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Assessment Measures And Outcomes For Computer Graphics Programs

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Assessment of Graphics Programs

Page Count


Page Numbers

10.234.1 - 10.234.14



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Paper Authors

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James Higley

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Jana Whittington

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Joy Colwell

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3238

Assessment Measures and Outcomes for Computer Graphics Programs

Joy L. Colwell, Jana Whittington, James Higley

Purdue University Calumet


Computer graphics is a fast growing field of study, which has many variable course offerings to accommodate the ever-changing technology. The differences and ambiguities in course names and degree offerings can best be explained and quantified through assessment measures. The assessment measures identify the scope of each assignment and course and identify program and department learning objectives and outcomes, and show how they are related to each other. Assessment measures also set the stage for future accreditation of a computer graphics program. This paper will discuss how to begin the assessment process for the program as a whole, and how to facilitate and use course embedded assessments within a computer graphics program and within supporting courses in other disciplines. By having a plan and a template of assessment measurement for faculty, beginning course-embedded assessments becomes an easier task for the busy faculty and will greatly improve the continuity of course offerings within the ever changing computer graphics field.


Purdue University Calumet (PUC) is a regional campus of Purdue University located in northwest Indiana. It is primarily a commuter campus, and serves just over 9,000 students. PUC started a program in Computer Graphics Technology (CGT) in the Fall 2000 semester. The course curriculum development was influenced by existing successful course offerings within the Purdue system, by nationally known universities, and by regional job demands, as well as international considerations. Figures 1 and 2 show the growth in credit hours and the increase in students in the CGT program between 2001 and 2004. In the space of a few years, laboratories were built, faculty hired, and many new courses developed to meet this demand. In the face of all this growth, and the number of changes that were occurring, faculty knew that an effective assessment and evaluation system would be required to insure that changes were in fact improving the program.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition © 2005, American Society for Engineering Education

Higley, J., & Whittington, J., & Colwell, J. (2005, June), Assessment Measures And Outcomes For Computer Graphics Programs Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15481

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