Data-driven curriculum redesign in civil engineering

Fowler, Debra; Poling, Nathaniel; Anthony, Whitney; Morgan, Jim; Brumbelow, Kelly

doi:10.1109/fie.2014.7044242

Cited by 8 publications

(15 citation statements)

References 14 publications

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“…Before changes are made to a curriculum, curriculum continuity maps are often constructed to systematically and visually ascertain gaps, redundancies, and bottlenecks in the content and sequencing of courses. 1,12,17,23,24,31,38,40,47,53 Curriculum continuity falls in the curriculum development step of Wolf's continuous improvement model for curriculum development. 51 Curriculum maps assist in ensuring a coherent, integrated, and meaningful curriculum; informing curriculum enhancements; and confirm good educational practices of curriculum development (i.e., continued, steady, systematic, and incremental) are followed.…”

Section: Curriculum Continuitymentioning

confidence: 99%

Process for Faculty-Driven, Data-Informed Curriculum Continuity Review in Biomedical Engineering

Patrick

Machek

Avazmohammadi

et al. 2022

Biomed Eng Education

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Section: Curriculum Continuitymentioning

confidence: 99%

Process for Faculty-Driven, Data-Informed Curriculum Continuity Review in Biomedical Engineering

Patrick

Machek

Avazmohammadi

et al. 2022

Biomed Eng Education

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“…Although curriculum mapping is accomplished at other universities and within similar disciplines, the mapping is typically tied to assessment. The PRD process utilized by ESSM is a systematic, iterative process implemented by the faculty to produce a stronger program (Fowler et al, 2014, 2015; Silverman and Casazza, 2000). Additionally, to capture how effectively a program prepares students for the workplace or graduate school, the curriculum should be assessed using evidence of student learning (Boud and Falchikov, 2006; Nieweg, 2004; Silverman and Casazza, 2000).…”

Section: Program (Re)designmentioning

confidence: 99%

Redesigning Natural Resources Curricula: A Redesign Process Model at Texas A&M University

Fowler

Bakenhus

Kothmann

et al. 2016

Natural Sciences Education

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Core Ideas An undergraduate natural resources education is improved at a major research university. The article describes a systematic curriculum redesign process in a university program. The program is improved by using data‐driven program design and assessment. The undergraduate curriculum is focused to ensure program and graduate quality based on industry/academic needs and trends. To remain current, departments and programs offering curricula in natural resource science aim to ensure that students develop the knowledge and skills identified as being crucial by experts in the field. Texas A&M University's Ecosystem Science and Management (ESSM) Department recently completed a large‐scale curricular update assisted by academic developers at the Center for Teaching Excellence (CTE) within the university. Using the comprehensive Program (Re)Design (PRD) model created by the CTE academic developers, the ESSM Department began by forming a PRD team identified from the department's faculty. This article details the process that the ESSM department utilized during their curriculum update, and provides a general overview of the PRD model. Examples of lessons learned (issues, solutions, and so forth) are also examined.

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“…The pedagogical expert was key because she provided a curriculum redesign process for the team to follow that was adapted from existing models 9,10 and the process is outlined in detail in a separate paper 11 .…”

Section: Curriculum Transformation Processmentioning

confidence: 99%

“…The process began with identifying the need for a curriculum redesign and gathering data on the program's strengths and weaknesses 11 . The next step was to identify the attributes that an ideal graduate of the program would have.…”

Section: Curriculum Transformation Processmentioning

confidence: 99%

“…In this analogy, reviewing the BOK2 and other sources of data corresponds to the background information stage, program learning outcomes and associated rubrics are the conceptual design, and the curriculum map and individual course design are performed in the final design stage. This analogy was presented graphically in a separate paper 11 , and can be found at https://sites.google.com/site/cttgraphic/.…”

Section: The Bok and Motivation…mentioning

confidence: 99%

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Transformation of a Large Civil Engineering Department Curriculum using the ASCE BOK2

Brumbelow

Fowler

Morgan

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Slope, and throughout the "lower 48 states." His current activities at Texas A&M cover a wide spectrum from K-12 outreach and recruiting to undergraduate curriculum design to retention, monitoring, and post-graduation engagement. Dr. Debra A Fowler, Texas A&M UniversityDr. Debra Fowler serves the Associate Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, professional development of graduate students related to teaching and the influence of reflection and creation of eportfolios on student connections to learning and employment. Transformation of a Large Civil Engineering Department Curriculum Using the ASCE BOK2Abstract Texas A&M's undergraduate civil engineering curriculum has been re-designed and founded on the 2 nd edition of ASCE's Civil Engineering Body of Knowledge (BOK2). The curriculum transformation work involved a team of civil engineering faculty and students as well as a pedagogical expert and occurred over a deliberate two year timeframe. The process was made explicitly analogous to an engineering design process with data-driven analysis in order to build faculty consensus. The team adapted the BOK2 outcome statements and defined comprehensive rubrics to specify expectations of student performance for multiple indicators under each outcome at multiple levels in the curriculum. A curriculum map was then developed to identify how specific courses would introduce, reinforce, and demonstrate program outcomes as students advanced. The size of the program (in terms of available elective plans as well as personnel) required enhanced attention to potential student course plans, empowerment of course coordinators, and inclusion of representative stakeholders. Beyond the expected work of revising courses, the effort led to: a novel mid-curriculum zero credit hour course incorporating a highimpact learning practice and reflection, extensive cooperation with external departments to enhance non-departmental courses, and cataloging of resources for students to address knowledge gaps between courses. Lessons learned focus on how the expansive nature of the BOK2 outcomes require a process that values deliberation, inclusion, and creativity.

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Data-driven curriculum redesign in civil engineering

Cited by 8 publications

References 14 publications

Process for Faculty-Driven, Data-Informed Curriculum Continuity Review in Biomedical Engineering

Process for Faculty-Driven, Data-Informed Curriculum Continuity Review in Biomedical Engineering

Redesigning Natural Resources Curricula: A Redesign Process Model at Texas A&M University

Transformation of a Large Civil Engineering Department Curriculum using the ASCE BOK2

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