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A student-centered feedback control model of the educational process

ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program a...

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Main Authors:	Shor, M.H., Robson, R.
Format:	Conference Proceeding
Language:	English
Subjects:	Accreditation Certification Continuous improvement Design engineering Educational programs Feedback control Guidelines Monitoring Process control Quality control
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creator	Shor, M.H. Robson, R.
description	ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are "best practices" and requires a significant departure from traditional methods.
doi_str_mv	10.1109/FIE.2000.896606
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It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. 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Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are "best practices" and requires a significant departure from traditional methods.</description><subject>Accreditation</subject><subject>Certification</subject><subject>Continuous improvement</subject><subject>Design engineering</subject><subject>Educational programs</subject><subject>Feedback control</subject><subject>Guidelines</subject><subject>Monitoring</subject><subject>Process control</subject><subject>Quality control</subject><issn>0190-5848</issn><issn>2377-634X</issn><isbn>9780780364240</isbn><isbn>0780364244</isbn><fulltext>true</fulltext><rsrctype>conference_proceeding</rsrctype><creationdate>2000</creationdate><recordtype>conference_proceeding</recordtype><sourceid>6IE</sourceid><recordid>eNotT8tKAzEUDT7AWrsWXOUHMt5JMnksS221UHChC3clk9zB0emkTNKFf2-ghcN5wL0HDiGPNVR1DfZ5s11XHAAqY5UCdUVmXGjNlJBf12RhtYECoSSXcENmUFtgjZHmjtyn9FP-hFF6Rl6WNOVTwDEzXwgnDLRDDK3zv9THMU9xoIcYcKCxo_kbKYaTd7mPoxvocYoeU3ogt50bEi4uOicfm_Xn6o3t3l-3q-WO9UZnpoPsgrbgva4Vd1aY1lqwxbVGSgXgjEIPwjbalpNG-RJAytA1yHkQc_J0bu0RcX-c-oOb_vbn9eIf2oRLFg</recordid><startdate>2000</startdate><enddate>2000</enddate><creator>Shor, M.H.</creator><creator>Robson, R.</creator><general>IEEE</general><scope>6IE</scope><scope>6IH</scope><scope>CBEJK</scope><scope>RIE</scope><scope>RIO</scope></search><sort><creationdate>2000</creationdate><title>A student-centered feedback control model of the educational process</title><author>Shor, M.H. ; Robson, R.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-i87t-7d4fd790cc7162a938b99092a9b844600a86ec039579c7156cc03044df5e22d3</frbrgroupid><rsrctype>conference_proceedings</rsrctype><prefilter>conference_proceedings</prefilter><language>eng</language><creationdate>2000</creationdate><topic>Accreditation</topic><topic>Certification</topic><topic>Continuous improvement</topic><topic>Design engineering</topic><topic>Educational programs</topic><topic>Feedback control</topic><topic>Guidelines</topic><topic>Monitoring</topic><topic>Process control</topic><topic>Quality control</topic><toplevel>online_resources</toplevel><creatorcontrib>Shor, M.H.</creatorcontrib><creatorcontrib>Robson, R.</creatorcontrib><collection>IEEE Electronic Library (IEL) Conference Proceedings</collection><collection>IEEE Proceedings Order Plan (POP) 1998-present by volume</collection><collection>IEEE Xplore All Conference Proceedings</collection><collection>IEEE/IET Electronic Library (IEL)</collection><collection>IEEE Proceedings Order Plans (POP) 1998-present</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Shor, M.H.</au><au>Robson, R.</au><format>book</format><genre>proceeding</genre><ristype>CONF</ristype><atitle>A student-centered feedback control model of the educational process</atitle><btitle>30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)</btitle><stitle>FIE</stitle><date>2000</date><risdate>2000</risdate><volume>2</volume><spage>S1A/14</spage><epage>S1A/19 vol.2</epage><pages>S1A/14-S1A/19 vol.2</pages><issn>0190-5848</issn><eissn>2377-634X</eissn><isbn>9780780364240</isbn><isbn>0780364244</isbn><abstract>ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are "best practices" and requires a significant departure from traditional methods.</abstract><pub>IEEE</pub><doi>10.1109/FIE.2000.896606</doi></addata></record>
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identifier	ISSN: 0190-5848
ispartof	30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135), 2000, Vol.2, p.S1A/14-S1A/19 vol.2
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source	IEEE Xplore All Conference Series
subjects	Accreditation Certification Continuous improvement Design engineering Educational programs Feedback control Guidelines Monitoring Process control Quality control
title	A student-centered feedback control model of the educational process
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