The last three chapters have discussed answers to the second of the two questions central to the reform of engineering education: How can we do better at ensuring that students learn these skills? Integrated curriculum, design-implement experiences, integrated learning, and active and experiential learning are the main components of a reformed engineering education that better ensures that students reach the intended outcomes required of all engineering graduates. Implicit in the question “How can we do better . . . ” is an additional question: How do we know that we are doing better?
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© 2007 Springer Science+Business Media, LLC
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Gray, P.J. (2007). Student Learning Assessment. In: Rethinking Engineering Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-38290-6_7
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DOI: https://doi.org/10.1007/978-0-387-38290-6_7
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-38287-6
Online ISBN: 978-0-387-38290-6
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