Larkin, T. L., & Uscinski, J. (2013, June), THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22582

\bibitem{asee_peer_22582}
  Larkin, T. L., \& Uscinski, J. (2013, June), \emph{THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22582

Teresa L. Larkin and Jessica Uscinski.  "THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22582 Internet.  02 May, 2025

\bibitem{asee_peer_22582}
  Teresa L. Larkin and Jessica Uscinski.
  "THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22582 Internet.  02 May, 2025

@INPROCEEDINGS{asee_peer_22582
author = "Teresa L. Larkin and Jessica Uscinski"
title = "THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22582}
number = {10.18260/1-2--22582}
}

TY  - CPAPER
AB  - Whether a physics department is situated within an engineering program or within a liberal artsprogram, assessment can play an important part of overall program development and curricularenhancement. Regardless of the accrediting agency, assessment is of critical importance at theinstitutional level as well. At the 2007 ASEE conference in Honolulu, we reported on acomplete redesign of the curriculum for the physics major at XX University. Since our earlierreport we have continued with annual assessments, focusing each year on one or two of thecourses within our overall program. These annual assessments have allowed us to pinpoint thestrengths and weaknesses of our redesigned curriculum, and have led to additional curricularrevisions and changes. In this paper, we report on these curricular revisions and changes, withan emphasis on our efforts from 2007 forward. With a focus on the learning outcomes for ourprogram, we will share how we have used an assessment-based framework to support ourcurricular revisions. In addition, we will discuss the goals and objectives we have created to helpus achieve the intended learning outcomes. As appropriate, we will share specific examples ofour assessment plan, featuring strategies and tools used for individual physics courses. Witheach example we will present a discussion of how our plan provides us with critical and timelyinformation about what, and how, our physics students are learning. While assessment is oftennot viewed as a favorite item on the “to do” list of any faculty member or administrator, we havefound enormous value in the continued attention we place on our annual assessment efforts. Wehope that by sharing the evolution of our curricular efforts, others will find useful ideas andstrategies that could be adapted to an existing assessment plan; or, that could be used to helpbuild the foundation for a new one.
AU  - Teresa L. Larkin
AU  - Jessica Uscinski
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY
UR  - https://peer.asee.org/22582
DO  - 10.18260/1-2--22582
ER  -