Engineering accreditation agencies and governmental educational bodies worldwide require programs to evaluate specific learning outcomes information for attainment of student learning and establish accountability. Ranking and accreditation have resulted in programs adopting shortcut approaches to collate cohort information with minimally acceptable rigor for Continuous Quality Improvement (CQI). With tens of thousands of engineering programs seeking accreditation, qualifying program evaluations that are based on reliable and accurate cohort outcomes is becoming increasingly complex and is high stakes. Manual data collection processes and vague performance criteria assimilate inaccurate or insufficient learning outcomes information that cannot be used for effective CQI.
Bringing Heart and Soul to Education-it’s a possibility for a better future in education. Eleven insightful and caring writers have lent their voices to a volume that cries out to be heard about education policy and reform, leadership, aims and objectives, and teacher resources. These courageous and enlightened teachers and education theory experts offer a broad range of perspectives on the alternatives open to us if we’re willing to confront today’s obsession with standardization and ‘reclaim the heart and soul of education.’ From classroom teachers to renowned scholars and researchers, the authors of its fourteen chapters offer compelling outside-the-box perspectives on what’s both desirable and possible in the name of education. This book is a wonderful resource for anyone in educational administration or leadership that can redefine the entire philosophy and social aspects of education.
Outcome Based Education: Critical Issues and Answers Outcome-based education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This book examines the issues critical to understanding and implementing OBE. Chapter 1 addresses a range of issues related to the meaning of the term “outcome-based education.” It defines key terms and concepts and describes the foundations of genuine outcome-based models. The second chapter links current interest in OBE to global socioeconomic changes. Chapter 3 examines some important issues surrounding the meaning of outcomes and how they are derived. Four major trends are identified in the fourth chapter–classroom reform, program alignment, external accountability, and system transformation. Chapter 5 shows how the effects of OBE on students and schools depends on which implementation approach is used. Common misconceptions about OBE are clarified in the sixth chapter. The final chapter discusses future directions of OBE, in particular, how to sustain it over time. OBE appears to have a viable future if democratic processes and strong professional norms prevail in society and education, respectively. Twenty-five figures and a glossary are included. (LMI)