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34th Annual Frontiers in Education, 2004. FIE 2004.
In previous work, we identified five student learning outcome areas that might productively augment the current engineering accreditation criteria. In this work we review the literature on a) how these outcomes might be assessed and b) what instructional practices may encourage their attainment. Multiple assessment instruments are identified for the five student learning outcome areas. We offer examples of instructional practices that appear to align with developing a) multidisciplinary systemsdoi:10.1109/fie.2004.1408697 fatcat:certdud5yzfwlkockylx3b767y