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Interactive Assessment Of Learning Outcomes In Introductory Electrical Engineering Classes

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Emerging Trends in Engineering Education

Page Count


Page Numbers

9.789.1 - 9.789.9



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Paper Authors

author page

Hilkat S. Soysal

author page

Oguz Soysal

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

Session 1793


Oguz A. Soysal, Hilkat S. Soysal Frostburg State University Department of Physics and Engineering Frostburg, MD


The paper discusses the student learning outcomes in introductory level electrical engineering courses in terms of ABET criteria for program educational objectives. Courses taught by resident faculty in FSU are based on hands-on classroom and lab activities with one-on-one student-instructor interaction. In addition, web support is used in all introductory classes to enhance the assessment process. The paper presents the student profile, program objectives, and discusses the importance of the introductory courses on recruitment and retention as well as adequate preparation to the upper level. Student background, interests, and career goals are continuously monitored through surveys. Learning outcomes are assessed by several tools such as course-specific evaluation forms, journals, minutes, and focus groups. Since each student has a different learning style, continuous monitoring helps understanding the differences among students and enhances teaching style to increase the students’ attention and productivity.


Assessment, feedback, and program improvement are the most crucial elements of the ABET accreditation process. These three concepts are interrelated since assessment tools provide feedback information to improve the program. The quality of a program relies on the adequacy of the implemented assessment methods, interpretation of the gathered information, and the response time of the feedback system to improve the curriculum. Since ABET has not prescribed any assessment methodology, every institution develops its own system to evaluate educational outcomes and students’ performance. It is well known that no assessment tool is perfect, and each method has strengths and weaknesses. Program objectives, characteristics of the student population, class sizes, course delivery format, interaction between faculty members and between students and faculty are the basic parameters to be considered in the search of an effective and meaningful assessment system.

Proceedings of the 2004 ASEE Annual Conference Copyright  2004, American Society for Engineering Education

Soysal, H. S., & Soysal, O. (2004, June), Interactive Assessment Of Learning Outcomes In Introductory Electrical Engineering Classes Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13471

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