Engineering education outcome-based

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. 

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. 

Dillon, W.E., Kondraske, G.V., Everett, L.J., and Volz, R.A. 2000. Performance theory based outcome measurement in engineering education and training. IEEE Trans. Eng. Edu. 43 92-99. 

Problem-Based Learning for Outcome-Based Engineering Education... 

Malaysia there is a process of implementing outcome-based education at all levels in the educational system to emphasize the development of competences (Borhan et al. 2012). This is fully in line with what is happening in the rest of the world (e.g. South America) where there also is a growing awareness of the need to educate new types of engineers and academics who are able to participate in global, collaborative and sustainable innovation processes. 

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