Anderson, M. L., & Sarmiento, T. A., & Cooper, C., & Rhymer, D. W. (2019, March), An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment.  Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. 10.18260/1-2--31869

\bibitem{asee_peer_31869}
  Anderson, M. L., \& Sarmiento, T. A., \& Cooper, C., \& Rhymer, D. W. (2019, March), \emph{An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment.}
  Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon.
  10.18260/1-2--31869

Michael Lawrence Anderson P.E., Traci A. Sarmiento, Cory Cooper, and Donald William Rhymer.  "An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment.".  2019 ASEE PNW Section Conference, Corvallis, Oregon, 2019, March.  ASEE Conferences, 2019.  https://peer.asee.org/31869 Internet.  24 Apr, 2024

\bibitem{asee_peer_31869}
  Michael Lawrence Anderson P.E., Traci A. Sarmiento, Cory Cooper, and Donald William Rhymer.
  "An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment.".
  \emph{2019 ASEE PNW Section Conference, Corvallis, Oregon, 2019, March}.
  ASEE Conferences, 2019.
  https://peer.asee.org/31869 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_31869
author = "Michael Lawrence Anderson P.E., Traci A. Sarmiento, Cory Cooper, and Donald William Rhymer"
title = "An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment."
booktitle = "2019 ASEE PNW Section Conference"
year = "2019"
month = "March"
address = "Corvallis, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31869}
number = {10.18260/1-2--31869}
}

TY  - CPAPER
AB  - The United States Air Force Academy in Colorado is an undergraduate-only military academy whose mission is to “educate, train, and inspire men and women to become leaders of character, motivated to lead the United States Air Force in service to our nation.” All Academy graduates enter active duty service, (notwithstanding a small percentage of foreign exchange officers) and the Air Force desires well-rounded officer-graduates with a more-homogeneous education than would be expected at an otherwise similar liberal university. As such, the Academy prescribes a large general education (or “core”) curriculum, of 29 academic courses and 93 semester hours1, compared to a typical GE load of 15 - 30 semester hours. This core includes a cross section of courses in the humanities, social sciences basic sciences and engineering. The requirement that all students complete a broad and lengthy core sequence in engineering is especially unique. Recently, nine all new, Academy-wide Institutional Outcomes were developed to define the desired characteristics of graduates, help drive curriculum design and facilitate assessment and accreditation2. Of interest here is the “Application of Engineering Methods” (AEM) outcome, which specifies that ALL Academy graduates are expected to:
“…Recognize the engineering and technical challenges of the Air Force mission and the physical capabilities and limits within their assigned career fields and weapon systems. They need to not only be “operators,” but to become problem solvers that use engineering principles to devise enhanced capabilities essential to achieving and maintaining Air Force dominance in air, space, and cyberspace. Proficiencies are organized into two broad categories:
 Fundamental Domain Knowledge (i.e., knowledge of basic engineering principles across a variety of physical domains….)
 Problem-Solving Process (i.e., using a top-down, systematic problem-solving method…to address ill-defined problems….)”
To ensure effective implementation of these new outcomes, the Academy established Outcome Teams, composed of faculty across the institution and appointed by the Academy’s Superintendent and Board of Visitors (equivalent to the University President and Regents/Chancellors). The authors of this presentation recently served as Outcome Team Lead and team members during the development of the AEM Outcome. This work documents this implementation process and first assessment cycle with lessons learned, benefits and future initiatives. The definition of the outcome enabled the team to re-align the 6 core engineering courses (in computer science, mechanical, aeronautical, electrical, astronautical and civil engineering) to create a more-cohesive curriculum that follows a development arc of increasing proficiency and challenge. In addition, the new outcome’s equal emphasis on Fundamental
Domain Knowledge and the Problem-Solving Process spurred an attempt to re-balance certain engineering core courses toward engineering design and innovation.
1https://www.usafa.edu/academics/core-curriculum/
2https://www.usafa.edu/academics/outcomes/
AU  - Michael Lawrence Anderson P.E.
AU  - Traci A. Sarmiento
AU  - Cory Cooper
AU  - Donald William Rhymer
CY  - Corvallis, Oregon
DA  - 2019/03/20
PB  - ASEE Conferences
TI  - An Institution-Wide Student Outcome for Engineering: Development, Implementation and Assessment.
UR  - https://peer.asee.org/31869
DO  - 10.18260/1-2--31869
ER  -