An Academic Program Assessment Methodology to Leverage the Integrated Higher Education Environment Created by the Complete College Tennessee Act (CCTA)
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Industrial Engineering
- Page Count
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15
- DOI
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10.18260/p.26553
- Permanent URL
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https://peer.asee.org/26553
- Download Count
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674
Paper Authors
David Elizandro Tennessee Technological University
David Elizandro is a professor of engineering at Tennessee Tech University where he teaches decision sciences in the Department of Computer Science. He earned a BS in chemical engineering, MBA, and PhD in industrial engineering. Professor Elizandro has served in a variety of administrative and leadership roles in science and engineering education.
Professor Elizandro has numerous publications and presentations in areas such as expert systems, data communications, distributed simulation, adaptive control systems, digital signal processing, and integrating technology into engineering education. He has also been an industry consultant on in discrete event modelling for strategic planning.
Professor Elizandro received the University Distinguished Faculty Award, Texas A&M, Commerce and College of Engineering Brown-Henderson Award at Tennessee Tech University. He served as Governor’s Representative for Highway Safety in Arkansas and member of the National Highway Safety Advisory Commission during the Jimmy Carter presidency. He is also a member of Tau Beta Pi, Alpha Pi Mu, and Upsilon Pi Epsilon honor societies.
David H. Huddleston Tennessee Technological University
Y. Jane Liu Tennessee Technological University
Elizabeth L. Hutchins
Abstract
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
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