Pub Date : 2004-12-01DOI: 10.1109/FIE.2004.1408567
J. Mathews, N. Haughton, S. Pisupati, A. Scaroni, D. DiBiase
The data presented here reveal how traditional college students cope with a totally online class experience. The largest enrollment online course at The Pennsylvania State University is the general education offering "Energy & the Environment", developed jointly by the Department of Energy & Geo-Environmental Engineering and the John A. Dutton e-Education Institute. Within the first 2-years >1,000 students (mostly on-campus residential students) have been engaged, online. Students work independently or in self-forming cohorts reading text, listening to audio, watching movie clips, and interacting with imagery or simulations online. The majority of students fit the traditional profile in terms of age and on-campus residential status. The class is consistently 60% male. The students are predominantly sophomores (41%), although all academic standings are present within this general education course. One of the main reasons given for enrolling is "flexibility". Roughly half of the student activity (56%) is after the traditional workday of 8 AM to 5:00 PM. Only 10% of the online activity occurs within the traditional morning hours. In a class with weekly Friday evening deadlines, there was little activity (measured by number of page requests) occurring on Saturday (5%), Friday has the bulk of the activity (27%). About 72% of the students accessed the material from home with a high-speed connection. About 17% did the bulk of their work at a computing laboratory, despite the fact that 96% of the class has a personal computer. While the students gained content specific knowledge, they also learned "self-discipline" and other "professional" behavior, and had exposure to online learning and course management software.
{"title":"For an online course encompassing \"traditional campus students\": how, where, and when students work and engage with the course material","authors":"J. Mathews, N. Haughton, S. Pisupati, A. Scaroni, D. DiBiase","doi":"10.1109/FIE.2004.1408567","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408567","url":null,"abstract":"The data presented here reveal how traditional college students cope with a totally online class experience. The largest enrollment online course at The Pennsylvania State University is the general education offering \"Energy & the Environment\", developed jointly by the Department of Energy & Geo-Environmental Engineering and the John A. Dutton e-Education Institute. Within the first 2-years >1,000 students (mostly on-campus residential students) have been engaged, online. Students work independently or in self-forming cohorts reading text, listening to audio, watching movie clips, and interacting with imagery or simulations online. The majority of students fit the traditional profile in terms of age and on-campus residential status. The class is consistently 60% male. The students are predominantly sophomores (41%), although all academic standings are present within this general education course. One of the main reasons given for enrolling is \"flexibility\". Roughly half of the student activity (56%) is after the traditional workday of 8 AM to 5:00 PM. Only 10% of the online activity occurs within the traditional morning hours. In a class with weekly Friday evening deadlines, there was little activity (measured by number of page requests) occurring on Saturday (5%), Friday has the bulk of the activity (27%). About 72% of the students accessed the material from home with a high-speed connection. About 17% did the bulk of their work at a computing laboratory, despite the fact that 96% of the class has a personal computer. While the students gained content specific knowledge, they also learned \"self-discipline\" and other \"professional\" behavior, and had exposure to online learning and course management software.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129853199","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 : 2004-12-01DOI: 10.1109/FIE.2004.1408688
R. Barr
Graphics has always been a requisite form of communication for engineering practice. The history of major engineering accomplishments is replete with examples of graphical communications: from styli etchings on clay tablets to near-recent blueprint drawings. In the last two decades, engineering graphics instruction has been significantly influenced by the advancement of computers and other new technologies. During this short span, the discipline has gone from teaching manual drafting and pencil drawings to the use of 3-D computer modeling and simulation software. This paper briefly reviews the evolution of graphical communication in engineering practice, and focuses on the current status of graphical communication in the engineering curriculum. This report is bolstered by results of a recent survey conducted at the 2003 annual meeting of the Engineering Design Graphics Division of ASEE. The survey proposed an extensive list of student outcomes for engineering graphical communication, as mandated by the new ABET EC2000 outcomes requirement criterion 3 (g): "an ability to communicate effectively." Graphics faculty ranked these graphics student outcomes, and accompanying performance criteria, on level of importance in the modern curriculum. The results represent a consensus of current thinking on engineering graphical communication education.
{"title":"The current status of graphical communication in engineering education","authors":"R. Barr","doi":"10.1109/FIE.2004.1408688","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408688","url":null,"abstract":"Graphics has always been a requisite form of communication for engineering practice. The history of major engineering accomplishments is replete with examples of graphical communications: from styli etchings on clay tablets to near-recent blueprint drawings. In the last two decades, engineering graphics instruction has been significantly influenced by the advancement of computers and other new technologies. During this short span, the discipline has gone from teaching manual drafting and pencil drawings to the use of 3-D computer modeling and simulation software. This paper briefly reviews the evolution of graphical communication in engineering practice, and focuses on the current status of graphical communication in the engineering curriculum. This report is bolstered by results of a recent survey conducted at the 2003 annual meeting of the Engineering Design Graphics Division of ASEE. The survey proposed an extensive list of student outcomes for engineering graphical communication, as mandated by the new ABET EC2000 outcomes requirement criterion 3 (g): \"an ability to communicate effectively.\" Graphics faculty ranked these graphics student outcomes, and accompanying performance criteria, on level of importance in the modern curriculum. The results represent a consensus of current thinking on engineering graphical communication education.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130488238","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 : 2004-12-01DOI: 10.1109/FIE.2004.1408501
G. Okudan, S. Rzasa
This paper first discusses the evolution of the entrepreneurial leadership course (ENGR 310), which is one of the four core courses at The Pennsylvania State University (Penn State), and provides a description of the current project-based teaching practice. The current practice has been developed after a comprehensive review of similar courses and entrepreneurship education literature. This paper discusses the new curriculum of the course, and relevant innovative changes. The results of an assessment plan conducted to measure student satisfaction and perceptions of the course are included along with a summary of the experience gained while teaching the improved version of the course. In addition to the assessment results, there are two other results that attest to the success of the course: (1) all teams completing the build and sell project made profits. One team in fact made about $700 in profit. Considering the time they were allotted to work on the project, $700 is a great accomplishment. (2) Most students taking the class, who are not graduating, decided to enroll in the minor. This paper aims to share implementation of these changes as an avenue for entrepreneurship educators to learn from others experiences.
{"title":"Teaching entrepreneurial leadership: a project-based approach","authors":"G. Okudan, S. Rzasa","doi":"10.1109/FIE.2004.1408501","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408501","url":null,"abstract":"This paper first discusses the evolution of the entrepreneurial leadership course (ENGR 310), which is one of the four core courses at The Pennsylvania State University (Penn State), and provides a description of the current project-based teaching practice. The current practice has been developed after a comprehensive review of similar courses and entrepreneurship education literature. This paper discusses the new curriculum of the course, and relevant innovative changes. The results of an assessment plan conducted to measure student satisfaction and perceptions of the course are included along with a summary of the experience gained while teaching the improved version of the course. In addition to the assessment results, there are two other results that attest to the success of the course: (1) all teams completing the build and sell project made profits. One team in fact made about $700 in profit. Considering the time they were allotted to work on the project, $700 is a great accomplishment. (2) Most students taking the class, who are not graduating, decided to enroll in the minor. This paper aims to share implementation of these changes as an avenue for entrepreneurship educators to learn from others experiences.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125186139","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 : 2004-12-01DOI: 10.1109/FIE.2004.1408771
S. Danielson
Ethics has long been a part of engineering education and practice. Thus, engineering educators have adopted various strategies for teaching ethics, including the use of various codes of ethics promulgated by professional organizations. Additionally, case studies have been used to introduce the subtleties and complexities of engineering ethics within engineering projects. This paper describes another approach to engineering ethics instruction, one that can be used in lieu of, or in conjunction with, other common ethics instruction scenarios. The approach focuses on various aspects of ethics important to young engineers as they enter industry, e.g., "workplace ethics". The materials developed cover a variety of practical subjects important for a new engineer to know when entering the engineering workplace. The teaching materials are based on the experiences of a group of practicing engineers.
{"title":"Work in progress - ethics instruction for the workplace","authors":"S. Danielson","doi":"10.1109/FIE.2004.1408771","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408771","url":null,"abstract":"Ethics has long been a part of engineering education and practice. Thus, engineering educators have adopted various strategies for teaching ethics, including the use of various codes of ethics promulgated by professional organizations. Additionally, case studies have been used to introduce the subtleties and complexities of engineering ethics within engineering projects. This paper describes another approach to engineering ethics instruction, one that can be used in lieu of, or in conjunction with, other common ethics instruction scenarios. The approach focuses on various aspects of ethics important to young engineers as they enter industry, e.g., \"workplace ethics\". The materials developed cover a variety of practical subjects important for a new engineer to know when entering the engineering workplace. The teaching materials are based on the experiences of a group of practicing engineers.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133082873","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 : 2004-12-01DOI: 10.1109/FIE.2004.1408535
J. Tester, D. Scott, J. Hatfield, R. Decker, F. Swimmer
Northern Arizona University's (NAU) College of Engineering and Technology (CET) has an energetic program to identify pre-degree student populations, bring educational resources to these populations to enable recruitment into the NAU CET learning environment, and retain these students throughout the CET degree programs through graduation. The program, the engineering talent pipeline, builds upon the student-oriented multicultural engineering program (MEP) and the "Design4Practice" (D4P) design curriculum. A study was undertaken to understand successful recruitment and retention efforts of other universities, in order to apply the best practices to the D4P curriculum. This paper primarily address the information gathered from best practices research that lead to our current D4P curriculum enhancement efforts. The D4P courses provide all engineering majors with interdisciplinary, team-based design projects throughout their four-year program. Also determined were evaluation metrics that demonstrate improvement in recruitment and retention; these metrics were considered for integration into the assessment reports associated with the future curriculum enhancements. We present our findings of the above activities and preliminary strategies for enhancing those D4P courses which most impact our recruitment and retention: The freshman and sophomore design courses.
{"title":"Developing recruitment and retention strategies through \"Design4Practice\" curriculum enhancements","authors":"J. Tester, D. Scott, J. Hatfield, R. Decker, F. Swimmer","doi":"10.1109/FIE.2004.1408535","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408535","url":null,"abstract":"Northern Arizona University's (NAU) College of Engineering and Technology (CET) has an energetic program to identify pre-degree student populations, bring educational resources to these populations to enable recruitment into the NAU CET learning environment, and retain these students throughout the CET degree programs through graduation. The program, the engineering talent pipeline, builds upon the student-oriented multicultural engineering program (MEP) and the \"Design4Practice\" (D4P) design curriculum. A study was undertaken to understand successful recruitment and retention efforts of other universities, in order to apply the best practices to the D4P curriculum. This paper primarily address the information gathered from best practices research that lead to our current D4P curriculum enhancement efforts. The D4P courses provide all engineering majors with interdisciplinary, team-based design projects throughout their four-year program. Also determined were evaluation metrics that demonstrate improvement in recruitment and retention; these metrics were considered for integration into the assessment reports associated with the future curriculum enhancements. We present our findings of the above activities and preliminary strategies for enhancing those D4P courses which most impact our recruitment and retention: The freshman and sophomore design courses.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134291616","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 : 2004-12-01DOI: 10.1109/FIE.2004.1408538
A. Jacobi, J. Martin, J. Mitchell, T. Newell
A concept inventory has been developed for heat transfer, which is typically taken in the junior or senior year in mechanical engineering. The subject builds on material previously introduced in thermodynamics and fluid mechanics, and the concepts in these subjects are intertwined. The course has been given as a pretest in one course. An item analysis of the inventory has been made to assess the validity of the inventory, showing that further work needs to be done. The inventory will be given as a post test and then modifications to the inventory will be made. The current draft inventory is available for testing and evaluating.
{"title":"Work in progress: a concept inventory for heat transfer","authors":"A. Jacobi, J. Martin, J. Mitchell, T. Newell","doi":"10.1109/FIE.2004.1408538","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408538","url":null,"abstract":"A concept inventory has been developed for heat transfer, which is typically taken in the junior or senior year in mechanical engineering. The subject builds on material previously introduced in thermodynamics and fluid mechanics, and the concepts in these subjects are intertwined. The course has been given as a pretest in one course. An item analysis of the inventory has been made to assess the validity of the inventory, showing that further work needs to be done. The inventory will be given as a post test and then modifications to the inventory will be made. The current draft inventory is available for testing and evaluating.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133429402","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408509
M. Paretti
Project documentation can play an integral role in design by helping the students plan, theorize, analyze, and interpret their work; the need to communicate about their work pushes students to fully formulate project plans, understand the theories behind their work, and analyze their results more completely than they might otherwise. This project evaluates strategies for more fully integrating communication and design through studies in two senior-level design courses. Preliminary results show that while students can effectively use of writing and speaking assignments to further their projects, they need appropriate scaffolding to facilitate that process.
{"title":"Work in progress: using project documentation to teach creative design","authors":"M. Paretti","doi":"10.1109/FIE.2004.1408509","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408509","url":null,"abstract":"Project documentation can play an integral role in design by helping the students plan, theorize, analyze, and interpret their work; the need to communicate about their work pushes students to fully formulate project plans, understand the theories behind their work, and analyze their results more completely than they might otherwise. This project evaluates strategies for more fully integrating communication and design through studies in two senior-level design courses. Preliminary results show that while students can effectively use of writing and speaking assignments to further their projects, they need appropriate scaffolding to facilitate that process.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"47 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120819936","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408572
C. Brawner, R. Felder, R. Allen, R. Brent
The Southeastern University and College Coalition for Engineering Education (SUCCEED) was an NSF-sponsored engineering education coalition that functioned from 1992 through 2002, comprising eight engineering schools that accounted for approximately 1/13 of all U.S. engineering degrees awarded. As part of its ongoing program assessment activities, SUCCEED periodically surveyed the 1600+ engineering faculty members on its member campuses to assess their usage of various teaching practices and their opinions about the importance of teaching at their institution. Surveys conducted in 1999 and in 2002 specifically addressed uses of technology-based methods in both on-campus and off-campus course offerings. This paper briefly outlines the survey response analysis methodology and summarizes the principal results related to technology use.
{"title":"How do engineering faculty use instructional technology?","authors":"C. Brawner, R. Felder, R. Allen, R. Brent","doi":"10.1109/FIE.2004.1408572","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408572","url":null,"abstract":"The Southeastern University and College Coalition for Engineering Education (SUCCEED) was an NSF-sponsored engineering education coalition that functioned from 1992 through 2002, comprising eight engineering schools that accounted for approximately 1/13 of all U.S. engineering degrees awarded. As part of its ongoing program assessment activities, SUCCEED periodically surveyed the 1600+ engineering faculty members on its member campuses to assess their usage of various teaching practices and their opinions about the importance of teaching at their institution. Surveys conducted in 1999 and in 2002 specifically addressed uses of technology-based methods in both on-campus and off-campus course offerings. This paper briefly outlines the survey response analysis methodology and summarizes the principal results related to technology use.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116454105","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408533
T. Lookabaugh, D. Sicker
Information technology, and in particular distance education technology, is becoming more prevalent across society and throughout higher education. But as information technology mediated education moves from trials towards educating non-trivial numbers of students, we can expect established universities to resist wholesale adoption; particularly when it threatens core perceptions of what students want and need and the culture and financial model of the institution. The resulting increasing tension creates the potential for sudden and dramatic shifts rather than gradual adoption. Applications and practices that can signal the maturation of information technology mediated education include course importation and remote laboratory experiences. For institutions, successful development of information technology mediated education may require autonomous units. For individuals, the decision revolves around whether to participate and, if so, in what manner, particularly given academic culture and the potential for institutional resistance.
{"title":"Information technology mediated education - revolution not evolution","authors":"T. Lookabaugh, D. Sicker","doi":"10.1109/FIE.2004.1408533","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408533","url":null,"abstract":"Information technology, and in particular distance education technology, is becoming more prevalent across society and throughout higher education. But as information technology mediated education moves from trials towards educating non-trivial numbers of students, we can expect established universities to resist wholesale adoption; particularly when it threatens core perceptions of what students want and need and the culture and financial model of the institution. The resulting increasing tension creates the potential for sudden and dramatic shifts rather than gradual adoption. Applications and practices that can signal the maturation of information technology mediated education include course importation and remote laboratory experiences. For institutions, successful development of information technology mediated education may require autonomous units. For individuals, the decision revolves around whether to participate and, if so, in what manner, particularly given academic culture and the potential for institutional resistance.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114297474","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408543
D. Lall, J. Wise, D. Sathianathan
Preparation for compliance with TC2K for ABET accreditation is being carried out at twelve campuses which offer one or more of nine different engineering technology programs. A system-wide continuous quality improvement plan is in place. It includes the courses restructuring to reflect meeting the TC2K criteria, providing feedback for faculty members, and for assessing the way in which the educational objectives, program outcomes, and learning outcomes are being met. In order to facilitate the effectiveness of learning outcomes several short surveys were developed for some programs while others are in the process of development These targeted student performance, faculty perception, and student perception regarding learning outcomes in each specific program and course. Complementary to these were exit surveys, alumni and employee surveys that strive to provide information about programs. Currently, data collection is in progress using these surveys in order to judge their effectiveness with plans to offer them online and automated to a database.
{"title":"Work in progress - preparing for TC2K on a large scale","authors":"D. Lall, J. Wise, D. Sathianathan","doi":"10.1109/FIE.2004.1408543","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408543","url":null,"abstract":"Preparation for compliance with TC2K for ABET accreditation is being carried out at twelve campuses which offer one or more of nine different engineering technology programs. A system-wide continuous quality improvement plan is in place. It includes the courses restructuring to reflect meeting the TC2K criteria, providing feedback for faculty members, and for assessing the way in which the educational objectives, program outcomes, and learning outcomes are being met. In order to facilitate the effectiveness of learning outcomes several short surveys were developed for some programs while others are in the process of development These targeted student performance, faculty perception, and student perception regarding learning outcomes in each specific program and course. Complementary to these were exit surveys, alumni and employee surveys that strive to provide information about programs. Currently, data collection is in progress using these surveys in order to judge their effectiveness with plans to offer them online and automated to a database.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"64 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130884626","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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