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Innovative Engineering Technology Projects: Their Uses As Recruitment, Formative/Summative Evaluation And Outcome Assessment Tools

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.590.1 - 6.590.3

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Paper Authors

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James Heidenreich

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Dr. Eugene Silgalis

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Nicholas Akinkuoye

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

Session 1149

Innovative Engineering Technology Projects: Their Uses As Recruitment, Formative/Summative Evaluation and Outcome Assessment Tools.

Dr. Nicholas O. Akinkuoye, Dr. Eugene Silgalis, Mr. James Heidenreich Cuyahoga Comm. College Dept. Of Engineering Tech., Cleveland, Ohio

The assessment of student learning and of educational outcome is as old as education itself. However, Society’s quest for Quality issues, especially in manufactured products took international and global center stage around the 1950, when Edward Deming’s lecture to the Japanese help revolutionize the Japanese manufacturing industry and turned that Country’s economy to the most competitive in the World. Suddenly “made in Japan” became equated with high quality. The results an overwhelming demand for made in Japan’s automobile, television, VCR and the list goes on. By the late 1970s and early 1980s, U.S managers were making frequent trips to Japan to learn about the Japanese miracle and how to use the successful Statistical Process Control which had proven successful in Japan to turn around the sagging demand for domestically made products.

Shortly thereafter, accountability in education started to the order of that Century. Concerns for Quality in all areas of life, especially in the Educational arena started to gain momentum. Some portion of the concern for quality in general may be assigned to an intensified national interest in quality, which was in turn partly being driven by increased international economic competition. Other initiatives may also be assigned to those emanating from within the academy. Necessary impetus were from those who are doing what leaders in any organized enterprise should be doing- asking questions of purpose and performance such as: What are we trying to achieve? How good a job are we doing and how do we know? These are simple but penetrating questions appropriate to any sector of our national life and certainly no less important for all Educational institutions including colleges and universities. Contemporary commentary within and outside the academy makes clear that the quality of American schools, colleges and universities continues to come under more intense scrutiny. Evidences are plentiful from the media, be it national news papers, radios, television stations, new accreditation standards, regional and national associations, the demand student teacher evaluation, and outcome assessment all pointed toward an intensified concern for secondary and collegiate educational quality and what students learn.

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

Heidenreich, J., & Silgalis, D. E., & Akinkuoye, N. (2001, June), Innovative Engineering Technology Projects: Their Uses As Recruitment, Formative/Summative Evaluation And Outcome Assessment Tools Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.

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