2023 ASEE Annual Conference & Exposition

The requirements of learning objectives related to breadth vs. depth, ABET criteria, preparing students for the Fundamentals of Engineering (FE) exam, and maintaining within-institution course equivalencies make modifying or designing an engineering course challenging. These challenges are further exacerbated for the topics of measurement (including data acquisition) and data analysis (including statistics) because many universities package these vast topics into one course. In this paper, we describe the process of redesigning a data analysis and measurement course so that it continues to fulfill its program- and college-level roles, while also satisfying new pedagogical strategies that include a flipped classroom and interweaving the major course topics throughout the curriculum, rather than relying on the more common approach of sequentially arranging the topics. We analyzed the role of this course as related to ABET criteria, the FE exam, and its relationship to similar courses in the college. We then used a curricular-priorities framework to organize the course’s learning objectives into three categories: enduring understanding, important to know and do, and worth being familiar with. With the most important learning objectives identified, we employed a backward-design approach to creating the corresponding assessments and activities. The resulting course curriculum is being classroom tested in Spring 2023.