scholarly journals Design And Implementation Of A Program Outcome Assessment Process For An Abet Accredited Computer Engineering Program

2020 ◽  
Author(s):  
Fadi Kurdahi ◽  
Judy Shoemaker ◽  
John LaRue
Keyword(s):  
Outcome Assessment ◽  
Assessment Process ◽  
Computer Engineering ◽  
Design And Implementation ◽  
Engineering Program ◽  
Program Outcome

scholarly journals Outcome Assessment Process In A Manufacturing Engineering Program

2020 ◽  
Author(s):  
Jahangir Ansari ◽  
Amir Javaheri ◽  
Stephen S. Tompkins ◽  
Keith Williamson
Keyword(s):  
Outcome Assessment ◽  
Assessment Process ◽  
Engineering Program ◽  
Manufacturing Engineering

Course and Program Outcome Assessment Process

2005 ◽  
Author(s):  
Amir Karimi
Keyword(s):  
Outcome Assessment ◽  
San Antonio ◽  
Lessons Learned ◽  
Assessment Process ◽  
University Of Texas ◽  
Program Outcome ◽  
The Future ◽  
Undergraduate Programs ◽  
The University

Course and Program Outcome assessment process at the University of Texas at San Antonio (UTSA) is briefly discussed. It is explained how data were collected, analyzed, and used in the enhancement of the undergraduate programs. This paper describes the management of the assessment process. Lessons learned from assessment experience are described and how these assessment processes will be streamlined in the future are highlighted.

scholarly journals Assessing The Ee Program Outcome Assessment Process

2020 ◽  
Author(s):  
Robert Sadowski ◽  
Lisa Shay ◽  
Christopher Korpela ◽  
Erik Fretheim
Keyword(s):  
Outcome Assessment ◽  
Assessment Process ◽  
Program Outcome

scholarly journals Specialization-Specific Course Assessments Integrated for Program Assessment

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Qurban A. Memon ◽  
Adnan Harb ◽  
Shakeel Khoja
Keyword(s):  
Developing Countries ◽  
Program Assessment ◽  
Assessment Process ◽  
Industrial Environment ◽  
Engineering Program ◽  
Software Program ◽  
Program Application

The program assessment process combines assessments from individual courses to generate final program assessment to match accreditation benchmarks. In developing countries, industrial environment is not diversified to allow graduating engineers to seek jobs in all disciplines or specializations of an engineering program. Hence, it seems necessary to seek evolution of an engineering program assessment for specialized requirements of the industry. This paper describes how specialization-specific courses’ assessments are grouped per requirements and then integrated towards overall program assessment. A software program application is developed to automate this development to reduce assessment work and show equivalently as integration of specialization-specific assessments per outcome per term. The implementation also shows how outcomes are integrated per specialization-specific courses in order to judge the implementation of the program assessment. This effort is expected to help stake holders of the program to judge evolution and quality of specialization tracks vis-à-vis expectations of the local industry.

Problem-Based Learning and Authentic Assessment as an Implementation of Outcomes-Based Education in the Computer Engineering Program of Ateneo de Davao University

2017 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Eufemia Faller ◽  
Edicio Faller
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Integrative Approach ◽  
Computer Engineering ◽  
Learning Program ◽  
Engineering Program ◽  
Concrete Solution ◽  
Outcomes Based Education

The 21st century education challenges educators to expose students to a wide variety of circumstances and problem situations where they are required to apply the skills they have learned. In engineering education, these are mostly limited to simulated scenarios which are devoid of real and actual interactions with the problems in the community. This article aims to describe how problem-based learning pedagogy and authentic assessment are used in the Computer Engineering program of Ateneo de Davao University as an implementation of the outcomes-based education. This is a descriptive & qualitative research that utilizes focus group discussions as a methodology for achieving its objective. This study uses the frame of experiential learning that is problem-driven, community-based, multi-disciplinary, integrative & collaborative. The computer engineering program uses a multi-disciplinary and integrative approach to problem-based learning through the service-learning program of the institution. This provides the students with an opportunity to interact with a community, identify its problems, analyze and create a concrete solution applying their acquired skills. Since the students are engaged with the community's actual and real problems, they will be assessed using authentic assessment mechanisms. Experiential learning, problem-based pedagogy with authentic assessment open doors of opportunities for a more meaningful and relevant computer engineering program.

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