Session T1D Assessing Course Outcomes for a Freshman Engineering Computer Programming Course

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Session T1D Assessing Course Outcomes for a Freshman Engineering Computer Programming Course"

Transcription

1 Assessing Course Outcomes for a Freshman Engineering Computer Programming Course Robert Rabb, Monika Bubacz, Jason Howison, and Kevin Skenes The Citadel, Abstract - The Citadel School of Engineering has initiated a Bachelor s of Science in Mechanical Engineering program in the fall During the first semester various classes have been offered to freshmen, sophomores and juniors. The School of Engineering has two ABET accredited programs (Civil and Electrical) and will apply for accreditation of the new Mechanical program as soon as the first mechanical engineering students graduate, which is expected in May The new program courses have been prepared using the ABET engineering accreditation criteria and the new team of mechanical engineering faculty is working on collection, assessment and evaluation of the courses in order to provide a quality educational experience for students. The Mechanical Engineering program at The Citadel has employed a method to use graded event averages and standard deviations from student assignments, examinations, and projects into a multilevel assessment tool that provides a valuable measure of how well the students are achieving the course outcomes and, ultimately, the program outcomes. This paper will describe an evaluation tool used throughout the semester that allows assessment, analysis and continuous improvement that can be implemented before the end of semester. Each course outcome is evaluated by using embedded indicators which consist of selected graded events that are contained within the course. Each embedded indicator is described and the average grade, the standard deviation of the individual grades and the possible number of points for the graded event are recorded. This evaluation tool will also produce an archival record of all course assessment activities. As a spreadsheet it is easy to navigate, manage and adjust, and very transparent to evaluators as it shows all graded work and how those activities support the course outcomes. As a course planning tool, the matrix will show where there are shortfalls and strengths in the course content and will allow instructors to adjust requirements before the next term begins. This form of evaluation is being currently used by the ME faculty in, the new ME courses, and the outcomes of this new effort will be identified in May The course outcomes evaluation will provide a unified, consistent, efficient and transparent evaluation across all courses in the new program. Examples of course outcomes assessment results are presented. The paper also describes how the results of this assessment are used to modify course outcomes and improve course content within the program. Index Terms - Course, Embedded Indicator, Freshman Programming, Student Survey. THE NEW MECHANICAL ENGINEERING PROGRAM The new Mechanical Engineering Program of Study offers focused tracks in Power and Energy, Manufacturing, Aeronautical Systems, Materials (Composites), and Mechatronics. It is available to the cadet population as well as to the evening students transferring from partnering community and technical colleges (2+2 programs). The full-time evening Mechanical Engineering program mirrors the current full-time evening 2+2 programs in Civil and Electrical Engineering. The new program courses have been prepared using the ABET engineering accreditation criteria, and the new team of mechanical engineering faculty is working on collection, assessment and evaluation of the courses in order to provide a quality educational experience for students. The two-semester ME freshman sequence teaches basic engineering skills to prepare students for advanced courses, internships and careers in engineering. The first Freshman Engineering course MECH 101, Introduction to Mechanical Engineering, provides a broad overview of mechanical engineering disciplines. Many "undecided" ME freshmen use this courses to help them narrow down their interests and decide on a future focused track of study. Currently, MECH 102, Engineering Computer Applications, which broadly introduces the topics of technical graphics, computer-aided design, programming in MATLAB, engineering design and analysis, project management, ethics in engineering, teamwork and oral and written technical communication, is offered to the freshman and sophomore cadets and Thermo-Fluids, Computer Aided Design, and Engineering Materials are offered to the evening transfer juniors. A well-understood process of T1D-1

2 continuous data collection and course assessment and evaluation is crucial for the success of the new program. Also, early improvement and goal-oriented changes will keep the program effective in the long term. The new mechanical engineering courses are already thoroughly described and approved by the South Carolina Commission on Higher Education [1]. Each one has a list of course outcomes which are being used to evaluate the courses. Nordstrom and Petit discuss syllabus based assessment for ABET. As a course is developed and is taught, it is critical that each faculty member reviews and critiques the assessment instruments and assessment indicators used to evaluate the course. This ensures the validity of not only the course material, but the evaluation metric as well [2]. The course evaluation materials will be archived and used in the program evaluation process for future ABET accreditation. ENGINEERING COMPUTER APPLICATIONS A second semester freshman course, MECH 102 Engineering Computer Applications, was taught for the first time in the spring of 2015 by all of the MECH faculty, and the course outcomes were assessed at the end of the term. Approximately 70 students took the course as a prerequisite for a computer aided design course, both required courses in the mechanical engineering curriculum. The course is required of all Mechanical Engineering freshmen, and the description is detailed below: Foundations of computing to include software tools and engineering processes for mechanical engineers. Topics may include: structured programming (MATLAB), graphical drawings and 2D and 3D modeling of parts and assemblies, interface of 2D and 3D data with Computer Aided Manufacturing, simulation of rigid body motion, presentation software, and spreadsheets. Introduction to teaming and creativity. Since few, if none, of the freshman mechanical engineering students had experience with MATLAB, it was important to provide a well-structured way for them to learn and use the software. Frequent homework assignments were used to reinforce material from each chapter. Instructors shared homework assignments and collaborated weekly. The different instructors had different assignments, but the assignments covered the same topics and were approximately the same level of difficulty. By the end of the term, students were able to solve simple engineering and physics problems, systems of linear equations, interpolation problems, and curve fitting problems. Drawing and drafting in the course consisted of manual sketches of common engineering objects. The Course Outcomes listed in the syllabi are listed in Table I: Outcome TABLE I MECH 102 COURSE OUTCOMES 1 Write structured programs in MATLAB to solve engineering problems. 2 Create a variety of engineering plots and graphs using MATLAB. 3 Program simple numerical methods used for numerical integration. 4 Interpret an engineering drawing. 5 Create an engineering drawing that is consistent with professional engineering practice (including dimensioning and tolerancing). 6 Create sketches of typical engineered objects. The course is two credit hours with weekly meetings consisting of two hours of lecture and two hours of laboratory. The grading breakdown is in Table II. TABLE II COURSE GRADES Expected Performance Criteria % of Grade Reading Quizzes 5% Individual Homework 40% Exam 1 15% Exam 2 15% Laboratory Assignments * 10% Final Exam 15% Total 100% * Group Submission ASSESSMENT OF COURSE OUTCOMES The Mechanical Engineering faculty members developed, maintained, and promoted a supportive environment conducive to the recruitment, personal development, and retention of undergraduate ME students. A matrix was used to evaluate graded requirements against the MECH course outcomes. They realized that initial information about the MECH program would rely on surveys conducted at the end of the course and anecdotal information until a cohort of students graduated. Additionally, it would be difficult for students to provide feedback on a course and what they learned while still enrolled. The faculty wanted a way to objectively assess student performance and program outcomes and at the same time, improve their own course development. Without creating several new course evaluation models, they chose an abbreviated method based on a practice used by the United States Military Academy to assess their Mechanical Engineering Program and Engineering and Technology outcomes [3]. Each course outcome is evaluated by using embedded indicators which consist of selected graded events (homework, exams, and projects) that are contained within T1D-2

3 the course. Each embedded indicator is described and the average grade, the standard deviation of the individual grades and the possible number of points possible for the graded event are recorded. The instructor can enter data as each embedded indicator is completed or enter all the data at the end of the semester. Once all data is entered into the spreadsheet, it automatically computes the average and standard deviation for each course outcome. The resulting evaluation combines the strengths of objective evaluation (based on graded events and basic statistics) and subjective evaluation (based on faculty experience). Using the matrix to help course design and development, faculty should identify all embedded indicators and point values prior to starting the course. Chickering and Gamson argue that time on task and active learning leads to better understanding [4]. The matrix allows an instructor to quickly identify all graded tasks and activities in the course. Faculty can recognize if course outcomes are fairly balanced with requirements and assigned values. Over time, they can see deficiencies and trends. Although a faculty member can plan course material and time on tasks, it is the objective assessment of the matrix that shows what is learned versus what was covered. Students are asked in an end of course survey to evaluate their accomplishment of each course outcome. Knott and Matusovich noted that during or at the completion of the course, students may be occupied in the immediacy of the whole experience. For example, students may be distracted in the emotional experience of a challenging group member or stresses trying to learn content for a final exam to truly appreciate or understand what they have learned [5]. The matrix captures data immediately after the event. Combined with subjective survey data gathered at the end of the course, the two evaluation instruments provide a clearer picture to the instructor and program director. APPROACH First, student performance in the form of graded events (or embedded indicators) is combined with a subjective faculty rating to produce an assessment of each outcome in a course. Part of the course assessment matrix is shown in Figure 1. The course director or instructor enters embedded indicator data into the blue highlighted area after the graded event or at the end of the semester. Only two of the six course outcomes are shown in this figure. If an embedded indicator does not support the course outcome, no information is entered and any computed data under the outcome is deleted and highlighted in gray. The statistical data for each graded event is available from the instructors gradebook. At the end of the term, all the entered data allows the overall average and standard deviation to be computed for each course outcome. Embedded Indicators Indicator Description Avg Pts Stnd Dev Pts Pts Stnd Dev Stnd Dev Pts Pts Stnd Dev Stnd Dev Pts Earned % Possible Earned % Pts Possible Earned % Pts Possible HW 1 Math Functions % % HW 2 Arrays % % HW 3 Operations % % HW 4 Scripts % % Exam % % Proj 1 Operations % % % HW 5 Plots % % % HW 6 Programming % % % HW 7 User Functions % % % HW 8 Polynomials % % % Exam % % % Proj 2 Programming % % % HW 9 Symbolic Math % % % HW 10 Eng Drawing % 40 Exam % % % Totals % 89.4% Stnd Dev Max Level of Support 4.6% % 5.00 Objective Rating Equiv. Percent 89.2% 89.4% FIGURE 1 MECH 102 COURSE OUTCOME ASSESSMENT (PARTIAL) Using the Likert Scale, Table III, the course director makes a subjective evaluation of how strongly the embedded indicators assess student success of the course outcome. The subjective evaluation of the Max Level of Support is reviewed by a committee of those familiar with the course. The subjective evaluation of the strength of the embedded indicators is multiplied by the embedded indicator percentage to produce a course director assessment of the course outcome. The subjective evaluation of embedded indicators looks at all the embedded indicators that support the particular course outcome. It is recognized that some of the embedded indicators support the outcomes better than others. The instructor may choose to adjust the embedded indicator (points, nature of activity, etc.). Rating TABLE III LIKERT SCALE Association 1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 1. Write structured programs in MATLAB to solve engineering problems 5 Strongly Agree 2. Create a variety of engineering plots and graphs using MATLAB Lastly, the assessment is compared to the end of the semester student course evaluation of the same course outcome, Figure 2. The student course evaluation is purely subjective and completed at the end of the semester. One limitation of the student assessment is the familiarity with more recent material in the course and the slight loss in expertise of material learned early in the semester. T1D-3

4 with a lower student assessment), the instructor should offer an explanation and plan of corrective action if necessary. As a new course is developed and offered, the faculty can expect some variation as the course is refined with each offering. While this method may not be perfect, it analyzes data from the instructor and students separately. This objective assessment of course outcomes with objective data from embedded indicators and student assessment of their accomplishment can produce a better evaluation of the course and areas for course improvement. Over time, historical data can track the effects of changes in a course. A review of each course outcomes assessment can lead to a rating of how well the students are achieving the MECH program outcomes. FIGURE 2 STUDENT COURSE OUTCOME ASSESSMENT A table of the most recent comparison of this assessment for each course outcome (second column) is shown with the student assessment of the course outcome (third column) in Table IV. TABLE IV COMPARISON OF COURSE OUTCOMES ASSESSMENT Course Outcome 1. Write structured programs in MATLAB to solve engineering problems. 2. Create a variety of engineering plots and graphs using MATLAB. 3. Program simple numerical methods used for numerical integration. 4. Interpret an engineering drawing. 5. Create an engineering drawing that is consistent with professional engineering practice. 6. Create sketches of typical engineered objects. Instr /Student 4.46 / / Remarks Students out of practice at end of course exam. done before final still reinforcing and practicing. The instructor and student assessments will rarely be perfect matches, so some margin of difference should be expected. When the margin is larger than 0.10 (especially DISCUSSION Although this matrix, like many other assessment tools, is neither completely objective nor precise, it does allow the new MECH faculty to evaluate their courses and determine where adjustments are needed in the courses and the overall program. A complete discussion of how this course was assessed and results is beyond the scope of this paper. However, a few examples are cited in the data presented in this paper. For instance, course outcome 1 in Figure 1 shows the course outcome is well supported by almost all embedded indicators. The outcome may be broadly articulated and should be rewritten to make it more directly measured by fewer embedded indicators. Likewise, course outcomes 4-6, that articulate engineering drawing, have the fewest embedded indicators (one homework and part of the final exam). Here is an opportunity to combine course outcomes or increase the number of embedded indicators. In Table III, Course Outcome 5 was rated lower by students than the course director. Since this was the final block of instruction in the course, many students had only one homework as feedback and were apprehensive about the final exam. The students completed the survey before the last exam. Combined with the lack of embedded indicators shown in Figure 1 and stated above, this is a focal point of discussion with instructors. Had the matrix assessment (course director assessment) and the student assessment not been looked at together, this discrepancy would likely be overlooked. CONCLUSIONS The ME Program used by Crawford [3] details a more thorough method to assess an entire program. Applying part of this assessment solely to courses has given the new faculty a more thorough tool to review their course structure and feedback. The Course Outcomes method presented in this paper is being used and will be refined by the new mechanical engineering program at The Citadel. So far, it has been well received by the instructors, T1D-4

5 allowing them to ensure a mix of embedded indicators, make changes, and easily see connections of different levels of assessment. Using objective student performance data (graded events) reduces preconception from pure selfassessment. Similarly, completing subjective portions of the matrix before entering graded data minimizes subjectivity and takes advantage of faculty experience. Combined with student assessment of the course outcomes, the matrix provides a more complete picture for conducting course assessment. REFERENCES [1] New Program Proposal, Bachelor of Science, Mechanical Engineering, The Citadel., caameeting_sept05_ 2013/3a.pdf [2] Nordstrom, G. and Pettit, J., A Syllabus-Based and Evaluation Tool for ABET Program Accreditation, American Society of Engineering Education Annual Conference and Exposition, Louisville, KY, [3] Crawford, B., Using Student Performance and Faculty Experience to Assess a Mechanical Engineering Program, American Society of Engineering Education Annual Conference and Exposition, Honolulu, HI, [4] Chickering, A. and Gamson, Z., Applying the Seven Principles for Good Practice in Undergraduate Education, San Francisco, CA: Jossey-Bass, [5] Knott, T. and Matusovich, H., The Value of Interviews in the Longitudinal of a Course, in First Year Engineering Experience Conference, Pittsburgh, PA, AUTHOR INFORMATION Robert Rabb, Associate Professor, Mechanical Engineering, The Citadel, Monika Bubacz, Associate Professor, Mechanical Engineering, The Citadel, Jason Howison, Assistant Professor, Mechanical Engineering, The Citadel, Kevin Skenes, Assistant Professor, Mechanical Engineering, The Citadel, T1D-5

University of Nevada, Reno, Mechanical Engineering Department. 2005 ABET Program Outcome and Assessment

University of Nevada, Reno, Mechanical Engineering Department. 2005 ABET Program Outcome and Assessment 2005 ABET Program Outcome and Assessment 3. Program Outcomes and Assessment Program Outcomes We define our program educational outcomes as statements that describe what students are expected to be able

More information

OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08. October 16, 2008 INTRODUCTION PROGRAM MISSION STATEMENT

OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08. October 16, 2008 INTRODUCTION PROGRAM MISSION STATEMENT OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08 October 16, 2008 INTRODUCTION The Mechanical Engineering Program within the Mechanical and Manufacturing Engineering and

More information

Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007

Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007 Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007 Primary Contact Name/Info : Professor Debra Burke, Department Head Forsyth 107 828-227-3720 Department Mission Statement

More information

University of Illinois Department of Computer Science Goals, Objectives, and Assessments January 2009

University of Illinois Department of Computer Science Goals, Objectives, and Assessments January 2009 University of Illinois Department of Computer Science Goals, Objectives, and Assessments January 2009 Introduction The University of Illinois Computer Science Department is among the oldest CS departments

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

Luna Community College 2012-2015. Drafting Technology Curriculum Profile

Luna Community College 2012-2015. Drafting Technology Curriculum Profile Revised: July 2012 Luna Community College 2012-2015 Drafting Technology Curriculum Profile Content Page Program Goals 2 Degree Requirements 3 Course Descriptions and Outcomes 5 Assessment. 10 Standard

More information

Bachelor of Science in Construction Management

Bachelor of Science in Construction Management DEGREE/PROGRAM CHANGE FORM C Form Number: C1515 Fields marked with * are required Name of Initiator: Mark Daniel Russell Email: russ1307@unm.edu Phone Number: 505 277-1948 Date: 10-29-2014 Associated Forms

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Built Environment Construction Management Robert B. Pyle, Department Chair 2013-2014 Common program outcomes and student learning outcomes for

More information

Council for Higher Education Accreditation. 2007 CHEA Award for Institutional Progress in Student Learning Outcomes

Council for Higher Education Accreditation. 2007 CHEA Award for Institutional Progress in Student Learning Outcomes Application Summary Rose-Hulman Institute of Technology (http://www.rose-hulman.edu) has pioneered the development and refinement of the RosE Portfolio System (REPS). REPS is used to assess student learning

More information

SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes

SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes Overall Description of the School of Engineering The School of Engineering offers bachelor s degree

More information

Georgia Perimeter College Faculty Senate Course Change

Georgia Perimeter College Faculty Senate Course Change Page 1 of 6 Georgia Perimeter College Faculty Senate Course Change Number: 48-Mar-13 Date submitted: 3/26/2013 Date approved: Title of Proposal: Change Co-Requisites for PSYC 2210 Initiator and Place of

More information

Assessment Processes. Department of Electrical and Computer Engineering. Fall 2014

Assessment Processes. Department of Electrical and Computer Engineering. Fall 2014 Assessment Processes Department of Electrical and Computer Engineering Fall 2014 Introduction The assessment process in the Electrical and Computer Engineering (ECE) Department at Utah State University

More information

PHILOSOPHY OF THE MATHEMATICS DEPARTMENT

PHILOSOPHY OF THE MATHEMATICS DEPARTMENT PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building

More information

Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool

Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool Graham Thomas, Ph.D. Texas Southern University Shahryar Darayan, Ph.D. Texas Southern University Abstract

More information

Mechanical Engineering Program Annual Program Improvement Report 2014-2015

Mechanical Engineering Program Annual Program Improvement Report 2014-2015 Mechanical Engineering Program Annual Program Improvement Report 2014-2015 Prepared by Joseph P. Greene, Ph.D. Professor and Department Chair of the Mechanical and Mechatronic Engineering and Sustainable

More information

Undergraduate Curriculum Manual

Undergraduate Curriculum Manual Undergraduate Curriculum Manual for the Bachelor of Science Degree in Civil Engineering University of Kansas June 2014 THE UNIVERSITY OF KANSAS DEPARTMENT OF CIVIL, ENVIRONMENTAL AND ARCHITECTURAL ENGINEERING

More information

AC 2012-5261: DEVELOPMENT AND IMPLEMENTATION OF MULTI- LEVEL OUTCOMES ASSESSMENT PLAN FOR A CONSTRUCTION DE- GREE PROGRAM

AC 2012-5261: DEVELOPMENT AND IMPLEMENTATION OF MULTI- LEVEL OUTCOMES ASSESSMENT PLAN FOR A CONSTRUCTION DE- GREE PROGRAM AC 2012-5261: DEVELOPMENT AND IMPLEMENTATION OF MULTI- LEVEL OUTCOMES ASSESSMENT PLAN FOR A CONSTRUCTION DE- GREE PROGRAM Dr. Yilmaz Hatipkarasulu, University of Texas, San Antonio Yilmaz Hatipkarasulu

More information

Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011)

Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011) Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011) Section IV Assessment: Undergraduate and Graduate Student Learning Outcomes (SLOs) courses identified in the department s assessment

More information

CIVIL ENGINEERING UNDERGRADUATE GUIDE

CIVIL ENGINEERING UNDERGRADUATE GUIDE CIVIL ENGINEERING UNDERGRADUATE GUIDE BACHELOR OF SCIENCE IN CIVIL ENGINEERING (BS CE) THE UNIVERSITY OF KANSAS CEAE DEPARTMENT Revised August 2015 THE UNIVERSITY OF KANSAS DEPARTMENT OF CIVIL, ENVIRONMENTAL

More information

STUDENT HANDBOOK. Civil, Architectural, and Environmental Engineering

STUDENT HANDBOOK. Civil, Architectural, and Environmental Engineering STUDENT HANDBOOK Civil, Architectural, and Environmental Engineering Welcome to the CAEE Department This handbook is intended to support you as an entering and continuing student in the Department of Civil,

More information

1. Student achievement: Program Assessment URI Bachelor of Landscape Architecture Degree (BLA) 2013-2014

1. Student achievement: Program Assessment URI Bachelor of Landscape Architecture Degree (BLA) 2013-2014 1. Student achievement: Program Assessment URI Bachelor of Landscape Architecture Degree (BLA) 2013-2014 INTRODUCTION: In late 2012 the LAR Department asked a local landscape architect to review the LAR

More information

ABET TAC CIP Report for the Academic Year 20010 2011. Mechanical Engineering Technology (MET) Program

ABET TAC CIP Report for the Academic Year 20010 2011. Mechanical Engineering Technology (MET) Program ABET TAC CIP Report for the Academic Year 20010 2011 Mechanical Engineering Technology (MET) Program I. Introduction This document reports the findings and proposed changes resulting from analysis of data

More information

Developing and Implementing an Innovative First Year Program for 1000 Students

Developing and Implementing an Innovative First Year Program for 1000 Students Paper #1108 Session 2793 Developing and Implementing an Innovative First Year Program for 1000 Students Audeen W. Fentiman, John T. Demel, Richard J. Freuler, Robert J. Gustafson, and John A. Merrill College

More information

A Design Paradigm in Undergraduate Electrical Engineering Curriculum

A Design Paradigm in Undergraduate Electrical Engineering Curriculum A Design Paradigm in Undergraduate Electrical Engineering Curriculum Habib Rahman Saint Louis University Department of Electrical and Computer Engineering McDonnell Douglas Hall, 3450 Lindell Boulevard

More information

Department of Accounting, Finance, & Economics

Department of Accounting, Finance, & Economics Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,

More information

ACTS an ABET Compliance Tracking System for Assessing Engineering Outcomes

ACTS an ABET Compliance Tracking System for Assessing Engineering Outcomes ACTS an ABET Compliance Tracking System for Assessing Engineering Outcomes Abstract There is nearly universal agreement among engineering educators that the ABET2000 rules, although very well intentioned,

More information

ABET Criterion 3: Outcomes Met By Course Content

ABET Criterion 3: Outcomes Met By Course Content ABET Criterion 3: Outcomes Met By Course Content This brief content assessment should be consistent with the updated Course Syllabet Course #: BEE 200: Title: The BEE experience (1 credit) Semester/Year:

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Introducing Software Engineering to the Freshman Student

Introducing Software Engineering to the Freshman Student Introducing Software Engineering to the Freshman Student Yi Liu, Wei Wang and Onyeka Ezenwoye Department of Electrical Engineering and Computer Science South Dakota State University Brookings, SD 57007

More information

Prerequisites: TSI Math Complete and high school Algebra II and geometry or MATH 0303.

Prerequisites: TSI Math Complete and high school Algebra II and geometry or MATH 0303. Course Syllabus Math 1314 College Algebra Revision Date: 8-21-15 Catalog Description: In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems

More information

Annual Assessment Report 2013 Department of Design

Annual Assessment Report 2013 Department of Design Annual Assessment Report 2013 Department of Design The Department of Design, within the College of Arts and Letters, offers a Bachelor of Arts in Photography and Interior Design, and a Bachelor of Science

More information

Mechanical Engineering Technology 2011-12 Assessment Report

Mechanical Engineering Technology 2011-12 Assessment Report Mechanical Engineering Technology 2011-12 Assessment Report I. Introduction The Bachelor of Science program in Mechanical Engineering Technology is offered in three locations Klamath Falls, Portland Metro

More information

Electrical and Computer Engineering Undergraduate Advising Manual

Electrical and Computer Engineering Undergraduate Advising Manual Electrical and Computer Engineering Undergraduate Advising Manual Department of Engineering University of Massachusetts Boston Revised: October 5, 2015 Table of Contents 1. Introduction... 3 2. Mission

More information

Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS

Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS 39762 USA November 8, 2012 Background: North Carolina

More information

Department of History Policy 1.1. Faculty Evaluation. Evaluation Procedures

Department of History Policy 1.1. Faculty Evaluation. Evaluation Procedures Approved: 2/23/099 Department of History Policy 1.1 Faculty Evaluation Evaluation Procedures 1. The Department of History will evaluate all tenured and non-tenure faculty by March 1 of each academic year

More information

Engineering 398/English 398 Professional Communication for Engineers Program Overview, Fall 2008

Engineering 398/English 398 Professional Communication for Engineers Program Overview, Fall 2008 Engineering 398/English 398 Professional Communication for Engineers Program Overview, Fall 2008 English 398 Curricular Timeline Pre-2006 English 398N (3 Credits): Professional Communication for Engineers

More information

Volume 13, Number 1, 2011 WIETE 2011. Global Journal of Engineering Education

Volume 13, Number 1, 2011 WIETE 2011. Global Journal of Engineering Education Volume 13, Number 1, 2011 WIETE 2011 Global Journal of Engineering Education Comparison of mechanical engineering curricula containing internships between California State University Northridge and Ming

More information

2009 MASTER PLAN/PROGRESS REPORT

2009 MASTER PLAN/PROGRESS REPORT 2009 MASTER PLAN/PROGRESS REPORT Academic Program: School Counseling, M.Ed Person Responsible: Dr. Christine Anthony Date Submitted: May 22, 2009 Mission: The Master of Education in School Counseling endeavors

More information

BS Biochemistry Program Learning Outcomes Assessments

BS Biochemistry Program Learning Outcomes Assessments BS Biochemistry Program Learning Outcomes Assessments Student Learning and Success A. Significance of findings from learning outcomes assessments Program-Level Learning Outcomes (PLOs) At the completion

More information

AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM

AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM Donna Ebenstein, Bucknell University Joseph Tranquillo, Bucknell University Daniel

More information

Peer Reviewed. Abstract

Peer Reviewed. Abstract Peer Reviewed The three co-authors are members of the faculty at the University of South Carolina Upstate. William R. Word and Sarah P. Rook (srook@uscupstate.edu) are Professors of Economics. Lilly M.

More information

Course Outcomes Guide. Course/Program Title: PLS 101 Introduction to Paralegal Studies 2014

Course Outcomes Guide. Course/Program Title: PLS 101 Introduction to Paralegal Studies 2014 Course Outcomes Guide Course/Program Title: PLS 101 Introduction to Paralegal Studies 2014 Date: May Course/Program Team: Loretta Thornhill Student Learning Outcomes: 1. Demonstrate knowledge of terms

More information

Part III. Self-Study Report Template

Part III. Self-Study Report Template Part 3 Ministry Of Education And Higher Education Directorate General of Higher Education Part III Self-Study Report Template LABE SELF-STUDY QUESTIONNAIRE http://www.labe.org.lb General Instructions Introduction

More information

Policies Governing the. Transfer of Academic Credits. to Union University

Policies Governing the. Transfer of Academic Credits. to Union University Policies Governing the Transfer of Academic Credits to Union University Published by the Office of the Registrar 1994 and most recently revised 2008 1 Table of Contents Introduction...........................................

More information

EF 105 COMPUTER METHODS IN ENGINEERING PROBLEM SOLVING (1 HOUR CREDIT)

EF 105 COMPUTER METHODS IN ENGINEERING PROBLEM SOLVING (1 HOUR CREDIT) EF 105 COMPUTER METHODS IN ENGINEERING PROBLEM SOLVING (1 HOUR CREDIT) CATALOG DESCRIPTION EF 105 computer Methods in Engineering Problem Solving; 1 cr. Introduction to computer applications used in engineering

More information

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment?

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment? Assessment METHODS What are assessment methods? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate

More information

STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson

STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development

More information

Division of Public Health Department of Family & Preventive Medicine

Division of Public Health Department of Family & Preventive Medicine Division of Public Health Department of Family & Preventive Medicine 1 August 2, 2014 Stephen W. Wyatt, DMD, MPH CEPH President c/o Council on Education for Public Health 1010 Wayne Avenue, Suite 220 Silver

More information

Bachelor of Arts: Theatre Arts Design/Technology 2013-2014 Program Sheet, Page 2 of 5 Posted 3/6/14

Bachelor of Arts: Theatre Arts Design/Technology 2013-2014 Program Sheet, Page 2 of 5 Posted 3/6/14 13-14 PETITION/PROGRAM SHEET Degree: Bachelor of Arts Major: Theatre Arts Concentration: Design/Technology About This Major... The Department of Theatre offers one of the most successful theatre training

More information

Department of Educational Administration and Human Resource Development

Department of Educational Administration and Human Resource Development Department of Educational Administration and Human Resource Development Undergraduate Curriculum Committee Research Report 7-29-14 Committee members: Drs. Mike Beyerlein, Trez Jones, and Kelli Peck-Parrott

More information

Undergraduate Degree Map for Completion in Four Years

Undergraduate Degree Map for Completion in Four Years Page 1 of 8 Undergraduate Degree Map for Completion in Four Years College: College of Science, Engineering & Technology Department: Elec. & Computer Engineering Name of Program: ELECTRICAL ENGINEERING

More information

Preparing the Self-Study Report for Engineering

Preparing the Self-Study Report for Engineering Preparing the Self-Study Report for Engineering Jeffrey W. Fergus Auburn University Member of ABET EAC Executive Committee 2015 ABET Symposium April 23-24, 2015 Disclaimer The information presented here

More information

EC2000 CRITERION 2: A PROCEDURE FOR CREATING, ASSESSING, AND DOCUMENTING PROGRAM EDUCATIONAL OBJECTIVES

EC2000 CRITERION 2: A PROCEDURE FOR CREATING, ASSESSING, AND DOCUMENTING PROGRAM EDUCATIONAL OBJECTIVES Introduction EC2000 CRITERION 2: A PROCEDURE FOR CREATING, ASSESSING, AND DOCUMENTING PROGRAM EDUCATIONAL OBJECTIVES Michael Carter, Rebecca Brent, Sarah Rajala North Carolina State University Criterion

More information

Department of Management

Department of Management Department of Management McCoy Hall 52 T: 52.25.257 F: 52.25.2850 www.mgt.mccoy.txstate.edu Degree Programs Offered (Entrepreneurial Studies Concentration) (Human Resources Management Concentration) (Teacher

More information

How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program

How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program Joni Spurlin, Kathy Mayberry, Charles Hunt & Dianne Raubenheimer Vision, Collaboration, Assessment The Beginning.Vision,

More information

Requisite Approval must be attached

Requisite Approval must be attached Requisite Approval must be attached CITRUS COMMUNITY COLLEGE DISTRICT DEPARTMENT Mathematics COURSE NUMBER MATH 148 TITLE Intermediate Algebra I THIS COURSE IS CLASSIFIED AS: DEGREE APPLICABLE UNIT VALUE

More information

COMPUTER SCIENCE AND ENGINEERING

COMPUTER SCIENCE AND ENGINEERING The University of Connecticut School of Engineering COMPUTER SCIENCE AND ENGINEERING GUIDE TO COURSE SELECTION AY 2013-2014 Revised May 23, 2013 for Computer Science and Engineering (CSE) Majors in the

More information

MECHANICAL ENGINEERING

MECHANICAL ENGINEERING MECHANICAL ENGINEERING THE MECHANICAL ENGINEERING MAJOR AT A GLANCE: If you want to design and build things, then you should consider majoring in Mechanical Engineering. Mechanical Engineering is, more

More information

Evaluation of Assessment Tools for Outcome Based Engineering Courses

Evaluation of Assessment Tools for Outcome Based Engineering Courses Session 1566 Evaluation of Assessment Tools for Outcome Based Engineering Courses Abstract Drs. Z.T. Deng, Ruben Rojas-Oviedo and Xiaoqing (Cathy) Qian Mechanical Engineering Department, Alabama A&M University

More information

CLEAN COPY FOR APPROVAL DRAFT DRAFT DRAFT DRAFT FOR IMPLEMENTATION IN 2013-2014 UNIVERSITY CATALOG GRADUATION REQUIREMENTS

CLEAN COPY FOR APPROVAL DRAFT DRAFT DRAFT DRAFT FOR IMPLEMENTATION IN 2013-2014 UNIVERSITY CATALOG GRADUATION REQUIREMENTS CLEAN COPY FOR APPROVAL DRAFT DRAFT DRAFT DRAFT FOR IMPLEMENTATION IN 2013-2014 UNIVERSITY CATALOG GRADUATION REQUIREMENTS Each candidate for a degree must meet the general requirements for graduation

More information

Texas A&M University - Commerce Course syllabus Fall 2012

Texas A&M University - Commerce Course syllabus Fall 2012 Instructor: Dr. Thomas J. Faulkenberry Office Location: Library 228 Office Hours: TWTh 1:30-3:00 pm (or by appointment) Office Phone: 903-468-8170 Skype: tomfaulkenberry University Email Address: Thomas.Faulkenberry@tamuc.edu

More information

Course Selection Recommendations Packet Starting Fall 2010

Course Selection Recommendations Packet Starting Fall 2010 I. DEGREE REQUIREMENTS FOR THE ACCOUNTING MAJOR. All courses are three credits except the OPTIONAL internship experience; Departmental approval may be requested to adjust major requirements to individual

More information

Paralegal Studies Assessment Report 2005-2006. Introduction

Paralegal Studies Assessment Report 2005-2006. Introduction Paralegal Studies Assessment Report 2005-2006 Introduction The Paralegal Studies program volunteered to use the elumen Achievement System to assess student learning for the 2005-2006 academic year. We

More information

COLLEGE OF BUSINESS ADMINISTRATION Dr. Kenneth L. Stanley, Dean

COLLEGE OF BUSINESS ADMINISTRATION Dr. Kenneth L. Stanley, Dean COLLEGE OF BUSINESS ADMINISTRATION Dr. Kenneth L. Stanley, Dean The three departments within the College of Business administration offer the Bachelor of Business Administration (BBA) with a major in accounting,

More information

Self-Study, The University of Mississippi Forensic Chemistry Program 08/15/06 M. Godfrey, Program Director

Self-Study, The University of Mississippi Forensic Chemistry Program 08/15/06 M. Godfrey, Program Director SECTION 1 GENERAL STANDARDS. [Excerpt] Standard 4.3.1 General Curriculum Requirements The undergraduate program in forensic science shall offer a coherent curriculum that reflects the mission and goals

More information

Select One: New Delete Course Modification

Select One: New Delete Course Modification Prefix & Number: Initial Term: Select One: New Delete Course Modification Title: College/School: Dept: Abbreviated Title: CREDIT OFFERED Levels: (select all that apply) None (Blank) Undergraduate (U) Graduate

More information

Improving Transfer Student Success

Improving Transfer Student Success Improving Transfer Student Success Abstract The University of South Alabama has implemented a comprehensive program for transfer students, utilizing a community building model. A seminar has been created

More information

An Alternate Approach in the Application of the Thayer Concept of Teaching

An Alternate Approach in the Application of the Thayer Concept of Teaching An Alternate Approach in the Application of the Thayer Concept of Teaching Sara Hallberg This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional

More information

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.

More information

Annual Goals for Math & Computer Science

Annual Goals for Math & Computer Science Annual Goals for Math & Computer Science 2010-2011 Gather student learning outcomes assessment data for the computer science major and begin to consider the implications of these data Goal - Gather student

More information

Analysis of the Impact of Participation in a Summer Bridge Program on Mathematics Course Performance by First-Semester Engineering Students

Analysis of the Impact of Participation in a Summer Bridge Program on Mathematics Course Performance by First-Semester Engineering Students Analysis of the Impact of Participation in a Summer Bridge Program on Mathematics Course Performance by First-Semester Engineering Students Abstract As part of an NSF-supported project, a summer bridge

More information

A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Session # 1120 A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and

More information

Project Design Timeline

Project Design Timeline Introduction Hybrid Course Development EDSGN100 Elizabeth Wiggins-Lopez Design: Summer 2011 Fall 2011 Implementation: Spring 2012 Final Report: Summer 2012 The main objective for the EDSGN100 hybrid course

More information

Development of a Bachelor of Science Degree in Engineering Management with a Concentration in Construction Management at Christian Brothers University

Development of a Bachelor of Science Degree in Engineering Management with a Concentration in Construction Management at Christian Brothers University Development of a Bachelor of Science Degree in Engineering Management with a Concentration in Construction Management at Christian Brothers University Eugene McGinnis 1, Neal F. Jackson 2 and Siripong

More information

If your course is part of a similar assessment effort in your program, you probably need to assess the following outcomes in your course:

If your course is part of a similar assessment effort in your program, you probably need to assess the following outcomes in your course: ABET GUIDE ASSESSMENT FOR ABET ACCREDITATION In the United States, accreditation is a peer-review process. Educational institutions or programs volunteer to undergo this review periodically to determine

More information

Administrative - Master Syllabus COVER SHEET

Administrative - Master Syllabus COVER SHEET Administrative - Master Syllabus COVER SHEET Purpose: It is the intention of this to provide a general description of the course, outline the required elements of the course and to lay the foundation for

More information

PRECALCULUS WITH INTERNET-BASED PARALLEL REVIEW

PRECALCULUS WITH INTERNET-BASED PARALLEL REVIEW PRECALCULUS WITH INTERNET-BASED PARALLEL REVIEW Rafael MARTÍNEZ-PLANELL Daniel MCGEE Deborah MOORE Keith WAYLAND Yuri ROJAS University of Puerto Rico at Mayagüez PO Box 9018, Mayagüez, PR 00681 e-mail:

More information

University of Texas at San Antonio English 2413: Technical Writing Fall 2011

University of Texas at San Antonio English 2413: Technical Writing Fall 2011 University of Texas at San Antonio English 2413: Technical Writing Fall 2011 Instructor: Kristina Gutierrez Office Hours: MW 9:30am -10:30am or by appointment Office location: MB 2.308 Email: Kristina.Gutierrez@utsa.edu

More information

Indiana University Kokomo School of Business Undergraduate Program Assessment Report Academic Year 2014-2015

Indiana University Kokomo School of Business Undergraduate Program Assessment Report Academic Year 2014-2015 Indiana University Kokomo School of Business Undergraduate Program Assessment Report Academic Year 2014-2015 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan Assurance of student learning

More information

Chemistry Department Strategic Planning 2015-2016

Chemistry Department Strategic Planning 2015-2016 Chemistry Department Strategic Planning 2015-2016 Mission Statement The Chemistry Department s mission is to provide majors with rigorous training in chemistry, provide service courses to related disciplines,

More information

University of the District of Columbia

University of the District of Columbia University of the District of Columbia School of Engineering and Applied Sciences Continuous Improvement Process And ABET Outcomes Assessment Protocol BASED ON ABET 2008-2009 Criteria April 2008 School

More information

PROGRAM PUBLIC INFORMATION

PROGRAM PUBLIC INFORMATION Department of Civil Engineering & Construction Management College Of Engineering and Computer Science California State University-Northridge Northridge, Ca Construction Management Program PROGRAM PUBLIC

More information

Satisfactory Performance Standards

Satisfactory Performance Standards University of Texas at El Paso: Department of Social Work Bachelor s in Social Work Assessment Data Program Learning Assessment and Review Matrix 2008-2009 Program Learning Dr. Lucas an extensive baseline

More information

Michigan Technological University School of Technology. Construction Management Assessment Report. 2013-14 Academic Year

Michigan Technological University School of Technology. Construction Management Assessment Report. 2013-14 Academic Year Michigan Technological University School of Technology Construction Management Assessment Report 2013-14 Academic Year 1 Table of Contents Construction Management Continuous Improvement Plan. 3 Program

More information

Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills)

Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Introduction Many students at CSU, Chico, receive much of their college-level mathematics education from the one MATH course they complete

More information

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data Saint Louis University Program Assessment Plan Program (Major, Minor, Core): PhD in Higher Education Administration Department: Higher Education Administration College/School: School of Education Person(s)

More information

University of Central Florida Department of Electrical Engineering & Computer Science EEL 4914C Spring 2014. Senior Design I

University of Central Florida Department of Electrical Engineering & Computer Science EEL 4914C Spring 2014. Senior Design I University of Central Florida EEL 4914C Spring 2014 Senior Design I Dr. S. M. Richie UCF, HEC 345E V:407-823-5765 e-mail: richie@ucf.edu Office Hours: TR 8:00 AM-8:50 AM, 10:30 AM-11:30 AM, 1:30 PM- 3:00PM

More information

Human Resources Management in Public Service Organizations PUAD 5220 Syllabus, Spring 2015 Thursday 6:30p 9:15p

Human Resources Management in Public Service Organizations PUAD 5220 Syllabus, Spring 2015 Thursday 6:30p 9:15p Human Resources Management in Public Service Organizations PUAD 5220 Syllabus, Spring 2015 Thursday 6:30p 9:15p Facilitator Information Name: Tamara R. Dixon Telephone: 303-518-2037 Email Address: tamara.dixon@ucdenver.edu

More information

Technical Writing Across the Curriculum: Process, Problems, and Progress

Technical Writing Across the Curriculum: Process, Problems, and Progress Technical Writing Across the Curriculum: Process, Problems, and Progress Barbara M. Olds Division of Liberal Arts and International Studies Colorado School of Mines Golden, CO 80401 Abstract. At the Colorado

More information

Re-envisioning Academic Advising at the University of South Carolina April 29, 2015

Re-envisioning Academic Advising at the University of South Carolina April 29, 2015 Re-envisioning Academic Advising at the University of South Carolina April 29, 2015 Advising Coordinating Taskforce (ACT) Mr. Clay Armstrong, Secretary of Academics, Student Government Association Ms.

More information

Union County College Faculty Curriculum Committee. New Program Proposal Form

Union County College Faculty Curriculum Committee. New Program Proposal Form Union County College Faculty Curriculum Committee New Program Proposal Form To all faculty members seeking to introduce a new program (including degree and certificate programs and options to existing

More information

Mechanical Engineering

Mechanical Engineering Engineering-1 Mechanical Engineering Faculty: Paliwal, Chair, Chang, Facas, Grega, Sepahpour, Shih, Wang, Yan The Department of Mechanical Engineering offers an academic program leading to a Bachelor of

More information

DEPARTMENT AND PROGRAM MISSION, GOALS, AND ASSESSMENT

DEPARTMENT AND PROGRAM MISSION, GOALS, AND ASSESSMENT Department of Economics Cal State Univ., Hayward Phone 510 885 3275 OR 25800 Carlos Bee 510 885 3265 Hayward, CA 94542-3068 Fax 510 885 4796 DEPARTMENT AND PROGRAM MISSION, GOALS, AND ASSESSMENT A FOCUS

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

Assessing Blackboard: Improving Online Instructional Delivery

Assessing Blackboard: Improving Online Instructional Delivery Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Example of an MBA Student Exit Survey International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215,

More information

Master of Business Administration

Master of Business Administration Master of Business Administration At Morehead State University, you will find much more than you might imagine. We are much more than college classes... much more engaged... much more personal. We deliver

More information

AC : TEACHING COMPUTER PROGRAMMING SKILLS TO ENGINEERING AND TECHNOLOGY STUDENTS WITH A MODULAR PROGRAMMING STRATEGY

AC : TEACHING COMPUTER PROGRAMMING SKILLS TO ENGINEERING AND TECHNOLOGY STUDENTS WITH A MODULAR PROGRAMMING STRATEGY AC 2011-308: TEACHING COMPUTER PROGRAMMING SKILLS TO ENGINEERING AND TECHNOLOGY STUDENTS WITH A MODULAR PROGRAMMING STRATEGY Wangping Sun, Oregon Institute of Technology Dr. Wangping Sun is an associate

More information

STUDENT HANDBOOK WKU/UK JOINT BACHELOR OF SCIENCE PROGRAM IN MECHANICAL ENGINEERING AUGUST 2010

STUDENT HANDBOOK WKU/UK JOINT BACHELOR OF SCIENCE PROGRAM IN MECHANICAL ENGINEERING AUGUST 2010 STUDENT HANDBOOK WKU/UK JOINT BACHELOR OF SCIENCE PROGRAM IN MECHANICAL ENGINEERING DEPARTMENT OF ENGINEERING WESTERN KENTUCKY UNIVERSITY EBS 2101 BOWLING GREEN, KY 42101 WWW.WKU.EDU/ENGINEERING AUGUST

More information

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write

More information