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Cooperative Education as the Catalyst for Effective and Efficient Assessment of ABET Student Learning Outcomes for an Engineering Program

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

CEED - Technical Session 1

Tagged Division

Cooperative & Experiential Education

Page Count

19

Page Numbers

23.340.1 - 23.340.19

Permanent URL

https://peer.asee.org/19354

Download Count

12

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Paper Authors

biography

Chris Plouff Grand Valley State University

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Chris Plouff, Ed.D., P.E., is an Assistant Professor & James R. Sebastian Chair of Engineering Cooperative Education and Educational Development at Grand Valley State University. He is also the chair of the Product Design & Manufacturing Engineering program. He coordinates assessment efforts for the School of Engineering, including for the mandatory cooperative education program. His research interests include first-year engineering program development, effective assessment of engineering education, cooperative education, and transition to and from the engineering educational environment. Prof. Plouff has a Doctorate in Education from Eastern Michigan University and is a registered Professional Engineer in Michigan.

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Abstract

Cooperative Education as the Catalyst for Effective and Efficient Assessment of ABET Student Learning Outcomes for an Engineering Program AbstractA comprehensive approach to industry partnerships can provide multiple types of measures andfeedback mechanisms to assess student learning outcomes in an engineering program. At thisinstitution, a cooperative education program is the catalyst for developing and maintaing industrypartnerships that provide consistent and regular external constituent input on students’knowldege, skills and abilities related to ABET student learning outcomes. Constituent inputregarding students’ knowledge and preparation is provided in multiple and varied ways throughdirect feedback mechanisms in the workplace.The relationships developed through the cooperative education program lead to different formsof involvement by the employer constituents, including course projects, senior capstoneexperiences/projects, and advisory boards. These directly address ABET’s criteria that studentsare prepared for engineering practice through a curriculum incorporating appropriate engineeringstandards and multiple realistic constraints.The cooperative education program provides assessment of student learning outcomes on acontinuous (every semester), annual basis. Online tools have been developed that allow for easycollection and summarization of input related to student outcomes. Input is obtained at variouslevels of involvement, ranging from student to program-level. Individual employers are engagedin student and curricular assessment at various levels and multiple times throughout thecurriculum. Examples of multi-faceted experiences with individual employer involvement instudent learning outcome assessment will be provided.In addition to employer input on student abilities, students are required to complete online,distance-learning modules during each cooperative education semester which allow foradditional direct measurement of student learning outcomes. The framework for assessment andassessment plans will be detailed, and examples outcomes will be shared to demonstrate how thisinformation is evaluated and used for curricular improvement.

Plouff, C. (2013, June), Cooperative Education as the Catalyst for Effective and Efficient Assessment of ABET Student Learning Outcomes for an Engineering Program Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19354

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