Web Based Course Exit Survey For Abet Ec2000 Article Swipe
Wook-Sung Yoo
,
Fong Mak
,
Stephen Frezza
·
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--12639
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--12639
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2793 Web-based Course-exit Survey for ABET EC2000 Dr. Fong Mak*, Dr. Wook-Sung Yoo**, Dr. Stephen Frezza* * Department of Electrical and Computer Engineering ** Department of Computer and Information Science Gannon University Erie, PA Abstract: This paper describes the implementation of an on-line tool to support consistent student evaluation of instruction. The tool includes interfaces to support chair, faculty and student processes necessary to publish, collect, and report survey information on learning outcomes from individual courses. This work includes tracking relationships of these course outcomes to departmental and program outcomes in the support of continuous quality improvement. The paper describes the design of the web-based course-exit survey and the data collection and analysis processes supported by the tool. Introduction The Department of Electrical and Computer Engineering at Gannon University has developed a web-based course-exit survey in support of its EC2000 evaluation efforts. The department has recently completed a major effort in restructuring and refining its departmental goals and objectives, catalog, and operations in preparation for its next ABET visitation using EC2000 criteria [1]. This effort includes consistent communication and measurement of department outcomes. A key component of this effort is the measurement of course outcomes by identified program constituents. Among the constituents the department has identified are faculty and students. The department recognizes that there are vast amount of effort needed to collect data from these constituents, let alone getting results analyzed and available to constituents for evaluation in a reasonable time with the limited resources available. These resource constraints are one of the consistent factors in encouraging programs to utilize on-line survey systems [2]. Keys to success in the EC2000 process include involvement and communication, assessment and evaluation, and closing the loop with constituents [3]. Well-designed on-line systems can play a key role in this success, as they support consistent reporting and tracking of student and faculty involvement in the assessment process, provide one means for program evaluation, and provide Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education
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Web Based Course Exit Survey For Abet Ec2000Work title
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articleOpenAlex work type
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enPrimary language
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2020Year of publication
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2020-09-03Full publication date if available
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Wook-Sung Yoo, Fong Mak, Stephen FrezzaList of authors in order
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https://doi.org/10.18260/1-2--12639Publisher landing page
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goldOpen access status per OpenAlex
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Session (web analytics), Tracking (education), Restructuring, Computer science, World Wide Web, Engineering management, Engineering, Psychology, Pedagogy, Economics, FinanceTop concepts (fields/topics) attached by OpenAlex
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4Total citation count in OpenAlex
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| abstract_inverted_index.Exposition | 353 |
| abstract_inverted_index.University | 51, 148 |
| abstract_inverted_index.assessment | 296, 331 |
| abstract_inverted_index.available. | 266 |
| abstract_inverted_index.collection | 130 |
| abstract_inverted_index.consistent | 66, 196, 274, 320 |
| abstract_inverted_index.continuous | 114 |
| abstract_inverted_index.department | 163, 201, 223, 231 |
| abstract_inverted_index.evaluation | 68, 160, 257 |
| abstract_inverted_index.identified | 216, 225 |
| abstract_inverted_index.individual | 94 |
| abstract_inverted_index.interfaces | 74 |
| abstract_inverted_index.operations | 181 |
| abstract_inverted_index.reasonable | 260 |
| abstract_inverted_index.recognizes | 232 |
| abstract_inverted_index.visitation | 188 |
| abstract_inverted_index.Course-exit | 22 |
| abstract_inverted_index.Engineering | 42, 145, 348, 360 |
| abstract_inverted_index.Information | 48 |
| abstract_inverted_index.Proceedings | 341 |
| abstract_inverted_index.constraints | 269 |
| abstract_inverted_index.course-exit | 125, 153 |
| abstract_inverted_index.encouraging | 277 |
| abstract_inverted_index.evaluation, | 298, 338 |
| abstract_inverted_index.information | 89 |
| abstract_inverted_index.involvement | 293, 328 |
| abstract_inverted_index.measurement | 199, 211 |
| abstract_inverted_index.objectives, | 178 |
| abstract_inverted_index.preparation | 183 |
| abstract_inverted_index.Introduction | 138 |
| abstract_inverted_index.constituents | 221, 255, 304 |
| abstract_inverted_index.departmental | 106, 175 |
| abstract_inverted_index.improvement. | 116 |
| abstract_inverted_index.instruction. | 70 |
| abstract_inverted_index.Well-designed | 306 |
| abstract_inverted_index.automatically | 9 |
| abstract_inverted_index.communication | 197 |
| abstract_inverted_index.constituents, | 246 |
| abstract_inverted_index.constituents. | 218 |
| abstract_inverted_index.relationships | 100 |
| abstract_inverted_index.restructuring | 171 |
| abstract_inverted_index.communication, | 295 |
| abstract_inverted_index.implementation | 59 |
| cited_by_percentile_year.max | 96 |
| cited_by_percentile_year.min | 94 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 3 |
| citation_normalized_percentile.value | 0.65170687 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |