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Assessment Strategies For Engineering Design Graphics (Edg) Related Programs And Courses

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

8

Page Numbers

4.99.1 - 4.99.8

Permanent URL

https://peer.asee.org/7774

Download Count

31

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Paper Authors

author page

John G. Nee

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

Session 3538

Assessment Strategies for Engineering Design Graphics (EDG) Related Programs and Courses

John G. Nee Central Michigan University

Abstract

Few education issues have received more scrutiny over the last decade than how to measure student achievement. Pressures from all levels of policy making - from local school boards to Congress - for higher academic and skill standards, more accountability and better certification of what students know have led to a flurry of activity in the realm of assessment. Faculty are experimenting with a variety of assessment strategies - and spending a lot more time responding to demands of university and accreditation expectations. This paper will share strategies and detailed examples of assessment methods that relate directly to engineering design graphics (EDG) programs and courses at the university level. Examples will include: standardized tests, transcript analysis, alumni opinions/follow-up surveys, portfolios, resume review, internship evaluations, and goals/objectives/mission statements.

I. Introduction

Universities across the county increasingly are engaging in activities to assess their students’ learning and academic achievement. The intent of academic outcomes assessment is to enhance learning and achievement by increasing what is known about our students’ progress and problems. If student learning is a fundamental mission of a university, then we as faculty have good reason for undertaking assessment activities.

Regional and professional accreditation agencies are committed to the assessment of academic outcomes and now mandate that institutions develop and submit an academic outcomes assessment plan prior to their campus accreditation visits. The agencies are convinced that assessing student learning and academic achievement is critical to the success of institutions and is interested in working with institutions to develop an “assessment culture” on campuses. With this in mind, assessment is seen as an ongoing process, rather than an exercise that occupies institutions only in the year or two prior to a campus visit. In other words, “we are in it for the long haul.”

Nee, J. G. (1999, June), Assessment Strategies For Engineering Design Graphics (Edg) Related Programs And Courses Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7774

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