Crilly, P. B., & Hartnett, R. J. (2015, June), Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24757

\bibitem{asee_peer_24757}
  Crilly, P. B., \& Hartnett, R. J. (2015, June), \emph{Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24757

Paul Benjamin Crilly and Richard J. Hartnett P.E..  "Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24757 Internet.  19 Apr, 2024

\bibitem{asee_peer_24757}
  Paul Benjamin Crilly and Richard J. Hartnett P.E..
  "Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24757 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_24757
author = "Paul Benjamin Crilly and Richard J. Hartnett P.E."
title = "Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24757}
number = {10.18260/p.24757}
}

TY  - CPAPER
AB  -    Student Outcome Assessment and Course Continuity for Programs                 With Moderate Faculty TurnoverAbstract – In today’s academic environment of outcome based assessment, there is anincreased need to maintain course continuity to ensure outcome achievement. This isespecially important for schools that offer ABET-accredited STEM programs, whereprograms are required to address ABET Criterion #4 – Continuous Improvement. Thiscan be especially challenging for schools that experience moderate faculty turnover, orrely heavily on adjunct instructors.To assist us in documenting the continuous improvement of our program, we employ arelatively simple End of Course Review (EOCR) process. Our EOCR process iscompleted at least annually for every course. The end result is a document that describesthe essential content of the course (syllabus, projects, sample exams, student outcomes,etc.), assessment data, and recommended changes. This EOCR document can then beused for (a) the next instructor to provide a suitable starting point for when they teach thecourse, (b) provide assessment information for program reviews and curriculumrevisions, and (c) provide necessary and objective information to the person writing theaccreditation self-study document. This latter point is especially important since in thecase of programs that are ABET accredited, the EOCR provides a well-documented storyof to what degree a program is meeting its assigned student outcomes and achievingcontinuous improvement. It should be noted that the EOCR is especially valuable forcurriculum reviews since decisions are not based on anecdotal evidence, but on the hardevidence presented in the EOCR. Some key aspects of the EOCR process include: (a) theinstructor and interested faculty are involved in generating the EOCR document with theinstructor providing the initial draft, and then after deliberation by the faculty, the finalversion, and (b) assessment tools and corresponding rubrics. The latter is especiallyimportant in order to minimize instructor biases and outliers.
AU  - Paul Benjamin Crilly
AU  - Richard J. Hartnett P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover
UR  - https://peer.asee.org/24757
DO  - 10.18260/p.24757
ER  -