Abstract:

Senior-level and capstone courses are based on the assumption that students developed a set of competencies during their previous undergraduate courses. However, serious challenges must be addressed, particularly in the study of science, engineering, and technology. For example, not developing the domain of a previous competence may affect the development of subsequent ones; advances in technologies like artificial intelligence may affect the technological tools learned in previous courses, or new skills demanded by potential employers may require the acquisition competencies not declared in the undergraduate curricula.

To address these potential issues, we design a test to measure the self-perceived proficiency level of Industrial Engineering competencies, analyze the results, design a methodology to identify critical competencies, adapt the course to include lectures and activities relevant to competency development and apply the test at the end of the course to measure the perceived improvement.

In this presentation, we discuss the test design considerations, the results of the original and final assessments, the application of adaptive learning in a senior Industrial Engineering course, and the lessons learned from this experience.

Keywords:

Adaptive-learning, engineering education, competence-based learning.