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Author Schachterle, L.
Sponsorship IEEE Educ.Soc. ♦ IEEE Comput. Soc. ♦ American Soc. for Eng. Educ. (Educ. Res. and Methods Div.)
Source IEEE Xplore Digital Library
Content type Text
Publisher Institute of Electrical and Electronics Engineers, Inc. (IEEE)
File Format PDF
Copyright Year ©2004
Language English
Subject Domain (in DDC) Social sciences ♦ Education ♦ Technology ♦ Engineering & allied operations
Subject Keyword Accreditation ♦ Data analysis ♦ Continuous improvement ♦ Art ♦ Strategic planning ♦ Education ♦ Springs
Abstract Outcomes assessment of student learning typically originates with academic administrations, because they have the resources for gathering and analyzing data and usually are responsible for preparing for accreditation visits. However, for such assessment to be really effective as well as sustained, faculty buy-in is crucial. This paper describes four steps which led to responsibility at WPI for undergraduate outcomes assessment being shifted from the administration only to the faculty as well. The paper provides background on each of these steps to help other institutions in normalizing assessment work within the faculty/administrative nexus, and discusses the work to date of the faculty subcommittee formed to oversee outcomes assessment.
Description Author affiliation: Worcester Polytech. Inst., MA, USA (Schachterle, L.)
ISBN 0780385527
ISSN 01905848
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research ♦ Reading
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2004-10-20
Publisher Place USA
Rights Holder Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Size (in Bytes) 568.89 kB


Source: IEEE Xplore Digital Library