Asee peer logo

Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement

Download Paper |

Conference

Middle Atlantic ASEE Section Spring 2021 Conference

Location

Virtual

Publication Date

April 9, 2021

Start Date

April 9, 2021

End Date

April 10, 2021

Page Count

18

Permanent URL

https://peer.asee.org/36310

Download Count

43

Request a correction

Paper Authors

biography

Briana Lowe Wellman University of the District of Columbia

visit author page

Dr. Briana Lowe Wellman is an associate professor and chair in the Department of Computer Science and Information Technology at the University of the District of Columbia. She joined UDC in May 2012 after receiving her Ph.D. in Computer Science from The University of Alabama in December 2011.

Dr. Wellman’s area of specialization is robotics. Her research focus is on cooperative multirobot systems and sensor networks in search, coverage, and surveillance applications. It also includes using robotics in education. Her research is highlighted in numerous international conference and journal proceedings.

As an educator, researcher, and mentor, Dr. Wellman’s overall goal is to continue her research while teaching and training the next generations of computer scientists. One of her favorite inspirational quote is by Marian Wright Edelman: “Education is for improving the lives of others and for leaving your community and world better than you found it.”

visit author page

author page

Ludwig C. Nitsche University of the District of Columbia

author page

Dong Hyun Jeong University of the District of Columbia

Download Paper |

Abstract

Due to the Covid-19 pandemic, many universities quickly adapted by switching learning, teaching, and assessment activities from face-to-face to an online environment to enforce social distancing. Faculty had to develop new ways of presenting course content, engaging with students, and providing academic support. Concurrently, administrators had to ensure that accredited programs remain in compliance with their accreditation criteria and policies while in an online teaching/learning environment. As faculty adapted their mode of instruction, they were tasked with ensuring that course learning activities and assessments remain aligned with student learning outcomes. In this paper, the course and program assessment strategies utilized by the Computer Science and Engineering programs at the University of the District of Columbia (UDC) as they prepared for a virtual accreditation visit will be presented. Examples of performance indicators and rubrics developed to help faculty determine if students are meeting student outcomes will be given, along with (i) systematic procedures for digital collection and evaluation of assessment data, (ii) archiving and well-organized web-based presentation to the accreditation board, and (iii) maintaining effective consultation with advisory boards and program constituents within the constraints of social distancing. We also discuss the surrounding context of aligning college-level outcomes and program objectives with the University-level mission, goals and student learning outcomes and building college-wide consensus and faculty buy-in to the holistic system of assessment and continuous improvement. We conclude that establishing student outcomes and assessment tools is essential in any mode of instruction toward robust, sustained, and effective continuous improvement.

Wellman, B. L., & Nitsche, L. C., & Jeong, D. H. (2021, April), Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . https://peer.asee.org/36310

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: © 2021 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