This document contains information about Sanjay Goel, including his contact information and a list of his published papers on engineering education. It discusses Bloom's taxonomy of learning objectives and its cognitive, affective, and psychomotor domains. It provides details about each level of Bloom's cognitive domain. It also addresses the need for higher-order learning experiences, integrative learning, and reflective learning to facilitate deep learning in students. National surveys on student engagement in the US are referenced, and ways to initiate and facilitate deep learning through academic challenge, active learning, student-faculty interaction, and enriching experiences are outlined. International journals on engineering education are also listed.

1. A Proposal
Engage...
to facilitate deeper learning
Sanjay Goel, 2008
Sanjay.goel@jiit.ac.in
goelsan@yahoo.com
http://www.linkedin.com/in/sgoel
Sanjay Goel, JIIT University, 2008

2. My Published Papers on Engineering Education
1. Goel Sanjay (2008), Successful Teaching methods for engineering education with
reference to the Indian IT industry, Accepted, Journal of STEME, USA.
2. Goel Sanjay and Kathuria Vanshi (2008), A Novel approach for pair programming,
Accepted, Journal of IT Education, USA.
3. Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National
Teaching & Learning Forum, Vol 15 Number 2, USA
4. Goel Sanjay (2006), Competency Focused Engineering Education with Reference to IT
Related Disciplines: Is Indian System Ready for Transformation? Journal of
Information Technology Education, USA
5. Goel Sanjay (2006), Investigations on required core competencies for engineering
graduates with reference to the Indian IT industry, European Journal of Engineering
Education, Vol 31 Issue 5, October, Taylor & Francis, UK.
6. Goel Sanjay and Sharda Nalin (2004), What do engineers want? Examining
engineering education through Bloom’s taxonomy, Conference of Australasian
Association of Engineering Education, September, 2004, Australia.
7. Goel Sanjay (2004), What is high about higher education : Examining Engineering
Education Through Bloom’s Taxonomy, The National Teaching & Learning Forum,
Vol. 13 Number 4, pp 1-5, USA.
8. Goel Sanjay (2003), Activity based flexible credit definition, Tomorrow’s Professor,
Stanford University, USA
Sanjay Goel, JIIT University, 2008

3. Sanjay Goel, JIIT University, 2008

4. Does engineering education have anything to do with
either one?
College teaching may be the only skilled profession for
which no preparation or training is provided or required.
Prof. Richard Felder, 1982
Professor Emeritus of Chemical Engineering,
North Carolina State University
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/
Sanjay Goel, JIIT University, 2008

5. Age of Information explosion
More information was
produced in the last 30
years than in the
previous 5000.
Information Doubling
(1.5 years - 5 years)
Sanjay Goel, JIIT University, 2008

6. “Information is not Instruction”.
Prof. M.David. Merrill
Professor, Instructional Technology,
Utah State University
Sanjay Goel, JIIT University, 2008

7. Bloom’s Taxonomy of
Learning Objectives , 1956
Cognitive Domain : Mental skills
Affective Domain : Growth in feelings or emotional areas
Psychomotor Domain : Manual or physical skills
Sanjay Goel, JIIT University, 2008

8. Bloom’s Taxonomy of Learning Objectives:
Cognitive Domain
Sanjay Goel, JIIT University, 2008

9. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 1:Knowledge (REMEMBERING)
exhibits previously learned material by recalling facts, terms,
basic concepts and answers.
acquire, cite, define (studied definitions), derive, fill in the blanks,
identify, label, list, name, obtain, prove (studied theorem, studied
method), recall, recite, recognise, reproduce, show (studied fact,
studied method), and state.
Sanjay Goel, JIIT University, 2008

10. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 2:Comprehension UNDERSTANDING):
demonstrating understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating
main ideas. State a problem in one's own words.
arrange, associate, categorize, change, clarify, classify, compare,
convert, describe, discuss, distinguish, draw, exemplify, explain,
illustrate, interpret, match, outline, rephrase, represent, restructure,
rewrite, sort, summarize, tell, and translate.
Sanjay Goel, JIIT University, 2008

11. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 3:Application (SOLVING THE PROBLEM):
Use a concept in a new situation or unprompted use of an
abstraction.
apply, calculate, compute, demonstrate, determine, estimate,
evaluate (computation), experiment, find, practice, show
(understanding fact in the direct context of studied material),
solve, and transform.
Sanjay Goel, JIIT University, 2008

12. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 4: Analysis (LOGICAL ORDERING):
Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between
facts and inferences.
analyze, conclude, contrast, debug, deduce, detect, differentiate,
discriminate, examine, extend, extrapolate, generalize, infer, justify,
point out, predict, rearrange, select, specify, test, and verify.
Sanjay Goel, JIIT University, 2008

13. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 5: Synthesis (CREATING)
Build a structure or pattern from diverse elements. Put parts together to
form a whole, with emphasis on creating a new meaning or structure
build, combine, comment, compose, constitute, construct, correlate,
create, define (new things), design, develop, devise, document,
formulate, implement, integrate, modify, organize, plan, prepare,
present, produce, propose, construct a proof, reorganize, report,
revise, schedule, sketch, and synthesize.
Sanjay Goel, JIIT University, 2008

14. Bloom’s Taxonomy of Learning
Objectives: Cognitive Domain
Level 6:Evaluation
presenting and defending opinions by making judgments about
information, validity of ideas or quality of work based on a set of criteria
appraise, argue, assess, decide, evaluate (the options), judge,
question, review, revisit, standardize, validate, value, and weigh.
Sanjay Goel, JIIT University, 2008

15. • Ex#6.21: What kind of learning experiences as per Bloom’s
taxonomy resulted in deep learning for you?
• Ex#6.22: At what level do we most frequently engage most of our
students?
• Ex#6.23: Should our methods be reorganized in the light of
Bloom’s taxonomy? If yes, how? Illustrate with suitable
assignments wrt your current course.
Sanjay Goel, JIIT University, 2008

16. Deep Learning
• Higher-order learning (e.g., “While I am studying, I often
think of real life situations to which the material that I am
learning would be useful”).
• Integrative learning (e.g., “I try to relate what I have
learned in one subject to that in another”).
• Reflective learning (e.g., “In reading new material I often
find that I’m continually reminded of material I already
know and see the latter in a new light”).
Sanjay Goel, JIIT University, 2008

17. Higher-order learning
Students:
• Apply theories or concepts to practical problems or in new situations?
• Analyze the basic elements of an idea, experience, or theory, such as
examining a particular case or situation in depth and considering its
components?
• Synthesize and organized ideas, information, or experiences into new, more
complex interpretations and relationships?
• Make judgments about the value of information, arguments, or methods, such
as examining how others gathered and interpreted data and assessing the
soundness of their conclusions?
Sanjay Goel, JIIT University, 2008

18. Higher-order learning
Students:
• Apply theories or concepts to practical problems or in new situations?
• Analyze the basic elements of an idea, experience, or theory, such as
examining a particular case or situation in depth and considering its
components?
• Synthesize and organized ideas, information, or experiences into new, more
complex interpretations and relationships?
• Make judgments about the value of information, arguments, or methods, such
as examining how others gathered and interpreted data and assessing the
soundness of their conclusions?
Ex#12.1: As student, how frequently were you engaged in such experiences?
Ex#12.2: How frequently do you engage the students in such experiences?
Ex#12.3: What % of students frequently have such experiences in your course?
Sanjay Goel, JIIT University, 2008

19. Integrative learning
Students:
• Work on a paper or project that required integrating ideas or
information from various sources?
• Include diverse perspectives (different races, religions, genders,
political beliefs, etc.) in class discussions or writing assignments?
• Put together ideas or concepts from different courses when
completing assignments or during class discussions?
• Discuss ideas from their readings or classes with faculty
members outside of class?
• Discuss ideas from their readings or classes with others outside
of class (students, family members, co-workers, etc.)?
Sanjay Goel, JIIT University, 2008

20. Integrative learning
Students:
• Work on a paper or project that required integrating ideas or
information from various sources?
• Include diverse perspectives (different races, religions, genders,
political beliefs, etc.) in class discussions or writing assignments?
• Put together ideas or concepts from different courses when
completing assignments or during class discussions?
• Discuss ideas from their readings or classes with faculty
members outside of class?
• Discuss ideas from their readings or classes with others outside
of class (students, family members, co-workers, etc.)?
Ex#12.4: As student, how frequently were you engaged in such experiences?
Ex#12.5: How frequently do you engage the students in such experiences?
Ex#12.6: What % of students frequently have such experiences in your course?
Sanjay Goel, JIIT University, 2008

21. Reflective learning
Students:
• Learn something from discussing questions that have no clear answers?
• Examine the strengths and weaknesses of their own views on a topic or
issue?
• Try to better understand someone else's views by imagining how an
issue looks from his or her perspective?
• Learn something that changed the way they understand an issue or
concept?
• Applied what they learned in a course to their personal life or work?
• Enjoy completing a task that required a lot of thinking and mental
effort?
Sanjay Goel, JIIT University, 2008

22. Reflective learning
Students:
• Learn something from discussing questions that have no clear answers?
• Examine the strengths and weaknesses of their own views on a topic or
issue?
• Try to better understand someone else's views by imagining how an
issue looks from his or her perspective?
• Learn something that changed the way they understand an issue or
concept?
• Applied what they learned in a course to their personal life or work?
• Enjoy completing a task that required a lot of thinking and mental
effort?
Ex#12.7: As student, how frequently were you engaged in such experiences?
Ex#12.8: How frequently do you engage the students in such experiences?
Ex#12.9: What % of students frequently have such experiences in your course?
Sanjay Goel, JIIT University, 2008

23. National Survey of Student Engagement (NSSE)
51,233 seniors from 439 four-year colleges and universities.
2004, USA
Arts and Humanities
Biology
Business
Education
Engineering
Physical Science
Professional
Social Science
Other
6% respondents were engineering students
Sanjay Goel, JIIT University, 2008

24. National Survey of Student Engagement (NSSE)
Sanjay Goel, JIIT University, 2008

25. Deep learning: How to initiate?
• Academic Challenge
– Challenging intellectual and creative work is central to student
learning and collegiate quality.
– High expectations for student performance high levels of student
achievement
• Assignments that take more than an hour to complete
• Challenging Examinations
• Research/design project or Independent study
• Report writing
• Additional work hours per lecture hr.
(Benchmark: 3 additional work hrs. per lecture hr.)
Sanjay Goel, JIIT University, 2008

26. Deep learning: How to Facilitate?
• Academic Challenge
• Active and collaborative learning
– Intense involvement in and outside classrooms
– Applying learned material in different settings.
– Collaborating with others in solving problems or mastering difficult material.
• Student Faculty Interaction
– Frequent and intense academic discussions outside the classroom
• Enriching Educational experience
– Experiencing diversity.
– Serious conversations.
– Internships.
– Capstone projects.
– Community service
– Learning communities.
– Co-curricular activities.
Sanjay Goel, JIIT University, 2008

27. Rethink
• Ex# 13.1: As a student, what % of courses did you experience deep learning in?
• Ex#13.2: What % of students experienced deep learning in your last course?
• Ex#13.3: What % of students frequently experience deep learning in our
program?
Sanjay Goel, JIIT University, 2008

28. Exercise #6
14.1 What minimum % of students do you aim to get the
experience of deep learning in your coming course?
14.2 List the main problems?
Sanjay Goel, JIIT University, 2008

29. Engineering Education
Some International Journals …
• Journal of Engineering Education, ASEE, since 1910
• European Journal of Engineering Education, Taylor and Francis, since 1976
• The International Journal of Engineering Education, Dublin Institute of Tech., since 1985
• IEEE Transaction on Education, IEEE, since 1988
• Journal of Computer Science Education, Taylor and Francis, since 1990
• International Journal of Technology and Design Education. Springer, since 1990
• Australasian Journal of Engineering Education. Australasian Association of Engineering
education, since 1991
• The Journal of Computing Sciences in Colleges, Consortium for Computing Sciences in
Colleges, Archived by ACM, since 1991
• Engineering Science and Education Journal, IEE, since 1992
• Global Journal of Engineering Education, UNESCO International Centre for Engineering
Education, since 1997
• Journal of Science, Technology, Engineering and Math Education, Auburn University, since
2000
• British Journal of Engineering Education, British Engineering Education Society, since 2000
• Journal on Educational Resources in Computing, ACM, since 2001
• Journal of Information Technology Education, Informing Science Institute, since 2002
• Journal of Information Systems Education, AITP, since 2003
• Online Journal of Global EngineeringGoel, JIIT University, 2008 of Rhode Island, since 2006
Education, University
Sanjay
• Advances in Engineering Education, ASEE, since 2007

30. Engineering Education
Some International Journals
• Journal of Learning Sciences, LEA since 1991
• Innovative Higher Education, Springer
• Research in Science Education, Springer
• Education and Information Technologies, Springer
• Research in Higher Education, Springer
• Higher Education, Springer
• International Journal for the Scholarship of Teaching & Learning , Georgia Southern
University
• International Journal of Teaching and Learning in Higher Education, International Society
for Exploring Teaching and Learning
Sanjay Goel, JIIT University, 2008

31. Engineering Education
Some international Conferences and other Publications
• Annual conference of ASEE, since 1894
• Annual Conference of SIGCSE, ACM, since 1970.
• Frontiers in Education, ASEE & IEEE, since 1977.
• Annual Conference of Consortium for Computing Sciences in Colleges, since 1985
• Annual Conference of Software Engineering Education and Training, IEEE, since 1988
• Annual Conference of Australasian Association of Engineering Education, since 1990
• Annual Conference on Informing Science and Information Technology Education, Informing
Science Institute, since 2001
• Annual ASEE Global Colloquium on Engineering Education, since 2002
• Annual Conference of SIGITE, ACM, since 2003
• International Computing Education Research Workshop, ACM, since 2005
• The International Conference of the Learning Sciences (ICLS), ISLS since 1992.
• SIGCSE Bulletin, since 1969
• National Teaching and Learning Forum, Newsletter, USA, since 1991
• Prism, a magazine by ASEE, since 1998
• Tomorrow's Professor Listserv, Stanford University, since 2000
• SIGITE Bulletin, since 2005
Sanjay Goel, JIIT University, 2008