Redesigning Outcomes-Based Mechanical Engineering Course Syllabus Using the Constructive Alignment Approach
DOI:
https://doi.org/10.69569/jip.2023.0002Keywords:
Education, Outcomes-Based, Engineering Education, Course Syllabus, Constructive AlignmentAbstract
The field of Mechanical Engineering is one of the earliest disciplines within the realm of engineering, having acquired a distinct identity during the nineteenth century. This study constitutes an ongoing endeavor aimed at enhancing the quality of Mechanical Engineering education. As the foundation for this revision, the authors have undertaken an evaluation of the existing syllabi for three major Mechanical Engineering courses, employing a constructive alignment approach. Pertinent data were collected through the analysis of existing documents, interviews, and consultations with the instructors of these ME major courses. Thematic analysis was employed to scrutinize the gathered data. The resultant insights were utilized to formulate a novel course syllabus that is attuned to the requisites and objectives of the university, while adhering to the Outcomes-Based Teaching and Learning Framework established by the Philippine Commission on Higher Education.
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