Eppes, T. A., & Milanovic, I., & Sweitzer, F. (2011, June), Outcome Assessment of Liberal Education Skills   Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18799

\bibitem{asee_peer_18799}
  Eppes, T. A., \& Milanovic, I., \& Sweitzer, F. (2011, June), \emph{Outcome Assessment of Liberal Education Skills }
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18799

Tom A. Eppes, Ivana Milanovic, and Frederick Sweitzer.  "Outcome Assessment of Liberal Education Skills ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18799 Internet.  08 Jan, 2025

\bibitem{asee_peer_18799}
  Tom A. Eppes, Ivana Milanovic, and Frederick Sweitzer.
  "Outcome Assessment of Liberal Education Skills ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18799 Internet.  08 Jan, 2025

@INPROCEEDINGS{asee_peer_18799
author = "Tom A. Eppes, Ivana Milanovic, and Frederick Sweitzer"
title = "Outcome Assessment of Liberal Education Skills "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18799}
number = {10.18260/1-2--18799}
}

TY  - CPAPER
AB  -        Assessing Core Liberal Education Outcomes in Capstone ProjectsAbstractCapstone projects have long been used to assess ABET-related outcomes in both engineering andtechnology programs. As an integrating experience, senior design projects provide a rich array ofboth technical and soft skills that can be evaluated. Foremost is the need for students to completea successful design either by themselves or as part of a team. On one hand, this requirescompetence across multiple sub-disciplines to be evident. In addition, the ability to manage aproject is also required. Bounded by limited time and resources, a successful demonstration withsupporting results must be completed, documented and presented orally. In the course of thecapstone, challenges inevitably arise that require a complex blend of technical, professional,interpersonal and communication skills. Assessment of ABET program outcome criteria (a-k)falls into three categories: (1) design within realistic constraints, (2) professional and ethicalresponsibilities and (3) soft skills such as oral/written communication and an ability to functionin teams.While outcomes assessment in ABET-accredited programs has been required since 2000, anemerging trend among regional accrediting bodies is to focus on learning outcomes that arecommon across the institution. The most relevant liberal education outcomes for engineering andtechnology graduates are creative and critical thinking, inquiry/analysis, problem solving, andinformation literacy. Hence, there is a growing need to assess the full complement of these skills.During the last academic year, we undertook to incorporate liberal education outcomeassessment within a capstone course in addition to those customary performed for ABET. Thispaper reports our findings, experiences and recommendations.
AU  - Tom A. Eppes
AU  - Ivana Milanovic
AU  - Frederick Sweitzer
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Outcome Assessment of Liberal Education Skills 
UR  - https://peer.asee.org/18799
DO  - 10.18260/1-2--18799
ER  -