Content mastery

Study Guide for Content Mastery, SE/TE Solving Problems A Chemistry Handbook Reviewing Chemistry Guided Reading Audio Program... 

Summaries and Questions Each chapter closes with a concise summary, a broad selection of questions, and an annotated bibliography. As stated previously, the summaries have been completely revised to reflect the in-text Q A framework. The number of questions has been expanded to provide additional self-testing of content mastery and more homework material. These exercises fall into four cat-... 

The traditional emphasis of content mastery as a target outcome of mechanical engineering education often leaves little room for consideration of other outcomes, such as the outcome of competency mastery. Mechanical engineering education has embraced widely the target... 

The double helix DNA of competency mastery with content mastery is derived from the specific stakeholder competency needs described in... 

This chapter urges for the combination of both of these target outcomes, early mechanical engineering content and competency mastery, as essential in mechanical engineering education. Figure 3-1 below depicts the mental model of content and competency development as a double helix DNA. The relationship between both content and competency development is spiraled and interdependent meaning that both outcomes are needed and will co-exist and support each other. 

With this Planning for the Future example set forth, this chapter will focus on describing the three competency-based outcomes categorized from the data presented in Chapter 2. Each competency, systems, sustainability and ethics, is defined based on recent theories, contextualized based on recent research, and finally synthesized based on assessment rubrics. This is done to address the above Statement of the Problem, Paradigms and pedagogy regarding the need for competency mastery in mechanical engineering education need to be created and/or enriched so that the DNA double helix model of content and competency development can be enacted widely. With that Statement of the Problem in mind, the first competency, systems competency, is presented next. 

Therefore, it is argued that systems competency should be a part of the DNA of mechanical engineering education based on the mental model presented earlier of content and competency mastery. A continuing examination of planning for the future of mechanical engineering education is presented. A second competency gap, the sustainability competency, is described next. 

Based on the argument to deliver the double helix DNA of mechanical engineering education, both content and competency mastery, the previous chapter presented an exploratory rubric of student outcomes for systems, sustainability and ethics competency. These three competencies are the dorsal spine of the value stream that adds to the delivery of the mechanical engineering education. This process of mechanical engineering education should enrich the four-pronged client/supplier value streams of students, employers, society and faculty. Figure 4-3 below depicts a mental model as to how these outcomes can be pulled by Lean Engineering Education. 

In mechanical engineering education the practical application of theory proves invaluable in situations that require results. The foundation of a good education lies in the students ability to apply learning effectively, combining both content and competency mastery target outcomes to acquire relevant deliverables in the workplace. 

---