Document Type

Conference Proceeding

Publication Date


Publication Title

Proceedings of the 2014 American Society for Engineering Education Southeast Section Conference


In this paper, we present a multifaceted assessment process that was developed for our Electrical Engineering (EE) program at Georgia Southern University to meet the ABET criteria dealing with the student learning outcomes (SLOs). Both direct and indirect measures were used to collect and analyze data to assess the attainments of the student learning outcomes. To ensure data integrity, multiple faculty were involved in the development of a set of rubrics with benchmarks and performance indicators at both the program and curriculum levels. These tools provided action plans for this continuous improvement process to be implemented during the academic year. We also describe the mechanism used for assessing student performance at the curriculum level including the use of a course-level outcomes (CLO) form, a continuous improvement efforts (CIE) form, and a student course evaluation (SCE) form. These standardized forms are usually completed by faculty and submitted to the assessment committee for evaluation at the end of the semester. This feedback helped faculty to modify and/or develop new instructional methods to be incorporated into their courses, thus resulting in a more efficient assessment and continuous improvement process.


© 2014 American Society for Engineering Education. Authors may archive their work on personal websites or in institutional repositories with the following citation. Article obtained from the American Society for Engineering Education.