University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Outcomes-Based Curriculum —
Disciplinary Context
Dr Brian Foley
Director, CAPSL
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
More specifically:
•
The experience and practicalities of
developing a complete outcomes
framework for the BAI programme for
accreditation purposes.
•
Dual focus:
 Overall framework
 Programme outcomes
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Agenda
• Background:
»BAI
»Engineers Ireland
• Accreditation requirements
• Approach and processes
• Main lessons
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
BAI Features
• 175 student intake
• Common curriculum for JF and SF across
four engineering depts, mathematics,
physics, and chemistry.
• Open choice of five sophister specialisms:
civil, mechanical, electronic, computer, and
electronic-computer.
• Three common JS courses, one common SS
module; SS research dissertation for all.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
BAI Features contd.
• Common overall assessment/examination
framework
• Administered from School of Engineering but
policy determined by BAI Management
Committee with Computer Science
representation.
• Participates fully in broad curriculum (JS)
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Engineers Ireland
• Statutory regulation of the profession.
• Traditional prescriptive accreditation to 2003.
• Outcomes-based accreditation from 2005,
modelled on the US ABET 2000 system.
• The whole of 2004 comprised a sequence of
learning outcome workshops/information
events/visits to colleges, etc. Also training
for accreditation assessors.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
EI Reqts: Programme Outcomes
a.
The ability to derive and apply solutions from a
knowledge of sciences, engineering sciences,
technology and mathematics;
b.
The ability to identify, formulate, analyse and solve
engineering problems;
c.
The ability to design a system, component or
process to meet specified needs, to design and
conduct experiments and to analyse and interpret
data;
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
EI Programme Outcomes contd.
d.
An understanding of the need for high ethical
standards in the practice of engineering, including
the responsibilities of the engineering profession
towards people and the environment;
e.
The ability to work effectively as an individual, in
teams and in multi-disciplinary settings together
with the capacity to undertake lifelong learning;
f.
The ability to communicate effectively with the
engineering community and with society at large.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
PO (b): Problem Solving
Graduates should, inter alia, be able to:
(i) integrate knowledge, handle complexity and formulate
judgements with incomplete or limited information;
(ii) create models by deriving appropriate equations and by
specifying boundary conditions and underlying assumptions
and limitations;
(iii) identify and use appropriate mathematical methods for
application to new and ill-defined engineering problems;
(iv) identify, classify and describe the performance of systems and
components through the use of analytical methods and
modelling techniques;
(v) develop software tools including numerical techniques to solve
engineering problems.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Programme/Curriculum Areas
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Sciences and Mathematics
Discipline-specific Technology
Software and Information Systems
Creativity and Innovation
Engineering Practice
Social and Business Context
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Points to Note:
•
•
EI programme outcomes are specified
generically – no mention of a specific
discipline;
EI programme outcomes are consistent with
TCD degree descriptors (Calendar, H2); eg
that they have the ability to devise data gathering
experiments, and to gather and interpret relevant
data to inform independent judgements which
include reflection on relevant social, scientific, or
ethical issues
•
The strong focus on “soft” programme
outcomes.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Alignment/Mapping:
Learning
Outcome
Delivery
Assessment
Learning
Outcome
Delivery
Assessment
Programme
Outcome
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Approach
Head of
School Eng
BAI
Management
Head of
School CSS
Accreditation
Work Group
Civil Dept
Work Group
Mech Dept
Work Group
Elect Dept
Work Group
Comp Sc Dept
Work Group
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Accreditation Working Group
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Chair, one rep (+substitute) per dept.
All had attended EI workshop training.
Full authority from Heads of School to take
decisions and act.
Responsible for developing and coordinating an overall approach.
Particular responsibility for common courses
and service courses.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Department Working Group
•
•
•
Responsible for specialist courses.
Ultimate responsibility for the disciplinespecific accreditation submission.
Responsible for the specialist “evidence.”
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Documentation Template
•
•
Explanation of requirements in discipline
context.
Requirements
 8 – 10 learning outcomes per course
 Mapping information
 Assessment information
•
•
Objectives, delivery, syllabus, texts.
Recommended action word list.
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Problems and Solutions (i):
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•
Areas of “resistance” → persuade and assist
Invalid learning outcomes, too many, too few
→ iterate
Missing mapping/assessment info → iterate
Over-specificity → more generic approach
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Problems and Solutions (ii):
•
•
•
Sparse coverage of soft programme
outcomes
Lack of variety/balance in means of
assessment
Uneven coverage of all levels of Bloom’s
taxonomy
University of Dublin
Trinity College
University of Dublin
Trinity College
Centre for
Academic Practice
& Student Learning
Lessons:
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Strong, well-prepared local working
structure.
Systems oriented approach.
Be prepared to iterate.
Don’t be afraid to be generic both in
programme outcomes and course learning
outcomes.
Use Bloom’s taxonomy!