Asee peer logo

Course Review In The Assesment Process

Download Paper |


2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count


Page Numbers

10.357.1 - 10.357.10



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Stacy Wilson

author page

Mark Cambron

Download Paper |

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


Mark E. Cambron and Stacy Wilson

Department of Engineering Western Kentucky University Bowling Green, KY 42101

Abstract A joint program in Electrical Engineering has been created with Western Kentucky University (WKU) and the University of Louisville (UofL). The program resides at WKU with UofL faculty delivering 16-24 hours into the curriculum through distance learning methods. The focus of the new EE program is a project-based curriculum. WKU’s Electrical Engineering Program has developed an assessment plan to insure a systematic pursuit of improvement. A major component of this assessment process is course review. Immediately following each semester, EE faculty conduct course review of all courses taught during the previous semester. This review is used to evaluate courses within the larger context of the program. Course review is also a place for implementation of changes due to the assessment process. The engineering faculty discuss how and where changes are needed in order to improve the program as a whole. In addition, course review is used ensure that course outcomes are being meet. If problems exist action plans are proposed to improve the courses.

Introduction Western Kentucky University had an engineering technology program for over three decades. However, due to the growth and development of local industries it was determined that engineering technology was under serving regional needs. In 2000, the Commonwealth of Kentucky’s Council for Postsecondary Education (CPE) created the Statewide Strategy for Engineering Education. WKU phased out the engineering technology program and phased in the engineering program. In the spring of 2004 WKU graduated their first cohort of engineering students. The electrical engineering program at WKU is jointly offered with the University of Louisville. The initial ABET visit for this program occurred November 2004.

The focus of the new WKU Department of Engineering is project-based engineering education. An excerpt from departmental mission statement exemplifies the focus clearly1:

“The mission of the Department of Engineering is to produce, as its graduates, competent engineering practitioners. An engineering practitioner is one who has a foundation of basic science, mathematics, and engineering knowledge, combined with practical knowledge and experience in applying existing technology to contemporary problems.”

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

Wilson, S., & Cambron, M. (2005, June), Course Review In The Assesment Process Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14489

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015