Citation:Fitzpatrick, J.J., Byrne, E.P. and Kennedy D. (2009) 'Making programme learning outcomes explicit for students of process and chemical engineering'. Education for Chemical Engineers, 4 (2):21-28.
There is a global shift from solely content-driven teaching to learning outcomes driven
engineering education which underpins much of the educational reform. In engineering
education, degree programme learning outcomes are more commonplace as more and
more professional accrediting bodies require fulfilment or compliance with prescribed
learning outcomes. However, the students may not be presented with these learning
outcomes as they are often “hidden” in application for accreditation documentation and
not divulged to the students. This is the context of this thesis study. Undergraduate
students (2006-2008) taking the BE degree programme in Process & Chemical
Engineering at UCC were first surveyed to assess their level of knowledge of the
learning outcomes concept and of the degree programme learning outcomes. The contents
of two application documents for accreditation documents submitted to professional
accreditation bodies along with Institution guidelines were reviewed to formulate the
degree programme learning outcomes and these were presented to the students. These
students were then surveyed after the presentation. The results of the questionnaire
demonstrated a major improvement in the knowledge of the learning outcomes concept
and the degree programme learning outcomes amongst the students. It also showed that
the students found the session to be beneficial.
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