Group 3

Luis M Vicente
Sean/Shuo Pang
Julio Hernandez
Alejandro Espera
Kelly Roos
Paul Campbell

Questions to answer:

• What are good general learning outcomes in science/computation courses?
• What are examples of learning outcomes on  a course you teach?

Learning outcomes:

Julio: Bloom Taxonomy: useful guide when one defines the problem to solve. Pick an action verb from the list and put it in the learning outcomes.

Julio: Based on Bloom taxonomy, we may classify the level of achievement as first year (Knowledge, Understand), second year (Apply, Analyze), fourth/fifth year (Evaluate, Create).

Jason: Being able to decompose/distill a problem in parts and work algorithmically over it.

Roos: Implement the appropriate mathematical analysis for a particular problem.

Sean: Embrace the approximation in engineering and notice the limitations of the analysis. For new/emerging problems, the student can learn the knowledge required and repeat the Bloom Taxonomy.

Paul: All advanced outcomes (for later units or levels of a course) should have clear connections to basic outcomes (from earlier units or levels of a course)

Paul: Students need to have early appreciation for generalization (benefits and limitations) and recognize that the process of learning often involves transitions between general understanding and deep knowledge.  This translates in the quantitative/analytical context to an appreciation of basic models and low precision calculations versus advanced models having very high precision but limited applications.

Roos: Articulate broad scientific topics, give context, instead of memorize. The student should have the ability to consolidate the previous knowledge to solve engineering problems.

Alejandro: Students will demonstrate the ability to identify the scientific dimensions of contemporary engineering issues.

Alejandro: Students will demonstrate the ability to use programming techniques to address engineering problems. 

Alejandro: Students will implement basic programming techniques to increase code efficiency: reuse components where possible, remove redundancy, and anticipate errors to minimize risk for error.

 

Discuss:

• How do you assess student performance and learning?
  
  -encourage students to use available resources
•  What challenges do you have assessing student performance relative to your planned learning outcomes?
  
  -small vs large classes
• What techniques or tools can you adopt to help?
  
  -AI ?