Making programme learning outcomes explicit for students of process and chemical engineering
| dc.contributor.author | Fitzpatrick, John J. | |
| dc.contributor.author | Byrne, Edmond P. | |
| dc.contributor.author | Kennedy, Declan | |
| dc.contributor.funder | University College Cork | en |
| dc.date.accessioned | 2011-07-13T14:53:31Z | |
| dc.date.available | 2011-07-13T14:53:31Z | |
| dc.date.copyright | 2009-07 | |
| dc.date.issued | 2009-07 | |
| dc.date.updated | 2011-06-29T15:03:41Z | |
| dc.description.abstract | 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. | en |
| dc.description.sponsorship | University College Cork (Teaching and Learning in Higher Education Programme) | en |
| dc.description.status | Peer reviewed | en |
| dc.description.version | Accepted Version | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.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), pp. 21–28. https://doi.org/10.1016/j.ece.2009.07.001 | en |
| dc.identifier.doi | 10.1016/j.ece.2009.07.001 | |
| dc.identifier.endpage | 28 | en |
| dc.identifier.issn | 1749-7728 | |
| dc.identifier.issued | 2 | en |
| dc.identifier.journaltitle | Education for Chemical Engineers | en |
| dc.identifier.startpage | 21 | en |
| dc.identifier.uri | https://hdl.handle.net/10468/353 | |
| dc.identifier.volume | 4 | en |
| dc.language.iso | en | en |
| dc.publisher | Elsevier | en |
| dc.relation.uri | https://doi.org/10.1016/j.ece.2009.07.001 | |
| dc.rights | © 2009 The Institution of Chemical Engineers. Published by Elsevier B.V. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
| dc.subject | Programme learning outcomes | en |
| dc.subject | Engineering education | en |
| dc.subject.lcsh | Competency-based education | en |
| dc.subject.lcsh | Engineering--Study and teaching | en |
| dc.title | Making programme learning outcomes explicit for students of process and chemical engineering | en |
| dc.type | Article (peer-reviewed) | en |
