Reversing the Logic: An Outcomes-Based Student Typology for Determining "What Works" in Promoting an Array of Engineering-Related Student Learning Outcomes

Autor/in	Knight, David B.
Titel	Reversing the Logic: An Outcomes-Based Student Typology for Determining "What Works" in Promoting an Array of Engineering-Related Student Learning Outcomes
Quelle	In: Educational Evaluation and Policy Analysis, 36 (2014) 2, S.145-169 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373713504987
Schlagwörter	Classification; Multivariate Analysis; Engineering Education; Higher Education; Undergraduate Students; Educational Assessment; Student Surveys; Outcomes of Education; Outcome Measures; Student Centered Curriculum; Skills; Demography; Factor Analysis; Statistical Bias; Hierarchical Linear Modeling; Best Practices; Gender Differences; Racial Differences; Ethnic Groups; Aptitude Tests; Student Characteristics; Student Experience; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Multivariate Analyse; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Schülerbefragung; Lernleistung; Schulerfolg; Skill; Fertigkeit; Demografie; Faktorenanalyse; Geschlechterkonflikt; Rassenunterschied; Ethnie; Aptitude test; Eignungsprüfung; Eignungstest; Studienerfahrung
Abstract	Colleges and universities are being pressed to seek innovative ways to measure student learning outcomes and identify the conditions that lead to their development. Understanding how students group according to a multidimensional set of learning outcomes provides information on the extent to which institutions are meeting goals. This study develops a typology based on engineering undergraduates' array of outcomes. The study also demonstrates variation in personal and educational experiences across outcomes-based student groupings, thus providing insight into "what works" for programs who seek to graduate students who have developed an array of engineering-related outcomes. This outcomes-based approach is readily applicable to any set of student learning outcomes that programs or institutions seek to cultivate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10