Beyond the Cognitive: The Affective Domain, Values, and the Achievement of the Vision

The fi nal year project is a crucial component of engineering undergraduate education that is made a compulsory requirement by engineering accreditation bodies worldwide. This paper documents an approach toward the fi nal year engineering project that is consistent with an outcome-based education methodology as required by accreditation bodies but also incorporates the development of a desirable range of graduate capabilities through its unique approach. The method, implementation, measurement of outcomes, and survey fi ndings on the students taking this module are presented in this paper. For the measurement of outcomes, both qualitative and quantitative approaches were utilized. The quantitative approach consisted of using a Likert scale online survey as well as a software tool to capture the marks from various assessment components of the module to use as a comparison. The software tool links these assessment components to the module learning outcomes and the learning domains of Bloom's taxonomy. The marks attained were considered to be refl ective of the attainment of the outcomes. The qualitative approach utilized a written survey that is part of the online survey. This online survey focused on student perceptions assessed through the Likert scale and written feedback instead of marks. The data obtained from both approaches were analyzed and compared, and the fi nal year project module is evaluated for its effectiveness in delivering holistic education. These different approaches substantiated the fi ndings of one another and helped determine to what extent the holistic education outcomes were achieved.

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Section: Literature Reviewmentioning

confidence: 99%

Final Year Engineering Project and Its Contribution to Holistic Education

Tien

Gamboa

Namasivayam

2015

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

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“…The American Society of Civil Engineers has recognized the need to balance the cognitive with the affective with regard to achieving its aspirational vision as a profession that deals aggressively with pressing emergent issues, and its educational program is reviewed to address this need (Lynch et al 2009 ). The American Society of Civil Engineers has recognized the need to balance the cognitive with the affective with regard to achieving its aspirational vision as a profession that deals aggressively with pressing emergent issues, and its educational program is reviewed to address this need (Lynch et al 2009 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

Tang¹,

Logonnathan²

2015

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“…If the engineering discipline is simply the application of science to practical problems, should it take note of Trevelyan's argument that the exercise is pointless unless the practice of engineers is taken into account? If it is, then notice has to be taken of the affective domain, and that is prohibited by the scholar academic ideology, and ignored by those who follow the social efficiency ideology, even though the authors of the cognitive Taxonomy also wrote a taxonomy for the affective domain [42] Neither can this position be sustained, for there is substantial evidence of the importance of the affective domain in the engineering literature [43]; [44]. Both the learner centred and social reconstruction ideologies embrace the affective domain in their attention to the whole person.…”

Section: Discussionmentioning

confidence: 99%

Philosophy and Engineering Education; should teachers have a philosophy of Education?

Heywood

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Beyond the Cognitive: The Affective Domain, Values, and the Achievement of the Vision

Cited by 48 publications

References 3 publications

Final Year Engineering Project and Its Contribution to Holistic Education

Final Year Engineering Project and Its Contribution to Holistic Education

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

Philosophy and Engineering Education; should teachers have a philosophy of Education?

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