Collaborative teaching and learning in an outcomes assessment environment: An example from undergraduate engineering education

Author

Kerr, Barbara

Author_Institution

Centre for Learning & Teaching, Dalhousie Univ., Halifax, NS, Canada

fYear

2012

fDate

26-28 Sept. 2012

Firstpage

1

Lastpage

4

Abstract

The recent shift to outcomes based accreditation in Canadian engineering undergraduate education has introduced challenges in assessing student learning. The Terenzini-Reason Comprehensive Outcomes model provides the framework for organizing the assessment plan at one university. In particular, the use of eLumen™ outcomes management software to facilitate data collection and analysis of learning outcomes in a collaborative manner will be described.

Keywords

computer aided instruction; data analysis; educational institutions; engineering education; further education; groupware; teaching; Canadian undergraduate engineering education; Terenzini-Reason comprehensive outcomes model; assessment plan; collaborative learning; collaborative teaching; data collection; eLumen; learning outcomes analysis; outcomes assessment environment; outcomes management software; student learning assessment; university; Accreditation; Collaboration; Educational institutions; Software; Standards; Outcomes assessment; collaborative tools; engineering education;

fLanguage

English

Publisher

ieee

Conference_Titel

Interactive Collaborative Learning (ICL), 2012 15th International Conference on

Conference_Location

Villach

Print_ISBN

978-1-4673-2425-0

Electronic_ISBN

978-1-4673-2426-7

Type

conf

DOI

10.1109/ICL.2012.6402191

Filename

6402191