Designing Outcome-Based Curriculum for Industry-Relevant Courses in Engineering Education: Integrating Social Networking, Information and Communication Technology, Modified Bloom’s Taxonomy, and Student Personality Types

Abstract

In this decade, educators in engineering higher education are at the cross roads. On one side there are people who argue that the traditional courses and teaching methods are still appropriate, while there are others who believe that the vast technological advancement in information and computing technologies could be harnessed for effective teaching and learning. This chapter presents an approach to develop industry-relevant curricula in engineering higher education that involves project-based learning. It is also shown that the effectiveness of the course can be improved by designing the curriculum using modified Bloom’s taxonomy and using various online tools and technologies. Discussion about various tools introduced and the rationale for using those tools is also covered. The impact of each tool on student learning is also summarized.

Citation

Chickerur, S. and M, A.K. (2012), "Designing Outcome-Based Curriculum for Industry-Relevant Courses in Engineering Education: Integrating Social Networking, Information and Communication Technology, Modified Bloom’s Taxonomy, and Student Personality Types", Wankel, L.A. and Blessinger, P. (Ed.) Increasing Student Engagement and Retention Using Social Technologies (Cutting-Edge Technologies in Higher Education, Vol. 6 Part B), Emerald Group Publishing Limited, Leeds, pp. 159-178. https://doi.org/10.1108/S2044-9968(2012)000006B008