Conference Session

ABET Accreditation, Assessment, and Program Improvement in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston

Tagged Divisions

Electrical and Computer

student outcomes, the two groups again showed considerable agreement.Nonetheless, there were some differences worth noting. For instance, the industry group was theonly group to suggest that students should possess knowledge about the business world and alsodemonstrate good leadership and time management skills (Figure 2). However, they made nomention of student achievement on an outcome that is closely tied to the development side ofengineering practice (systems modeling and design). The industry group appeared to be moreconcerned with personal mastery outcomes than the faculty group while the faculty group wasmore concerned with design outcomes than the industry group. Systems modeling and design. Table 3 suggests a significant divide

Conference Session

Recruitment, Retention, and First-year Programs in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Constance D. Hendrix, U.S. Air Force Academy; Marcus L. Roberts, U.S. Air Force Academy; William J. Eccles, Rose-Hulman Institute of Technology; Jeffrey Butler, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy

Tagged Divisions

Electrical and Computer

core engineering courses,regardless of their major, to graduate with a Bachelor of Science degree. An earlier ASEE paper[1] explored the basic pedagogy developed by the Air Force Academy’s Department of Electricaland Computer Engineering to overcome the inherent challenges of teaching non-engineers “toengineer.” This paper explores the measure of success for those efforts based on tangiblefeedback and assessment data. Furthermore, the paper specifically addresses a monumentalchallenge beyond educating the students: motivating them to care about their learning. Variousapproaches are discussed and solutions graded on their success or failure. A representativesyllabus is included at the end of this paper.IntroductionHistory is rife with famous

Conference Session

Laboratory Development in ECE I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Victor P. Nelson, Auburn University; John Y. Hung, Auburn University

Tagged Divisions

Electrical and Computer

successful educationalprogram. As defined by ABET, “student outcomes describe what students are expected to knowand be able to do by the time of graduation.” [1] An effective assessment process must produceuseful data that are both summative and formative, the former to determine levels to whichstudent outcomes are being attained, and the latter to identify specific areas for programimprovement [2,3]. In addition, the assessment process must be efficient, to ensure sustainability.The program must identify or create opportunities to assess each of its student outcomes at oneor more points in the program, where students are expected to have attained, and should be ableto demonstrate that outcome at an acceptable level.The junior-level embedded systems