New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Robust assessment has become an expected, if not required, component academic programs in higher education. Most agree that a strong assessment program includes an evaluation of Student Learning Outcomes (SLOs). Since the advent of ABET2000, assessment of SLOs has become a critical component of program assessment in engineering, technology, and computer science programs. Moreover, regional accreditation bodies, e.g., Southern Association of Colleges and Schools (SACS) and Western Association of Schools and College (WASC), have continued and broaden the use of SLO-based assessments. Assessment is an altogether too familiar activity for many engineering faculty, with detailed course-to-outcome and even assignment-to-outcomes maps being created within programs. However, students are often disconnected or distanced from the process. Few students read their academic programs’ learning outcomes, and even fewer can clearly articulate how their curriculum and daily academic activities relate to the learning outcomes required for their degree or desired by their future profession.
Williamson, D. G., & Fridley, K. J., & Back, W. E. (2016, June), Student Portfolios for Assessment and Self-Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25918
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