Page 145 - International Journal of Process Educaiton (Special Issue)

Table 1 Faculty Guidebook Modules and Other Scholarship Correlated with Steps in the Course Design Methodology

Scholarship

Methodology Step Faculty Guidebook Modules (all 2007) Other

Overview Overview of Instructional Design (Davis)
Methodology for Course Design (Davis)

1. Construct professional behaviors. Long-term Behaviors (Ellis)

3. Construct learning outcomes. Learning Outcomes (Beyerlein, Davis & Apple)

How Universal are Capstone Design Course Outcomes? (Beyerlein,
Davis, Thompson, Gentili & McKenzie, 2003)

Deriving Design Course Learning Outcomes from a Professional
Profile (Davis, Beyerlein & Davis, 2005)

4. Construct a knowledge table. Forms of Knowledge and Knowledge Tables (Quarless)

Development of Knowledge Tables and Learning Outcomes for the
Introductory Course in Transportation Engineering (Bill, et al., 2011)

6. Create appropriate methodologies. Methodology for Creating Methodologies (Smith & Apple)

8. Identify specific skills for the course. Classification of Learning Skills (Apple, Beyerlein, Leise & Baehr)

Improving the Professional Skills of Engineering Graduate Students
through Capstone Project Mentoring in IEWorks (Odom, Gerbus,
Cordon, Beyerlein & Rink, 2002)

Integrated Design Engineering Assessment and Learning System:
Piloting Teamwork and Professional Skills Development Instructional
Materials (Trevisan, et al., 2012)

9. Identify activity preference types. Overview of Learning Activities (Wasserman, Davis & Astrab)

13. Sequence the activities. Methodology for Selection, Sequencing, and Deployment of
Activities in a Capstone Design Course Using the TIDEE Web-based
Assessment System (McCormack, et al., 2009)

14. Create individual activities. Designing Process-Oriented Guided-Inquiry Activities (Hanson)
Writing Critical Thinking Questions (Hanson)

16. Ask peers to review the activities. Assessing Learning Activities (Loertscher & Minderhout)

17. Produce key performance criteria. Writing Performance Criteria for a Course (Hinton)

18. Locate/build performance measures. Fundamentals of Rubrics (Bargainnier)

Creating and Using a Performance Measure for the Engineering
Design Process (Beyerlein, et al., 2003)

19. Design a course assessment system. Assessment Framework for Capstone Design Courses (Beyerlein,
Davis, Trevisan, Thompson & Harrison, 2006)

Assessing Professional Skill Development in Capstone Design
Courses (McCormack, et al., 2011)

20. Design a course evaluation system Course Grading Systems (Lawrence, 2007)

and measures we need to include if we want to provide as a way to determine whether learning outcomes and
the “evidence of learning” that was identified as being performance criteria were being met.
part and parcel of a high quality course. What had been
a methodology for creating performance criteria for a The finishing touches consisted of adding steps in order to,
course formally became Step 17, and Step 18 emerged from
the identification and creation of performance measures  Determine if each activity could be strengthened
with the use of technology (Step 15)

International Journal of Process Education (February 2016, Volume 8 Issue 1) 143