TY - GEN
T1 - Teaching product design in line with Bloom's taxonomy and ABET student outcomes
AU - Qamar, Sayyad Zahid
AU - Kamanathan, Arunachalam
AU - Al-Rawahi, Nabeel Z.
N1 - Publisher Copyright:
© 2016 IEEE.
PY - 2016/5/19
Y1 - 2016/5/19
N2 - Design is one of the highest-level activities in the engineering profession. Compared to many other areas predominantly involving closed-form solutions, design is an open-ended activity, with many possible solutions for the same problem. This shift from the concrete to the abstract makes teaching of engineering design courses more challenging. The target set forth by good academic institutions is to have a system in place that can produce graduates who are well equipped and suitably qualified to practice professional engineering in a continually changing and increasingly complex global environment. Bloom's taxonomy outlines the skill levels required for education at any level, and in any discipline. Accreditation agencies such as ABET also establish criteria that can be generally applied to any type of education, but are primarily focused on engineering education. The current paper describes a methodology for Product Design education, integrating both Bloom's taxonomy and ABET student outcomes in an activity-based environment. Creative Design course taught at the Mechanical Engineering Department at Sultan Qaboos University, Muscat is presented as a case study. Example design activities are described for each of the six levels in Bloom's taxonomy. A mapping table is also presented to relate these levels to student outcomes of ABET criterion.
AB - Design is one of the highest-level activities in the engineering profession. Compared to many other areas predominantly involving closed-form solutions, design is an open-ended activity, with many possible solutions for the same problem. This shift from the concrete to the abstract makes teaching of engineering design courses more challenging. The target set forth by good academic institutions is to have a system in place that can produce graduates who are well equipped and suitably qualified to practice professional engineering in a continually changing and increasingly complex global environment. Bloom's taxonomy outlines the skill levels required for education at any level, and in any discipline. Accreditation agencies such as ABET also establish criteria that can be generally applied to any type of education, but are primarily focused on engineering education. The current paper describes a methodology for Product Design education, integrating both Bloom's taxonomy and ABET student outcomes in an activity-based environment. Creative Design course taught at the Mechanical Engineering Department at Sultan Qaboos University, Muscat is presented as a case study. Example design activities are described for each of the six levels in Bloom's taxonomy. A mapping table is also presented to relate these levels to student outcomes of ABET criterion.
KW - ABET student outcomes
KW - Bloom's taxonomy
KW - Engineering education
KW - Product design
UR - http://www.scopus.com/inward/record.url?scp=84994553161&partnerID=8YFLogxK
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U2 - 10.1109/EDUCON.2016.7474677
DO - 10.1109/EDUCON.2016.7474677
M3 - Conference contribution
AN - SCOPUS:84994553161
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 1017
EP - 1022
BT - Proceedings of 2016 IEEE Global Engineering Education Conference, EDUCON 2016
PB - IEEE Computer Society
T2 - 2016 IEEE Global Engineering Education Conference, EDUCON 2016
Y2 - 10 April 2016 through 13 April 2016
ER -