(302b) Recalibrating Student Learning Goals Using Bloom’s Taxonomy

After a disappointing performance on a first test in reactor design, students were shown Bloom’s Taxonomy and asked to indicate where they had been aiming in their preparation. Students thought that “understand” seemed the appropriate level of learning. (This may result from the frequent usage of “understand” in the course objectives on syllabi.) Upon being told that in a second-semester junior class their goal should be “analyze” or “evaluate,” the students were able to recalibrate their efforts and focus on applying critical thinking abilities as they studied. This presentation will demonstrate how chemical engineering instructors can elaborate on Bloom’s Taxonomy to communicate to their students specific examples of the level of learning expected in their courses.