Abstract
A teaching model aimed at gaining faculty involvement for successfully maintaining outcomes assessment processes in an engineering program is presented. The model was also aimed at providing a mechanism for faculty to embrace assessment by using the process to help them improve the course they teach. It was shown that the essential ingredient to maintaining effective outcomes assessment processes lies with imbedding the assessment process in the teaching culture of the faculty. The model was found to be able to serve as a guide for faculty in other engineering programs to use for the continuous improvement of their courses.
| Original language | English |
|---|---|
| Pages (from-to) | 9561-9567 |
| Number of pages | 7 |
| Journal | ASEE Annual Conference Proceedings |
| State | Published - 2003 |
| Event | 2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States Duration: Jun 22 2003 → Jun 25 2003 |