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Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Engineering Physics and Physics Division Technical Session 3

Tagged Division

Engineering Physics and Physics

Tagged Topic


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Paper Authors


Jessica Patricia Conry Arkansas Tech University

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Dr. Jessica Conry is an Assitant Professor of Physics at Arkansas Tech University and the Director of the Arkansas Junior Science and Humanities Symposium. Dr. Conry earned a BS in Physics from Henderson State University, Arkadelphia, Arkansas and MS and PhD in Physics from the University of Arkansas, Fayetteville, Arkansas. Her primary area of research interest is fundamental laser physics including beam shaping, polarization, and propagation. Education interests include transitioning traditional lecture courses into classrooms where active learning takes place. Additional interest includes bridging the gap between physics courses (taught by a physicist) and engineering courses (taught by an engineer).

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Amber Harrington Arkansas Tech University

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Dr. Amber Harrington is an Assistant Professor of Physics in the Physical Sciences Department at Arkansas Tech University.

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The physics and engineering physics programs at our institution are currently in the process of preparing to apply for ABET accreditation through the Applied and Natural Science Accreditation Commission (ANSAC) and Engineering Accreditation Commission (EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum map as part of the assessment plan where each student learning outcome (SLO) is assessed in at least three courses of different levels, so that each SLO is assessed at each of the three levels (introduced, reinforced, and mastered). We seek to effectively assess, at the introductory level, the proposed ANSAC SLO (2) and the new EAC SLO (2) with a single project and rubric in our introductory physics course. The primary difference between the SLO (2) from the two commissions is that the EAC is more specific in that students must apply “engineering design to produce solutions that meet specified needs with consideration of public health, safety, welfare, as well as global, cultural, social, environmental, and economic factors” whereas the ANSAC only requires that the design must meet “desired needs.” With this in mind, we have implemented a project that is completed by students at the end of the second semester of introductory physics where students are required to follow engineering design principles to design and build simple speakers that must meet given specifications. In this paper, we discuss the details of the student project specifications, the rubric developed to assess the student projects, and show select student projects from the first two cohorts assigned this project. Additionally, we will discuss changes that will be implemented to the assignment and assessment processes so that student learning of the skills and concepts required of SLOs will improve.

Conry, J. P., & Harrington, A. (2019, June), Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32109

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