The Articulation Matrix: A Tool for Defining and Assessing a Course

Authors

  • Barry McNeill Arizona State University
  • Lynn Bellamy Arizona State University

Abstract

Special section on "ABET Engineering Criteria 2000".

As ever-increasing numbers of students initially attend community colleges, articulation is a growing concern of public universities.  Articulation issues are particularly difficult for engineering design classes, which tend to be institutionally dependent. In Arizona, a task force of university and community college engineering faculty addressed issue for the first-year engineering design class.  A process, based on the educational research work of Tyler and Bloom, was developed.  The process involved creating and analyzing an Articulation Matrix, a matrix that shows the educational relationship between a course's learning activities and learning objectives.  The paper briefly introduces the work of Tyler and Bloom; shows how the Articulation Matrix is created and analyzed; and ends by suggesting how it could be used as part of an ABET EC 2000 accreditation effort.

Author Biographies

Barry McNeill, Arizona State University

Barry McNeill received his BS in chemical engineering from Stanford University in 1962 and his MS and PhD in mechanical engineering from Stanford in 1976. His current interests include the design process, how to teach design, and assessment.

Lynn Bellamy, Arizona State University

Lynn Bellamy obtained a BS in chemical engineering from Texas A&M University in 1962, and MS and PhD degrees in Engineering Science from Tulane University in 1965. His interests are in asynchronous and distance learning.

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Published

1999-04-01

Issue

Vol. 33 No. 2 (1999): Spring 1999

Section

Manuscripts