Measuring learning in continuing education for engineers and scientists.
Cole-HP; Moss-J; Gohs-FX; Lacefield-WE; Barfield-BJ; Blyth-DK
Phoenix, AZ: Oryx Press, 1984 Jul; :1-130
This book is written for the director of continuing education in engineering and related technical fields. It has developed out of the activities of a group of persons with diverse talents and backgrounds, all of whom were involved in a project concerned with the measurement of learning outcomes for continuing education courses in engineering. The group included an experienced director of continuing education in engineering; professors of continuing education courses in engineering; specialists in adult and higher education with experience in developing. and teaching continuing education courses in a variety of technical fields including the health professions; and educational psychologists experienced in the areas of measurement of human abilities and skills, the design of tests, and educational program and course evaluation. For a period of 2 years this group met on a regular basis in an ongoing seminar about the measurement of learning outcomes for a variety of courses typical of those offered in continuing education programs for engineers at many colleges and universities and in other settings as well. In addition, members of the group worked together as small teams in the actual development and use of methods and procedures for the measurement of the learning outcomes resulting from a number of continuing education courses in engineering taught under the direction of the University of Kentucky, College of Engineering, Office of Continuing .Education and Extension. The book is a set of guidelines which brings together what the project team learned. Much of what is presented in the book has been derived from the activities and experiences of many other educators in many fields in efforts to determine how best to design courses of instruction and how to measure the resulting learning outcomes. What is new is the bringing of all of this information together in the context of adult education and specifically in the area of engineering courses designed for continuing education purposes. The way in which specific procedures bear on the measurement of learning outcomes in these courses is illustrated through many examples. The book is written so that parts of the text may be useful to individuals with specific needs without their having to read the entire text. This objective is further facilitated by the detailed Table of Contents and Subject Index. Information is provided about a wide range of topics which should be of value to directors of continuing education as well as to the professionals who develop and teach such courses. The reader is advised to scan the Table of Contents, read Chapters 1 and 14, and then select those sections of the text of most interest. Some chapters concern development of courses and efficient measurement of their learning outcomes. The information presented in these chapters has relevance to the design and evaluation of any course, although the examples presented are specifically in engineering and the continuing education context. Other chapters address matters of interest to administrators and policymakers who oversee continuing education programs.
Education; Educational-resource-centers; Engineering; Professional-workers; Psychological-factors; Psychologists
Book or book chapter
Measuring Learning in Continuing Education for Engineers and Scientists
University of Kentucky-Lexington