Design And Implementation Of A Program Outcome Assessment Process For An Abet Accredited Computer Engineering Program
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Electrical and Computer
- Page Count
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28
- Page Numbers
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12.448.1 - 12.448.28
- DOI
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10.18260/1-2--1932
- Permanent URL
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https://peer.asee.org/1932
- Download Count
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431
Paper Authors
Fadi Kurdahi University of California, Irvine
Fadi Kurdahi has been a professor in the Electrical Engineering and Computer Science Department at the University of California, Irvine since 1987. He holds a PhD degree from the University of Southern California in Computer Engineering. From 2004 till 2006 he was the ABET lead person for the Computer Engineering degree program in the EECS Department.
Judy Shoemaker University of California, Irvine
JUDY SHOEMAKER is Director of Research and Evaluation for the Division of Undergraduate Education at UC Irvine. Dr. Shoemaker holds a Ph.D. from the University of Kansas in educational psychology and research methods. She is currently serving as a consultant to the Henry Samueli School of Engineering, assisting with assessment of student learning outcomes. She has conducted numerous evaluations of educational programs, including programs funded by NSF, FIPSE and the Department of Defense. Before coming to UCI she was a program officer with the U.S. Department of Education and also worked for three years with the National Assessment of Educational Progress (NAEP).
John LaRue University of California-Irvine
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Design and Implementation of a Program Outcome Assessment Process for an ABET-accredited Computer Engineering Program
Abstract
This paper describes the design and implementation of a program outcomes assessment process for the Computer Engineering Program at the Henry Samueli School of Engineering, the University of California, Irvine. The purpose of the assessment process is to collect and analyze information on student performance in order to improve student learning and the effectiveness of the curriculum, and to meet the ABET accreditation requirements. In the last two years we have adopted two new direct measures of program outcomes which are described in this paper: (1) course-embedded assessment which makes use of assessment results already being collected as part of regular coursework, and (2) a scoring rubric for assessing program outcomes related to the required senior design project. Assessment results from 2004-05 indicated that a relatively small percentage of students achieve some of the program outcomes. After making adjustments to the curriculum, assessment results from 2005-06 indicated that the vast majority of students achieved all the program outcomes.
Background
The Computer Engineering program resides in the department of Electrical Engineering and Computer Science (EECS) in The Henry Samueli School of Engineering at the University of California, Irvine. As of Fall Quarter 2005, the Computer Engineering program enrolled 273 undergraduates (including students with multiple majors). The curriculum for computer engineering majors includes a core of required courses in mathematics, physics and chemistry; engineering science courses, including a required senior design project; and campuswide general education requirements. One feature of our campus is that Engineering majors have the same comprehensive general education requirements (including foreign language) as every other major on campus, which ensures that our students obtain an excellent grounding in the liberal arts and sciences. The University operates on the quarter system (Fall, Winter, and Spring).
Assessment Plan
In response to ABET requirements regarding Criterion 3 (Program Outcomes and Assessment), we have developed an overall assessment plan to measure program outcomes. The assessment plan is shown in Table 1 and the schedule for assessment activities is shown in Table 2. The assessment plan includes a mix of direct and indirect measures of program outcomes. The direct measures are (1) course-embedded assessment and (2) a scoring rubric for the senior design project. These two direct measures are described in more detail below. The two indirect measures are end-of-course student surveys and a graduating senior survey.
Our assessment plan has several characteristics worth noting. First, we listed all of our program outcomes which were adopted from ABET’s (a) to (k) outcomes, plus those specific to our program, which we labeled (l), (m) and (n). Second, we have included multiple assessment measures for each outcome, instead of relying on a single assessment measure per outcome.
1
Kurdahi, F., & Shoemaker, J., & LaRue, J. (2007, June), Design And Implementation Of A Program Outcome Assessment Process For An Abet Accredited Computer Engineering Program Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1932
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