Learning Outcomes and Programme Accreditation in Engineering

Education Denis McGrath,

Chartered Engineer, Member of Administrative Council of ENAEE,

Member of EUR-ACE Label Committee of ENAEE, Chair of Promotion Committee of ENAEE

Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.

ECTS Users’ Guide, p.47

Definition

Benjamin S. Bloom, 1913-1999

Taxonomy of Educational Objectives: Handbook 1, The Cognitive Domain Handbook 2, The Affective Domain

Handbook 3, The Psychomotor Domain (never completed)

Hierarchy of Learning, six levels Bloom et al., 1956

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge, verbs to be used when writing

learning outcomes

• Use action verbs like:

Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate, tell.

2. Comprehension, verbs to be used when

writing learning outcomes,

Associate, clarify, classify, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, identify, illustrate, indicate, infer, interpret, locate, predict, recognise, report, restate, review, select, solve, translate.

3. Application, verbs to be used when writing

learning outcomes,

Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use.

4. Analysis, verbs to be used when writing

learning outcomes,

Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test.

5. Synthesis, verbs to be used when writing

learning outcomes,

Argue, combine, compile, compose, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganise, revise, rewrite, set up, summarise.

6. Evaluation, verbs to be used when writing

learning outcomes,

Appraise, ascertain, argue, attach, choose, conclude, contrast, convince, criticise, decide, defend, discriminate, evaluate, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve, revise, score, summarise, support, validate, value.

Examples of Learning Outcomes for a Module

Engineering Mechanics 2

• Apply equations for straight-line motion to solve problems with variable acceleration.

• Solve plane curvilinear motion problems in three different co-ordinate systems.

• Analyse dynamic problems using work/energy and impulse/momentum techniques.

Programme Outcomes

Sum of Learning Outcomes for all modules

Programme Outcomes

Examples of Programme Outcomes 1

Master Degree in Engineering

(Second Cycle degree) Graduates should be able to demonstrate,

• The ability to identify, formulate, analyse and solve complex and ill-defined engineering problems.

• The ability to design and conduct experiments and to apply a range of standard and specialised research tools and techniques.

Examples of Programme Outcomes 2

Bachelor Degree in Eng. Technology

(First Cycle Degree)

Graduates should be able to demonstrate,

• The ability to identify, formulate and solve broadly-defined problems in the particular branch of engineering technology.

• Ability to contribute to the design of components, systems and processes to meet specified needs.

Defining the Learning Process

• Learning Outcomes/Programme Outcomes

• Curriculum Content (incl. entry standard)

• Duration in Years

• Qualification Frameworks

• Credits

Developing Accreditation Criteria

• Buy-in of stake-holders

• Defining the learning process

• Publication of Accreditation Criteria

Buy-in of Stake-holders

• Stake-holders

- Academics

- Industry

- Engineering profession

• Ethos - Consultation

- Inclusivity

- Objectivity

- Transparency

Publication of Accreditation Criteria

The Accreditation Criteria when finally agreed should be published on the accreditation authority’s website.

Clarity of terminology and language essential

Implementation of Accreditation Process

• Documentation requirements and site visit timetable must be clearly described and published

• Training of evaluators for audit teams

• Professional management of site visit and evaluation process

Nature of International Accreditation Agreements

Based on,

• Mutual trust and confidence

• Mutual acceptance of each others’ accreditation decisions

Defining the Learning Process

• Learning Outcomes/Programme Outcomes

• Curriculum Content (incl. entry standard)

• Duration in Years

• Qualification Frameworks

• Credits

Comparison

International Engineering Alliance accords

and

European Network for Accreditation of Engineering Education (ENAEE) framework.

International Engineering Alliance (IEA)

• Washington Accord (1989), for engineers

• Sydney Accord (2001), for eng. technologists

• Dublin Accord (2001), for eng. technicians

www.ieagreements.com

•Australia - Represented by Engineers Australia (1989)

•Canada - Represented by Engineers Canada (1989)

•Chinese Taipei - Represented by Institute of Engineering Education Taiwan (2007)

•Hong Kong China - Represented by The Hong Kong Institution of Engineers (1995)

•Ireland - Represented by Engineers Ireland (1989)

•Japan - Represented by Japan Accreditation Board for Engineering Education (2005)

•Korea - Represented by Accreditation Board for Engineering Education of Korea (2007)

•Malaysia - Represented by Board of Engineers Malaysia (2009)

•New Zealand - Represented by Institution of Professional Engineers NZ (1989)

•Russia - Represented by Association for Engineering Education of Russia (2012)

•Singapore - Represented by Institution of Engineers Singapore (2006)

•South Africa - Represented by Engineering Council of South Africa (1999)

•Turkey - Represented by MUDEK (2011)

•United Kingdom - Represented by Engineering Council UK (1989)

•United States - Represented by Accreditation Board for Engineering and Technology (1989)

Washington Accord Signatories (15)

Sydney Accord Signatories (8)

•Australia - Represented by Engineers Australia (2001) •Canada - Represented by Canadian Council of Technicians and Technologists (2001) •Hong Kong China - Represented by The Hong Kong Institution of Engineers (2001) •Ireland - Represented by Engineers Ireland (2001) •New Zealand - Represented by Institution of Professional Engineers NZ (2001) •South Africa - Represented by Engineering Council of South Africa (2001) •United Kingdom - Represented by Engineering Council UK (2001) •United States - Represented by Accreditation Board for Engineering and Technology (2009)

IEA Graduate Attributes

(Programme Outcomes)

Knowledge of Engineering Sciences :

Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization …

Engineer Range (Washington Accord):

… to the solution of complex engineering problems.

Engineering Technologist Range (Sydney Accord):

… to defined and applied engineering procedures, processes, systems or methodologies.

Complex Problems

Engineering problems which cannot be resolved without in-depth engineering knowledge, much of which is at, or informed by, the forefront of the professional discipline, and have some or all of the following characteristics……..

Broadly-defined Problems

Engineering problems which cannot be pursued without a coherent and detailed knowledge of defined aspects of a professional discipline with a strong emphasis on the application of developed technology.

Curriculum Content (Eng. Technology, Sydney Accord)

Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for an accepted sub-discipline.

Curriculum Content (Engineering, Washington Accord)

Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice area in the engineering discipline, much of it at the forefront of knowledge.

Defining the Learning Process

• Learning Outcomes/Programme Outcomes

• Curriculum Content (incl. entry standard)

• Duration in Years

• Qualification Frameworks

• Credits

Duration in Years

Washington Accord

Four years

Sydney Accord

Three Years

Qualification Frameworks, Credits

These are not used in the Washington and Sydney Accords.

European Network for Accreditation of Engineering Education (ENAEE)

Authorises quality assurance and accreditation agencies, which satisfy requirements of EUR-ACE Framework Standards, and Standards and Guidelines for Accreditation Agencies, to award the EUR-ACE Label to engineering degree programmes they accredit.

www.enaee.eu

ENAEE Authorised Agencies (7)

• GERMANY - ASIIN– Fachakkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften, und der Mathematik e.V. www.asiin.de

• FRANCE – CTI – Commission des Titres d’Ingénieur. www.cti-commission.fr. • UK - Engineering Council – www.engc.org.uk • IRELAND – Engineers Ireland– www.engineersireland.ie • PORTUGAL – Ordem dos Engenheiros – www.ordemengenheiros.pt • RUSSIA – AEER – Association for Engineering Education in Russia. www.aeer.ru. • TURKEY – MÜDEK – Association for Evaluation and Accreditation of Engineering

Programmes. www.mudek.tr Candidate Status • ROMANIA -ARACIS – The Romanian agency for Quality Assurance in Higher

Education. www.aracis.ro • LITHUANIA - SKVC –Centre for Quality Assessment in Higher Education

www.skvc.lt

EUR-ACE Framework Standards

• First Cycle Programmes,

Applied

Theoretical

• Second Cycle Programmes,

Master

EUR-ACE Framework Standards

Knowledge and Understanding

The underpinning knowledge and understanding of science, mathematics and engineering

fundamentals are essential to satisfying the other programme outcomes. Graduates should

demonstrate their knowledge and understanding of their engineering specialisation, and also of the wider context of engineering.

First Cycle graduates should have:

- knowledge and understanding of the scientific and mathematical principles underlying their

branch of engineering;

- a systematic understanding of the key aspects and concepts of their branch of engineering;

- coherent knowledge of their branch of engineering including some at the forefront of the branch;

-awareness of the wider multidisciplinary context of engineering.

Second Cycle graduates should have:

-an in-depth knowledge and understanding of the principles of their branch of engineering;

-a critical awareness of the forefront of their branch.

ENAEE

• Duration in Years, Qualification Frameworks

Not used

• Credits

First Cycle, Bachelor degree,

Not less than 240 ECTS Credits

Second Cycle, Master degree

Not less than 300 ECTS Credits

Functioning of Agreements

Washington/Sydney Accords Engineering/Engineering technology programmes listed on each signatory’s website are recognised by all other signatories. ENAEE Engineering Master and Bachelor degree programmes which have been awarded the EUR-ACE Label by an authorised agency are listed on a database on the ENAEE website.

Functioning of Agreements

• Washington and Sydney Accords

• Reviews of signatories’ accreditation policies and procedures carried out every five years.

• ENAEE

• Reviews of agencies’ continuing compliance with European Framework Standards carried out every five years.

Dialogue

Dialogue between IEA and ENAEE is

on-going.

Glossary of Terminology

Mutual Recognition not feasible at present.

Bibliography

• Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956) Taxonomy of educational objectives. Volume I: The cognitive domain. New York: McKay.

• ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture.

• Kennedy, D. Hyland,A & Ryan,N.M. (2007) in The Bologna Handbook, C3.4.1 Raabe Academic Publishers,Berlin. • “Writing and using learning outcomes: a practical guide”Writing Learning

Outcomes, University of Limerick, 2007. • Engineers Ireland, Accreditation Criteria for Engineering Degree

Programmes, Dublin, 2007. • European Network for Accreditation of Engineering Education (ENAEE),

EUR-ACE Framework Standards, cf. www.enaee.eu, 2012. • International Engineering Alliance (IEA), Graduate Attributes and

Professional Competences, cf. www.ieagreements.com, 2012.

Thank you.