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

\bibitem{asee_peer_25918}
  Williamson, D. G., \& Fridley, K. J., \& Back, W. E. (2016, June), \emph{Student Portfolios for Assessment and Self-Learning}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25918

Derek G. Williamson, Kenneth J. Fridley, and W. Edward Back.  "Student Portfolios for Assessment and Self-Learning".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25918 Internet.  27 Jul, 2024

\bibitem{asee_peer_25918}
  Derek G. Williamson, Kenneth J. Fridley, and W. Edward Back.
  "Student Portfolios for Assessment and Self-Learning".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25918 Internet.  27 Jul, 2024

@INPROCEEDINGS{asee_peer_25918
author = "Derek G. Williamson, Kenneth J. Fridley, and W. Edward Back"
title = "Student Portfolios for Assessment and Self-Learning"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25918}
number = {10.18260/p.25918}
}

TY  - CPAPER
AB  - 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.  


AU  - Derek G. Williamson
AU  - Kenneth J. Fridley
AU  - W. Edward Back
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Student Portfolios for Assessment and Self-Learning
UR  - https://peer.asee.org/25918
DO  - 10.18260/p.25918
ER  -