Читать книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов - Страница 44

As we know, each program has a number of courses and each course has a set of topics that are covered during the conduction of semester. So, when we discuss CEOs and COs, we should also reach up to the topic level for mapping; this would strengthen the mapping outcome and assessment of SLOs in the students. For example, the course ECE 4X09 has the following objectives:

 To understand basics of signals and systems (CEO1).

 To interpret the working of system and its characteristics (CEO2).

 To enumerate the examples of practical systems and their elementary processing (CEO3).

The same course has following learning outcomes to be attained at the completion of the course:

 The students will be able to define and identify various types of signals and systems (CO1).

 Students will be able to explain the real‐time applications of various systems (CO2).

 Students will be able to simulate the signals and design typical systems for real‐time applications.

The next stage is mapping between objectives and outcomes, and the COs can be realized in all the course topics, especially in the way the topics are handled during delivery of course. The major topics or the course are definition, types, and classification of signals and systems; elementary signals; representation of signals; definition and characteristics of systems; signal processing using ordinary filters; transforms used in signal processing. If these topics are mapped into any of COs, that would be the best possible scenario for attainment of learning outcomes in the students. There might be more ways to evaluate SLOs in addition to those we have discussed in previous sections and used in our case studies. For example, homework, research projects, essays, report writing, case study analysis, independent study, and other verbal quizzes.