Beyond bloom’s: a taxonomy for teaching engineering practice

• Autores: Susan McCahan, Lisa Romkey
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. 5, 2014, págs. 1176-1189
• Idioma: inglés
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• Resumen

  • Engineering practice, which is the ongoing application of engineering knowledge and skills in the professional context, is animportant part of engineering education. Undergraduate students should demonstrate potential for using professional engineeringskills and knowledge in their work after graduation. However, there is no tool to help instructors describe or measure the learningassociated with engineering practice. This paper reviews the literature in the field of professional practice and suggests a newtaxonomy of learning outcomes for this area, inspired by Miller’s Pyramid from the medical education literature, supporting theuse of learning outcomes for engineering practice in undergraduate education. The professional knowledge literature was reviewedto help describe engineering practice, and delineate it from other cognitive skills in engineering. The literature on learningtaxonomies provides an understanding of existing tools, and demonstrates a gap in describing the learning associated withengineering practice. Finally, the proposed taxonomy was applied to two engineering courses, to better describe the taxonomy incontext. Future research will specifically consider how the practice taxonomy can inform teaching and assessment practices. Theengineering curriculum should be designed to provide the student with increasingly authentic experiences in which to practice theseskills.