Broad faculty participation in course-level evaluation of student outcomes supporting continuous improvement of an undergraduate engineering program

Abstract

This paper describes a strategy of requiring all undergraduate engineering courses provide some quantitative assessment of student outcomes (SO) which is used in the overall continuous improvement process for the program. A wide range of learning activities are documented in the process and with more faculty participation being engaged in program accreditation. Except for senior design, courses, all courses have no more than two SO to limit the assessment workload on faculty and increase the quality of the data from each course. Pre-semester workshops help faculty plan learning activities so data collection is manageable and not concentrated at the end of the semester. Best practice activities are shared to encourage faculty to think beyond the use of the final exam or design project to assess SOs in their courses.