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Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Electrical and Computer Engineering Curriculum Design and Evaluation

Tagged Division

Electrical and Computer

Page Count


Page Numbers

26.1420.1 - 26.1420.7



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Paper Authors


Paul Benjamin Crilly U.S. Coast Guard Academy

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Paul Crilly is an Associate Professor of Electrical Engineering at the United States Coast Guard Academy. He received his Ph.D. from New Mexico State University, his M. S. and B.S. degrees at Rensselaer Polytechnic Institute, all in Electrical Engineering. He was previously an Associate Professor of Electrical and Computer Engineering at the University of Tennessee and was a Development Engineer at the Hewlett Packard Company. His areas of interest include laboratory development, antennas, wireless communications, signal processing, and instrumentation.

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Richard J. Hartnett P.E. U.S. Coast Guard Academy

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Richard J. Hartnett is a professor of electrical engineering at the U.S. Coast Guard Academy in New London, CT. He received his B.S.E.E. degree from the U.S. Coast Guard Academy, his M.S.E.E. degree from Purdue University, and his Ph.D. in EE from the University of Rhode Island. He is a registered Professional Engineer in the State of Connecticut, and his research interests include efficient digital filtering methods, improved receiver signal processing techniques for electronic navigation systems, and autonomous vehicle design.

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Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty TurnoverAbstract – In today’s academic environment of outcome based assessment, there is anincreased need to maintain course continuity to ensure outcome achievement. This isespecially important for schools that offer ABET-accredited STEM programs, whereprograms are required to address ABET Criterion #4 – Continuous Improvement. Thiscan be especially challenging for schools that experience moderate faculty turnover, orrely heavily on adjunct instructors.To assist us in documenting the continuous improvement of our program, we employ arelatively simple End of Course Review (EOCR) process. Our EOCR process iscompleted at least annually for every course. The end result is a document that describesthe essential content of the course (syllabus, projects, sample exams, student outcomes,etc.), assessment data, and recommended changes. This EOCR document can then beused for (a) the next instructor to provide a suitable starting point for when they teach thecourse, (b) provide assessment information for program reviews and curriculumrevisions, and (c) provide necessary and objective information to the person writing theaccreditation self-study document. This latter point is especially important since in thecase of programs that are ABET accredited, the EOCR provides a well-documented storyof to what degree a program is meeting its assigned student outcomes and achievingcontinuous improvement. It should be noted that the EOCR is especially valuable forcurriculum reviews since decisions are not based on anecdotal evidence, but on the hardevidence presented in the EOCR. Some key aspects of the EOCR process include: (a) theinstructor and interested faculty are involved in generating the EOCR document with theinstructor providing the initial draft, and then after deliberation by the faculty, the finalversion, and (b) assessment tools and corresponding rubrics. The latter is especiallyimportant in order to minimize instructor biases and outliers.

Crilly, P. B., & Hartnett, R. J. (2015, June), Student Outcome Assessment and Course Continuity for Programs With Moderate Faculty Turnover Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24757

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