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Session 2147

A Senior Seminar Course for Engineering Technology Outcomes Assessment

Mohamad H. Ahmadian Electronics Engineering Technology Eastern New Mexico University Portales NM 88130 Mohamad.Ahmadian@enmu.edu

Abstract

Traditionally, a capstone course includes projects where students work in teams on a given problem. Results are reported to the course instructor when the project assignments are completed at the end of the semester. This paper introduces a senior seminar course that provides students and faculty with a means of measurement for evaluation of students’ technical presentation, written, oral, and graphical communication skills throughout the course. Furthermore, this course provides engineering technology programs with quantitative and qualitative measures that may be incorporated as one component of a plan for assessment of student academic achievement.

1. Introduction

Accountability has become a national concern in higher education. In response, accrediting agencies require the development and implementation of academic assessment models designed to assure and enhance institutional improvement. As part of the accreditation review process, each baccalaureate and graduate program is required to prepare and implement a plan for assessment of student academic achievement. The assessment plan is to contain the following: a department goal statement related to the university’s mission, intended outcomes/objectives, assessment criteria and procedures, and implementation strategies. This article, while revealing aspects of academic outcomes assessment, focuses primarily on criteria and procedures for the development of a senior seminar course that serves as part of the requirements for assessment of student achievement in the engineering technology curriculum.

Departments are encouraged to use multiple measures for each identified performance objective and to blend quantitative and qualitative measures. These may include nationally normed and standardized objective measures, locally developed objective and essay exams, exit interviews, oral exams, portfolios, senior projects, capstone courses, student satisfaction surveys, employer questionnaires, and alumni surveys. The assessment of academic achievement involves many different units within the university community but must be consistent in purpose and design. It reflects the freedom of academic departments to conduct assessment in a manner which is most appropriate for their specific program. It also reflects a high-degree of interdepartmental

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition  Copyright 2001, American Society for Engineering Education

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Ahmadian, M. (2001, June), A Senior Seminar Course For Engineering Technology Outcomes Assessment Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9769