The student learning objectives for the Structural Health Monitoring (SHM) Education Unit were organized using Bloom’s taxonomy of levels of cognitive learning to help describe different cognitive expectations. The taxonomy is organized into 6 increasingly complex levels of cognitive learning starting with the basic level- Knowledge.

 

·         Knowledge (K): memorization, recognition or recall of facts, procedures or ideas (information recall)

 

·         Comprehension (C): describing and/or explaining what facts, rules, or ideas (explaining what information means)

 

·         Application (Ap): correct use of facts, rule or ideas (making use of information)

 

·         Analysis (An): decomposing information into component parts and/or organizing information (organizing information)

 

·         Synthesis (S): combing, blending, fusing, alloying, etc. facts, rules, and ideas in potentially new ways (putting information pieces together)

 

·         Evaluation (E): selecting or prioritizing alternatives (judging options)

 

Rank order your assessment of the relative importance of the following student learning objectives with respect to the priority that this educational project should place on the learning outcomes. We recognize that employers often rate analysis, synthesis, and evaluation as more important in scenarios after graduation than application, comprehension, and knowledge, but these latter three may be useful in supporting student development of the former three. Please keep this in mind as you respond to the survey. The Fundamentals learning objectives of SHM (Application, Comprehension and Knowledge) are addressed in Part A of the Survey. The Applications learning objectives of SHM ( Analysis, Synthesis and Evaluation) are addressed in Part B of the Survey.

Part A. FUNDAMENTALS OF SHM

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* 1. To be able to identify (K) and distinguish (C) the components, categories, classifications and advantages/benefits of SHM systems.

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* 2. To be able to relate (Ap) the components of a viable SHM system in a schematic drawing.

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* 3. To be able to describe (C) the benefits of implementing SHM.

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* 4. To be able to identify (K) and explain (Ap) sensor technology.

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* 5. To be able to describe (K) typical data acquisition components and systems used for SHM.

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* 6. To be able to identify factors (K) that influence the choice of sensors.

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* 7. To be able to choose (Ap) a specific device for a specific monitoring or measurement application.

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* 8. To be able to explain (C) the various possible sources of errors in SHM and the means used to minimize such errors.

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* 9. To be able to identify factors (K) that influence the choice of sensors.

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* 10. To be able to choose (Ap) a specific device for a specific monitoring or measurement application.

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* 11. To be able to explain (C) the various possible sources of errors in SHM and the means used to minimize such errors.

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* 12. To be able to identify (K) factors/conditions that affect SHM sensor performance/data and explain (Ap) methods to minimize the effects of these factors/conditions.

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* 13. To be able to interpret (Ap) and analyze (An) SHM sensor data for the purpose of identifying anomalies.

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* 14. Please list any additional fundamental learning objectives, not included above, you judge to be extremely or very important.

Part B. APPLICATIONS OF SHM

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* 15. To be able to apply (Ap) SHM technology to bridges.

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* 16. To be able to classify (An) bridge SHM systems.

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* 17. To be able to judge (E) when it may be appropriate to apply SHM technology/monitoring to a structure or process rather than conventional or refined structural analysis.

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* 18.  Analyze (An) a set of SHM data and compare to structural analysis results (E).

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* 19. Given the properties and characteristics of a structure, design (S) a SHM system to achieve a specific outcome.

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* 20.  Assess (E) the suitability of a SHM monitoring system for a given set of circumstances.

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* 21.  Recommend (E) modification to improve the system.

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* 22. Please list any additional applications learning objectives, not included above, that you judge to be extremely or very important.

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* 23. I work in the following area

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* 24. I reside in

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