GOAL: To improve conceptual understanding and processing skills

In the context of course◦ Draw free-body diagrams for textbook problems◦ Solve 3-D textbook problems ◦ Describe the effect(s) of external forces on a solid object orally

In a broader context◦ Solve out-of-context problems ◦ Visualize 3-D problems◦ Communicate technical problems orally◦ Improve critical thinking skills◦ Enhance intellectual development

PDs’ Response: Goals on Cognitive Behavior

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GOAL: To improve◦ Self- confidence◦ Attitude about engineering as a career

PDs’ Response: Goals on Affective Behavior

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Write SMART outcomes for your goals• Specific• Measurable• Attainable• Realistic• Timely

Achieving outcomes brings you closer to your goal, e.g. ◦Goal: My students will be life long learners◦Outcomes (some of these lack SMART components):

reading an unassigned technical article, attending a professional society meeting attending a non required seminar or talk

Outcomes provide observable effects that goals are being achieved

Transforming Goals into Outcomes

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Write expected measurable outcomes for each of the following goals:

◦ Improve the students’ understanding of the fundamental concepts in statics (cognitive)

◦ Improve the students’ self confidence (affective)

Long Exercise ---- 6 min◦ Think individually -------- ~2 min◦ Share with a partner ----- ~2 min ◦ Report in local group ---- ~2 min

Watch time and reconvene after 6 min Use THINK time to think – no discussion, Selected local facilitators

report to virtual group

Activity

Transforming Goals into Outcomes

Non engineers may substitute: “Organic chemistry” for “statics”

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