2.1. ENGINEERING REASONING AND
PROBLEM SOLVING
2.1.1. Problem Identification and Formulation
2.1.2. Modeling
2.1.3. Estimation and Qualitative Analysis
2.1.4. Analysis With Uncertainty
2.1.5. Solution and Recomme ndation
2.2. EXPERIMENTATION AND KNOWLE DGE
DISCOVERY
2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and Electronic
Literature
2.2.3. Experimental Inquiry
2.2.4. Hypothesis Test, and D efense
2.3. SYSTEM THINKING
2.3.1. Thinking Holistically
2.3.2. Emergence and Interactions in
Systems
2.3.3. Prioritization and Focus
2.3.4. Tradeoffs, Judgment and Balance in
Resolution
2.4. PERSONAL SKILLS AND ATTITUDES
2.4.1. Initiative and Willingness to Take
Risks
2.4.2. Perseverance and Flexibility
2.4.3. Creative Thinking
2.4.4. Critical Thinking
2.4.5. Awareness of OneÕ
s Personal
Knowledge, Skills, and Attitudes
2.4.6. Curiosity and Lifelong Learning
2.4.7. Time and Resource Management
2.5. PROFESSIONAL SKILLS A ND
ATTITUDES
2.5.1. Professional Ethics, Integrity,
Responsibility a nd Accountability
2.5.2. Professional Behavior
2.5.3. Proactively P lanning for OneÕ
s Career
2.5.4. Stayi ng Current on W orld of Engineer
3
INTERPERSONAL SKILLS: TEAMW ORK AND
COMMUNICATION
3.1. TEAMWORK
3.1.1. Forming Effective Teams
3.1.2. Team O peration
3.1.3. Team G rowth and Evolution
3.1.4. Leadership
3.1.5. Technical Teaming
3.2. COMMUNICATION
3.2.1. Commu nication Strategy
3.2.2. Commu nication Structure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Communication
3.2.5. Graphical Comm unication
3.2.6. Oral Presentation and Interpersonal
Commu nication
CDIO SYLLABUS
3.3.
4
• Syllabus at 3rd level
• One or two more
levels are detailed
• Rational
• Comprehensive
• Peer reviewed
• Basis for design
and assessment
COMMUNICATION IN FOREIGN
LANGUAGES
3.3.1. English
3.3.2. Languages within t he European Union
3.3.3. Languages outside the European
Union
CONCEIVING, DESIGNING, IMPLEMENTING
AND OPERATING SYSTEMS IN THE
ENTERPRISE AND SOCIETAL CONTEXT
4.1. EXTERNAL AND SOCIETAL CONTEXT
4.1.1. Roles and R esponsibility of Engineers
4.1.2. The Impact of Engineering on Society
4.1.3. SocietyÕ
s Regulation of Engineering
4.1.4. The Historical and Cultural Context
4.1.5. Contemporary Issues and Values
4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
4.2.1. Appreciating Different Enterprise
Cultures
4.2.2. Enterprise Strategy, Goals and
Planning
4.2.3. Technical Entrepreneurship
4.2.4. Working Successfully in Organizations
4.3. CONCEIVING AND ENGINEERING
SYSTEMS
4.3.1. Setting System G oals and
Requirements
4.3.2. Defining Function, Concept and
Architecture
4.3.3. Modeling of System and Ensuring
Goals Can Be Met
4.3.4. Development Project Management
4.4. DESIGNING
4.4.1. The Design Process
4.4.2. The Design Process Phasing and
Approaches
4.4.3. Utilization of Knowledge in Design
4.4.4. Disciplinary Design
4.4.5. Multidisciplinary Design
4.4.6. Multi-objective Design
4.5. IMPLEMENTING
4.5.1. Designing the Implementation Process
4.5.2. Hardware Manufacturing Process
4.5.3. Software I mplementing Process
4.5.4. Hardware Software Integration
4.5.5. Test, Verification, Validation and
Certification
4.5.6. Implementation Management
4.6. OPERATING
4.6.1. Designing and O ptimizing Operations
4.6.2. Training and Operations
4.6.3. Supporting the System Lifecycle
4.6.4. System Improvement and E volution
4.6.5. Disposal and Life-End I ssues
4.6.6. Operations Management
BEST PRACTICE
STANDARD TWO
Specific, detailed learning outcomes for personal and
interpersonal skills, and product, process, and
system building skills, as well as disciplinary
knowledge, consistent with program goals and
validated by program stakeholders
•
•
•
•
“Resolves” tensions among stakeholders
Allows for the design of curriculum
Basis of student evaluation
Tells us what to teach
THE CDIO SYLLABUS IN OTHER LANGUAGES
THE CDIO SYLLABUS IN OTHER LANGUAGES
ROLE OF CDIO SYLLABUS IN EDUCATION
• Captures the expressed needs of
program stakeholders
• Highlights the overall goals of the
program
• Provides a guide for the design of
curriculum
• Suggests appropriate teaching and
learning methods
• Provides the targets for student
learning assessment
• Serves as a framework for overall
program evaluation
The CDIO SYLLABUS is a reference, not a prescription!
ALIGNMENT WITH PROGRAM MISSION
Mission
Vision
Program
Objectives
Values
Intended
Learning
Outcomes
CONSTRUCTIVE ALIGNMENT WITH
TEACHING AND ASSESSMENT
Intended
learning
outcomes
Teaching
and learning
activities
What activities are
appropriate for
students in order to
develop the desired
competencies?
What should
students know or
be able to do as a
result of the
course?
Assessment
How can students
demonstrate that they
have acquired the
desired levels of
competencies?
PRESSURES FOR CHANGE
TO THE CDIO SYLLABUS
• New knowledge
taxonomies, e.g.,
UNESCO
• New scholarship
• National accreditation and
evaluation standards
o ABET (US)
o CEAB (Canada)
o UK-SPEC
o Swedish Ordinance
o EUR-ACE
o DOCET
• Input from CDIO Syllabus
users
EXAMPLES OF PROPOSED CHANGES
Inference from comparisons with national documents
1.0 -- Change to Disciplinary or Subject-Based Knowledge and Reasoning
(Swedish Ordinance and EUR-ACE)
1.1 -- Add Mathematics (ABET)
1.3 -- Add Methods and Tools (ABET and CEAB)
2.1 -- Change to Analytical Reasoning and Problem Solving (ABET and CEAB)
2.2 -- Add Investigation to the title (CEAB)
2.5.1 -- Change to Ethics, Integrity, and Social Responsibility (ABET and CEAB)
2.5.2 -- Add Professional Responsibility (ABET)
2.5.5 – Add Equity and Diversity (CEAB)
3.1.5 -- Add Multidisciplinary Teaming (ABET and CEAB)
3.4.1 -- Add Inquiry, Listening and Dialogue (CEAB)
4.1 -- Add Economic Context (UK-SPEC)
4.2.5 -- Add part Engineering Project Finance and Economics (CEAB)
4.3.1 -- Add Understanding Needs (ABET and CEAB)
4.3.4 -- Add Systems Engineering (CEAB)
4.4.6 – Modify to indicate Safety (CEAB)
Changes to clarify and use consistent language
INNOVATION
• Innovation is the development and introduction into the market
of new goods and services
• Innovation is the market-oriented view of what in the CDIO
Syllabus defines in Sections 4.2 through 4.6 – Conceiving and
Engineering Systems, Designing, Implementing, and
Operating, within an enterprise
• Inference from innovation
•
•
•
•
4.0 -- Add Innovation to the title
4.2.2 -- Change to Enterprise Stakeholders, Strategy and Goals
4.2.5 -- Add Engineering Project Finance and Economics
4.2.6 -- Add New Technology Development, Assessment and
Infusion
• 4.3.1 -- Change to Understanding Needs and Setting Goals
• Mostly clarification and modest addition of topics to include
more business and upstream considerations
SUSTAINABILITY
• CDIO Syllabus has received some criticism, as sustainability
is mentioned in only one place, at the fourth level of detail,
under 4.4.6
• However, CDIO Syllabus actually strongly aligned with
concepts of sustainability: lifecycle considerations of
requirements, design, operations, retirement
• Inference from sustainability
4.0 -- Include Environmental in the title
4.1 -- Include Environmental in the title
4.1.7 -- Add Sustainability and the Need for Sustainable Development
4.4.6 -- Make Design for Sustainability more explicit
4.5.1 -- Change to Designing a Sustainable Implementation Process
4.6.1 -- Change to Designing and Optimizing Sustainable and Safe
Operations
• Mostly to clarify and increase visibility
OTHER PROPOSED CHANGES
• Various universities identified other areas that could be
improved or better explained
• Comparison with Five E model of Group T, Leuven, Belgium
• Additional inferences from these inputs
2.4.6 -- Add Educating Others
2.4.8 -- Add Knowledge Integration (Ensembling)
2.5.1 -- Change to Ethics, Integrity, and Social Responsibility
3.4 -- Add new listing Informal Communication to include:
3.4.1 Inquiry, Listening, and Dialogue
3.4.2 Negotiation, Compromise and Conflict Resolution
3.4.3 Advocacy
3.4.4 Establishing diverse Connections (Grouping)
•
These are mostly new additions
PROPOSED CDIO
SYLLABUS v2.1
Changes other
than
clarification:
• Reorganize 2.4
to elevate critical
and creative
thinking
• Add more
emphasis on
personal
resources
• Expand core
personal values
PROPOSED CDIO SYLLABUS v2.1
Changes other
than
clarification:
• Add multidisciplinary
teaming
• Add section on
informal
communication
PROPOSED CDIO
SYLLABUS v2.0
Changes other
than
clarification:
• Make
sustainability
more visible
• Add more
upstream
process
• Make system
engineering and
project
management
more explicit
LEADERSHIP AND ENTREPRENEURSHIP
LEADERSHIP
The role of helping to
organize effort, create
vision, and facilitate
the work of others
In the context of
engineering, senior
engineers are the
ones who most often
lead
ENTREPRENEURSHIP
The specific activity of
creating and leading a
new enterprise
OVERLAP OF CDIO SYLLABUS,
LEADERSHIP AND ENTREPRENEURSHIP
• CDIO Syllabus
already contains
skills of a leading
engineer
• What additional
skills are needed
of an engineering
leader?
• What additional
skills are needed
of an
entrepreneur?
We propose and extension to the CDIO Syllabus to include, as an
option, ENGINEERING LEADERSHIP and
ENTREPRENEURSHIP
PROPOSED CDIO + ENGINEERING
LEADERSHIP SYLLABUS
• Reference
Core
Personal
Values,
Relating,
and Making
Sense in
the CDIO
Syllabus
• Expand
Creating a
Purposeful
Vision
• Expand
Realizing
the Vision
ENTREPRENEURSHIP
ENTREPRENEURS who are engineers know how to conceive,
design, implement and operate products processes and
systems, and often act as engineering leaders
In addition, they have special skills associated with the foundation
and formulation of a new enterprise:
4.8.1 -- Company Founding, Formulation, and Organization
4.8.2 – Business Plan Development
4.8.3 -- Company Capitalization and Finances
4.8.4 -- Innovative Product Marketing
4.8.5 -- Conceiving Products and Services Around New Technologies
4.8.6 – The Innovation System, Networks, Infrastructure, and Services
4.8.7 -- Building the Team and Initiating Engineering Processes
(conceiving, designing, implementing and operating)
4.8.8 -- Managing Intellectual Property
SUMMARY
• Setting the education of engineers in the CONTEXT OF
ENGINEERING PRACTICE
• Increases retention of new knowledge and skills
• Interconnects concepts and knowledge that build on
each other
• Communicates the rationale for, and meaning and
relevance of what students are learning
• THE CDIO SYLLABUS
• Captures the expressed needs of program stakeholders
• Guides curriculum, teaching, learning, and assessment
• A modified CDIO SYLLABUS, V. 2.0 is proposed to
• Clarify existing learning outcomes
• Highlight innovation, sustainability, leadership, and
entrepreneurship
HOW CAN WE DO BETTER?
Re-task current assets and resources in:
•
•
•
•
•
Curriculum
Laboratories and workspaces
Teaching and learning
Assessment and evaluation
Faculty competence
Evolve to a model in which these resources are
better employed to promote student learning
THE CDIO STANDARDS:
EFFECTIVE PRACTICE FRAMWORK
1. CDIO as Context*
Adoption of the principle that product and system
lifecycle development and deployment are the context
for engineering education
2. CDIO Syllabus Outcomes*
Specific, detailed learning outcomes for personal,
interpersonal, and product and system building skills,
consistent with program goals and validated by
program stakeholders
3. Integrated Curriculum*
A curriculum designed with mutually supporting
disciplinary subjects, with an explicit plan to integrate
personal, interpersonal, and product and system
building skills
4. Introduction to Engineering
An introductory course that provides the framework for
engineering practice in product and system building,
and introduces essential personal and interpersonal
skills
5. Design-Build Experiences*
A curriculum that includes two or more design-build
experiences, including one at a basic level and one at
an advanced level
6. CDIO Workspaces
Workspaces and laboratories that support and
encourage hands-on learning of product and system
building, disciplinary knowledge, and social learning
7. Integrated Learning Experiences*
Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as
personal, interpersonal, and product and system
building skills
8. Active Learning
Teaching and learning based on active experiential
learning methods
9. Enhancement of Faculty CDIO Skills*
Actions that enhance faculty competence in personal,
interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Skills
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
11. CDIO Skills Assessment*
Assessment of student learning in personal,
interpersonal, and product and system building skills,
as well as in disciplinary knowledge
12. CDIO Program Evaluation
A system that evaluates programs against these 12
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
*essential
INTRODUCTORY COURSE
• To motivate students to study
engineering
• To provide early exposure to
system building
• To teach some early and
essential skills (e.g., teamwork)
• To provide a set of personal
experiences which will allow
early fundamentals to be more
deeply understood
Sciences
Capstone
Disciplines
Intro
SELF-EFFICACY BASED ASSESSMENT
•
Self-efficacy is the specific confidence that
you have that you can execute a task
•
With successful performance of tasks, selfefficacy increases and encourages the
individual to take on tasks of greater difficulty,
which increases self-efficacy further
•
Performance and self are closely correlated
•
Self-efficacy, which can be easily measured, is
a good basis of pre/post test assessment
•
Success with early PBL experiences increases
student self-efficacy in engineering skills and
increases student motivation to take on more
advanced engineering tasks
Intention & Action
Self-efficacy
Performance
Self-efficacy
Performance
Self-efficacy
44
ARE WE DOING BETTER?
• The CDIO approach has deepened, not diminished, students’
understanding of engineering disciplinary knowledge
• Annual surveys of graduating students indicate that they have
developed intended CDIO program knowledge and skills
outcomes, especially are those that are important to program
stakeholders
• Student self-report data indicate high student satisfaction with
design-implement experiences, and with workspaces that
promote a sense of community among learners
• Longitudinal studies of students in CDIO programs are showing
increases in program enrollment, decreasing failing rates,
particularly among female students, and increased student
satisfaction with their learning experiences
• Employers are beginning to report increased capabilities
improvements in student adaptation to the workplace
• Results are being used for continuous program improvement
EDUCATIONAL PRODUCT DEVELOPMENT
Typical:
• Professor identifies need
• Gets idea
• Not familiar with
literature or other
practice
• Tries something
• It works
• Is replaced or gets tired
• Back to status quo
Improved:
• University/Industry team
identifies need
• Idea developed
• Informed by literature and
other practice
• Parallel experimentation
• Good evaluation
• Recognition and reward
• Institutionalized reform
Transformation requires: resources, coordination,
expertise, mechanism for sharing
CDIO RESOURCES
•
Published papers and conference
presentations
Visit www.cdio.org!
•
Implementation support
•
Support for change process
•
Book: Rethinking Engineering Education The CDIO Approach (Amazon.com)
•
Local and regional workshops -Delft in
November 2009, Brest in Spring 2010
•
CDIO International Workshop and
Conference – Montreal in June 2010
EFFECTIVE PRACTICE: RE-TASK
CURRICULUM
• Standard 4: Begin with an introductory course
that provides a framework for engineering
education and introduces essential skills
• Standard 5: Ensure that students participate in
two or more design-implement experiences,
including one at a basic level and one at and
advanced level
EFFECTIVE PRACTICE: RE-TASK
ASSESSMENT AND EVALUATION
• Standard 11: Assess student knowledge and skills
in personal, interpersonal, and product, process and
system building, as well as disciplinary knowledge

Portfolios and project assessment
 Oral exams
 Concept questions
 Self-efficacy based testing
• Standard 12: Evaluate programs against these
twelve standards, and provide continuous feedback
to students, faculty, and other stakeholders for
continuous improvement