This study is part of a continuing effort to improve Mechanical Engineering education by examining the existing course syllabus in Engineering Thermodynamics and Combustion Engineering. As the basis for revision, the authors have assessed the constructive alignment of the syllabus. Relevant data were collected through document analysis, interviews, and focus group discussions with the faculty handling mechanical engineering courses. The purpose of the data collection is to know whether the major components of the syllabus are aligned in terms of course outcomes (CO), intended learning outcomes (ILO), teaching and learning activity (TLA), and assessment tasks (AT). The thematic analysis of the data showed that the syllabus examined is not aligned particularly when it comes to the ILO, TLA, and AT. This implies that students are not engaged in activities and assessments that could help in developing and assessing the required competency. Also, the level of cognitive process and knowledge dimension of the existing course syllabus in terms of the performance indicators are still in the lower level of the revised Bloom’s taxonomy. Engineering courses are applied disciplines that require the development of the higher level of the cognitive and knowledge dimensions. To develop essential engineering skills such as creativity, critical thinking, and innovative problem solving, students need to be engaged in higher-level cognitive activities (Goel & Sharda, 2004). The result was used to revisit and enhance the syllabus of all ME courses in the university.
Angelo Acenas, Cebu Institute of Technology University, Philippines
Roberto Base, Cebu Institute of Technology University, Philippines
Edgardo Concepcion, Cebu Institute of Technology University, Philippines
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