Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612105
A. Spanias, V. Atti, R. Chilimula, S. Haag, A. Papandreou-Suppappola, C. Tepedelenlioğlu, J. Zhang, F. Bodreaux-Bartels, Michael Stiber, T. Kasparis, P. Loizou
This collaborative effort involves five universities, namely, Arizona State University, the University of Washington-Bothell, the University of Texas at Dallas, the University of Rhode Island, and the University of Central Florida. The paper describes educational technology innovations and software extensions that enable the on-line software Java-DSP to be used in three courses at five different universities. The project includes educational innovations, software extensions to support on-line computer laboratories in four courses at five universities, and a dissemination and assessment plan
{"title":"Work in progress - multi-university development and dissemination of online laboratories in probability theory, signals and systems, and multimedia computing","authors":"A. Spanias, V. Atti, R. Chilimula, S. Haag, A. Papandreou-Suppappola, C. Tepedelenlioğlu, J. Zhang, F. Bodreaux-Bartels, Michael Stiber, T. Kasparis, P. Loizou","doi":"10.1109/FIE.2005.1612105","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612105","url":null,"abstract":"This collaborative effort involves five universities, namely, Arizona State University, the University of Washington-Bothell, the University of Texas at Dallas, the University of Rhode Island, and the University of Central Florida. The paper describes educational technology innovations and software extensions that enable the on-line software Java-DSP to be used in three courses at five different universities. The project includes educational innovations, software extensions to support on-line computer laboratories in four courses at five universities, and a dissemination and assessment plan","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131513407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612214
M. Grimm
As an urban institution, Wayne State University is charged with providing educational opportunities to students from varied backgrounds. Historically, many students entering the College of Engineering have not been calculus-ready. The 4-year retention rate of students who place into advanced algebra or below has been about 25%. In order to provide students who are interested in engineering with the best chance of academic success while maintaining the quality of the engineering degree programs, an Engineering Bridge Program was developed. Students are placed in the Bridge Program based on one or more of the following criteria: 1) science/math gpa from high school below 3.0; 2) Math ACT score below 22; or 3) placement into advanced algebra or below on the University's math placement exam. Students must complete a one-year program of math (through pre-calculus), chemistry, physics, English, and an Introduction to the Engineering Profession with a gpa of 3.0 or higher to progress into the pre-professional program. In addition to the coursework, designed to provide a strong foundation for engineering, students are placed in peer cohort groups that meet weekly with an engineering mentor - an upper division or graduate student in engineering. These peer groups provide Bridge students with a connection to their fellow students and a support group that introduces them to the University environment. The College advising staff also closely monitors Bridge students to provide early intervention if students have academic difficulties. Students who do not succeed in the Bridge Program receive advising to allow them to select a new major that fits their academic goals and talents. This prevents students from floundering in the College of Engineering for several years before being forced to change to another program. The program is evaluated based on both student retention rate and student academic success, as quantified by College gpa
{"title":"Work in progress - an Engineering Bridge Program - the foundation for success for academically at-risk students","authors":"M. Grimm","doi":"10.1109/FIE.2005.1612214","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612214","url":null,"abstract":"As an urban institution, Wayne State University is charged with providing educational opportunities to students from varied backgrounds. Historically, many students entering the College of Engineering have not been calculus-ready. The 4-year retention rate of students who place into advanced algebra or below has been about 25%. In order to provide students who are interested in engineering with the best chance of academic success while maintaining the quality of the engineering degree programs, an Engineering Bridge Program was developed. Students are placed in the Bridge Program based on one or more of the following criteria: 1) science/math gpa from high school below 3.0; 2) Math ACT score below 22; or 3) placement into advanced algebra or below on the University's math placement exam. Students must complete a one-year program of math (through pre-calculus), chemistry, physics, English, and an Introduction to the Engineering Profession with a gpa of 3.0 or higher to progress into the pre-professional program. In addition to the coursework, designed to provide a strong foundation for engineering, students are placed in peer cohort groups that meet weekly with an engineering mentor - an upper division or graduate student in engineering. These peer groups provide Bridge students with a connection to their fellow students and a support group that introduces them to the University environment. The College advising staff also closely monitors Bridge students to provide early intervention if students have academic difficulties. Students who do not succeed in the Bridge Program receive advising to allow them to select a new major that fits their academic goals and talents. This prevents students from floundering in the College of Engineering for several years before being forced to change to another program. The program is evaluated based on both student retention rate and student academic success, as quantified by College gpa","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131166065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1611887
M. Hoffmann
Learning theories that are favored by psychologists and by industry for education of adult learners turn out to be too simplistic for application to engineering education. An integrated learning model that is taking into account recent results from cognitive psychology, from neurophysiology, and from information processing appears not to be available. Therefore, this paper is aimed at designing a novel, interdisciplinary model of learning from an engineer's point of view. Learning was described as an adaptive and nested feedback control process that comprises different levels of learning, as reacting automatically to recognized situations, training of skillfully handling decisions, or handling abstract ideas. Thus it might be explained why learning to understand abstract ideas takes considerably more time than learning to handle situations by rote. From that, conclusions might be drawn concerning mediating knowledge in classroom, or on designing complete curricula for engineering education
{"title":"An engineering model of learning","authors":"M. Hoffmann","doi":"10.1109/FIE.2005.1611887","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611887","url":null,"abstract":"Learning theories that are favored by psychologists and by industry for education of adult learners turn out to be too simplistic for application to engineering education. An integrated learning model that is taking into account recent results from cognitive psychology, from neurophysiology, and from information processing appears not to be available. Therefore, this paper is aimed at designing a novel, interdisciplinary model of learning from an engineer's point of view. Learning was described as an adaptive and nested feedback control process that comprises different levels of learning, as reacting automatically to recognized situations, training of skillfully handling decisions, or handling abstract ideas. Thus it might be explained why learning to understand abstract ideas takes considerably more time than learning to handle situations by rote. From that, conclusions might be drawn concerning mediating knowledge in classroom, or on designing complete curricula for engineering education","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130927613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612001
E. Cashman, E. Eschenbach, D. Baker
ENGR 115: Introduction to Environmental Science and Engineering focuses on a resource approach to environmental management, with modules on air, land, water and energy resources. This paper describes one of four curriculum modules that was developed for and used in this introductory course taught at Humboldt State University. The energy resources curriculum is appropriate for those interested in open-ended problem solving assignments related to energy and power, renewable energy technologies or energy policy. The energy resources module is taught over a three-week period in a fifteen-week semester. The students complete readings on energy, power and work, sources of energy, and energy technologies. The Just-in-Time Teaching approach is used where students take online quizzes on assigned readings prior to coming to class. The lecture period is used to clarify misconceptions discovered in the students' responses to the online quizzes as well as present new material. Lab activities include a tour of the Schatz Energy Research Center and discussion with research engineers about fuel cell design. Students engage in an open-ended problem solving experience where they compare a power generation project with an energy conservation program. The curriculum is available for download at http://www.humboldt.edu/~eae1/CCLI02/
{"title":"Adding energy and power to environmental engineering curriculum with just-in-time teaching","authors":"E. Cashman, E. Eschenbach, D. Baker","doi":"10.1109/FIE.2005.1612001","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612001","url":null,"abstract":"ENGR 115: Introduction to Environmental Science and Engineering focuses on a resource approach to environmental management, with modules on air, land, water and energy resources. This paper describes one of four curriculum modules that was developed for and used in this introductory course taught at Humboldt State University. The energy resources curriculum is appropriate for those interested in open-ended problem solving assignments related to energy and power, renewable energy technologies or energy policy. The energy resources module is taught over a three-week period in a fifteen-week semester. The students complete readings on energy, power and work, sources of energy, and energy technologies. The Just-in-Time Teaching approach is used where students take online quizzes on assigned readings prior to coming to class. The lecture period is used to clarify misconceptions discovered in the students' responses to the online quizzes as well as present new material. Lab activities include a tour of the Schatz Energy Research Center and discussion with research engineers about fuel cell design. Students engage in an open-ended problem solving experience where they compare a power generation project with an energy conservation program. The curriculum is available for download at http://www.humboldt.edu/~eae1/CCLI02/","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133515881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612020
M. A. Rahman
Undergraduate research experience is widely viewed as an essential component of good teaching and effective learning. This paper presents our experience with undergraduate research at the University of West Georgia as it enhanced student learning in the relevant areas of computer science. A number of undergraduate students were involved in various research projects related to natural language processing. Some of the students were enrolled in a newly designed faculty directed research course to earn credit while others were involved in funded research projects without enrolling in any research credit, yet there were others who participated in the research on a voluntary basis. In all cases we observed that their involvement in research enhanced their learning not only in the areas of artificial intelligence but in many other related areas of computer science. We have found that the longer a student is involved in research the better he or she is prepared for graduate school or a professional career
{"title":"Learning in computer science: assessment and evaluation of undergraduate research experience","authors":"M. A. Rahman","doi":"10.1109/FIE.2005.1612020","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612020","url":null,"abstract":"Undergraduate research experience is widely viewed as an essential component of good teaching and effective learning. This paper presents our experience with undergraduate research at the University of West Georgia as it enhanced student learning in the relevant areas of computer science. A number of undergraduate students were involved in various research projects related to natural language processing. Some of the students were enrolled in a newly designed faculty directed research course to earn credit while others were involved in funded research projects without enrolling in any research credit, yet there were others who participated in the research on a voluntary basis. In all cases we observed that their involvement in research enhanced their learning not only in the areas of artificial intelligence but in many other related areas of computer science. We have found that the longer a student is involved in research the better he or she is prepared for graduate school or a professional career","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133435290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612275
S. S. Prettyman, H. Qammar, F. Broadway, E. Evans
Codes of ethics state that engineers must accept the responsibility for professional development throughout their career. Thus, our students must master the ability for life-long learning, a program outcome that is arguably the most challenging to include within the curriculum. Following the framework of Baxter Magolda, we show how a freshman through senior vertically integrated team project (VITDP) enhances learners' development on multiple levels and moves them toward self-authorship (i.e. life-long learning). VITDP is specifically designed to act as an intellectual development experience for students, and is based upon three developmental principles: knowledge is socially constructed, the individual's developmental stage is key in knowledge construction, and knowledge and expertise have developed sequentially based on experiences in VITDP. Data from VITDP shows that students are able to move from absolute and transitional knowing toward contextual knowing and self-authorship creating "intentional learners" who are empowered, informed, and responsible lifelong learners
{"title":"Fostering intellectual development in our students through multi-level project teams","authors":"S. S. Prettyman, H. Qammar, F. Broadway, E. Evans","doi":"10.1109/FIE.2005.1612275","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612275","url":null,"abstract":"Codes of ethics state that engineers must accept the responsibility for professional development throughout their career. Thus, our students must master the ability for life-long learning, a program outcome that is arguably the most challenging to include within the curriculum. Following the framework of Baxter Magolda, we show how a freshman through senior vertically integrated team project (VITDP) enhances learners' development on multiple levels and moves them toward self-authorship (i.e. life-long learning). VITDP is specifically designed to act as an intellectual development experience for students, and is based upon three developmental principles: knowledge is socially constructed, the individual's developmental stage is key in knowledge construction, and knowledge and expertise have developed sequentially based on experiences in VITDP. Data from VITDP shows that students are able to move from absolute and transitional knowing toward contextual knowing and self-authorship creating \"intentional learners\" who are empowered, informed, and responsible lifelong learners","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132727948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612011
R. Simoneau, J. Magenau, R. Ford
This paper describes a comprehensive program to establish a true business and engineering education partnership between the Sam and Irene Black School of Business and the School of Engineering & Engineering Technology within Penn State Erie, The Behrend College. The paper addresses the question of the importance of these education partnerships and progress made towards achieving that goal and a plan to fully integrate it within the two schools. A business/engineering faculty team, working under the support of a GE Foundation grant, have already conducted research to identify the core business knowledge required of engineering students, piloted an interdisciplinary course, designed a project management course for engineers, and hosted a workshop attended by representatives from universities with similar goals. Faculty teams are currently working on studying the feasibility and designing a new business/engineering major and a truly integrated business minor for engineers. A new building that will house both schools in a genuinely integrated design will open in Fall 2006
{"title":"Work In Progress - On Building a Business/Engineering Education Partnership","authors":"R. Simoneau, J. Magenau, R. Ford","doi":"10.1109/FIE.2005.1612011","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612011","url":null,"abstract":"This paper describes a comprehensive program to establish a true business and engineering education partnership between the Sam and Irene Black School of Business and the School of Engineering & Engineering Technology within Penn State Erie, The Behrend College. The paper addresses the question of the importance of these education partnerships and progress made towards achieving that goal and a plan to fully integrate it within the two schools. A business/engineering faculty team, working under the support of a GE Foundation grant, have already conducted research to identify the core business knowledge required of engineering students, piloted an interdisciplinary course, designed a project management course for engineers, and hosted a workshop attended by representatives from universities with similar goals. Faculty teams are currently working on studying the feasibility and designing a new business/engineering major and a truly integrated business minor for engineers. A new building that will house both schools in a genuinely integrated design will open in Fall 2006","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133105058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612164
L. Sanders, D. Tougaw
In an effort to immediately use valuable student feedback from final course evaluations, Valparaiso University's Hesse Learning Resource and Assessment Center has worked with the Department of Electrical and Computer Engineering to optimize the format of the surveys themselves and procedures used to extract key information from those surveys in a timely manner so it can be used as part of departmental assessment efforts. Although preparing the necessary evaluation summary forms involves a great deal of work, the authors have developed a very organized method for focusing faculty and staff efforts in completing the project in a timely manner. The authors presented a detailed discussion of the structure used to prepare the course evaluations, how they are processed and summarized, and how the results of these efforts have become an integral part of the department's assessment efforts, leading to real improvements in the quality of student outcomes
{"title":"Integration of a New Course Evaluation Tool into a Comprehensive Departmental Assessment Plan","authors":"L. Sanders, D. Tougaw","doi":"10.1109/FIE.2005.1612164","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612164","url":null,"abstract":"In an effort to immediately use valuable student feedback from final course evaluations, Valparaiso University's Hesse Learning Resource and Assessment Center has worked with the Department of Electrical and Computer Engineering to optimize the format of the surveys themselves and procedures used to extract key information from those surveys in a timely manner so it can be used as part of departmental assessment efforts. Although preparing the necessary evaluation summary forms involves a great deal of work, the authors have developed a very organized method for focusing faculty and staff efforts in completing the project in a timely manner. The authors presented a detailed discussion of the structure used to prepare the course evaluations, how they are processed and summarized, and how the results of these efforts have become an integral part of the department's assessment efforts, leading to real improvements in the quality of student outcomes","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133139807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612070
C. Baillie, G. Catalano
Engineering for social justice seeks to promote social justice through exploration of the role of engineering in future society. It is our intent to offer this special session as a mechanism whereby engineering educators, researchers and practitioners can meet and exchange information, discuss and explore problems associated with an engineering education paradigm that actively promotes social justice. We shall do this by challenge and reflection. It is our broader aim to examine the relationships that exist among social justice, engineering and engineering education and to begin establishing a scholarly research community, which will continue the exploration
{"title":"Special session - engineering for social justice","authors":"C. Baillie, G. Catalano","doi":"10.1109/FIE.2005.1612070","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612070","url":null,"abstract":"Engineering for social justice seeks to promote social justice through exploration of the role of engineering in future society. It is our intent to offer this special session as a mechanism whereby engineering educators, researchers and practitioners can meet and exchange information, discuss and explore problems associated with an engineering education paradigm that actively promotes social justice. We shall do this by challenge and reflection. It is our broader aim to examine the relationships that exist among social justice, engineering and engineering education and to begin establishing a scholarly research community, which will continue the exploration","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133219647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612167
Z. Yamayee, R. J. Albright, M. I. Inan, M. S. Kennedy, K. Khan, V.D. Murty
In 1997, we embarked on a journey to develop an assessment plan to improve the quality of our educational programs. The driving force behind our efforts was the new ABET engineering criteria. The plan that resulted from this effort provides our school with a roadmap to continually improve the quality of our programs. Implementation of this plan resulted in a successful ABET visit in 2003. Following the ABET visit, we recognized the need for improving our assessment process. One important area of improvement was the appropriate mix of direct and indirect assessment methods used to assess program outcomes. In this paper, we presented our work to date in selection and implementation of direct and indirect assessment tools. We also presented our approach to utilizing a mix of assessment tools to prepare annual documentation of program improvements. And finally a sample of changes implemented based on assessment were presented
{"title":"Work in Progress - Streamlining Assessment Process in Response to a Successful ABET Visit","authors":"Z. Yamayee, R. J. Albright, M. I. Inan, M. S. Kennedy, K. Khan, V.D. Murty","doi":"10.1109/FIE.2005.1612167","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612167","url":null,"abstract":"In 1997, we embarked on a journey to develop an assessment plan to improve the quality of our educational programs. The driving force behind our efforts was the new ABET engineering criteria. The plan that resulted from this effort provides our school with a roadmap to continually improve the quality of our programs. Implementation of this plan resulted in a successful ABET visit in 2003. Following the ABET visit, we recognized the need for improving our assessment process. One important area of improvement was the appropriate mix of direct and indirect assessment methods used to assess program outcomes. In this paper, we presented our work to date in selection and implementation of direct and indirect assessment tools. We also presented our approach to utilizing a mix of assessment tools to prepare annual documentation of program improvements. And finally a sample of changes implemented based on assessment were presented","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131401017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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