New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This paper presents a case study of a course revitalization initiative to improve course efficiency without adversely affecting student learning in high enrollment gateway classes in the College of Engineering (COE) at Tennessee Tech University (TTU).
In the analysis phase of the project, it became apparent that class effectiveness (student success) and efficiency (cost per student) are also dependent on the higher education environment which reflects the institutional mission, and resources to sustain the mission.
The proposed academic program assessment methodology, based on W. Edwards Deming’s System of Profound Knowledge is critical to assessing academic program integrity. The Deming’s approach is not only a tool for strategic planning and continuous process improvement across academic degree programs, departments, colleges, it is invaluable tool for administering the integrated higher education environment created by the CCTA.
Elizandro, D., & Huddleston, D. H., & Liu, Y. J., & Hutchins, E. L. (2016, June), An Academic Program Assessment Methodology to Leverage the Integrated Higher Education Environment Created by the Complete College Tennessee Act (CCTA) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26553
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015