Concept maps: Development and validation of engineering curricula

Concept mapping has been traditionally used as a tool for active learning, student's learning assessment and evaluation. In an attempt to achieve student learning, curricula development and assessment have taken new and diverse approaches. Concept mapping is one novel way for curricula development and validation of program outcomes and their linkages with required skills and competencies' levels. Mechanical, Chemical, and Computer Engineering have used concept maps across a wide range of educational applications: from simply creating a conceptual overview of course objectives for students to using them for curricula evaluation and improvement. This paper reports on the use of concept maps for both extremes. The paper presents a review of concept mapping applications in engineering disciplines in general and in Electrical and Computer Engineering in specific. The generic concept map framework is presented and its expansion into the specific mapping for the authors' affiliated University's baccalaureate engineering degrees is presented. The validation process of the curriculum map is discussed. The impact of the conceptual presentation of the curriculum to freshman and sophomore students is measured through surveys and the data is discussed.