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In 1997, we embarked on a journey to develop an assessment plan to improve the quality of our educational programs. The driving force behind our efforts was the new ABET engineering criteria. The plan that resulted from this effort provides our school with a roadmap to continually improve the quality of our programs. Implementation of this plan resulted in a successful ABET visit in 2003.Following the ABET visit, we recognized the need for improving our assessment process. One important area of improvement was the appropriate mix of direct and indirect assessment methods used to assess program outcomes.In this paper, we will present our work to date in selection and implementation of direct and indirect assessment tools. We will also present our approach to utilizing a mix of assessment tools to prepare annual documentation of program improvements. And finally a sample of changes implemented based on assessment will be presented. DIRECT AND INDIRECT ASSESSMENT METHODSWhen selecting an assessment method, the most important criterion is whether it will provide useful information. Useful information shows whether students are learning and developing in ways the program faculty agrees are important. Interpretations of assessment results enable a program to verify how well it is achieving its desired program outcomes, as well as to determine how it will improve the quality of education to improve desired outcomes.

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The specific dependence of the properties of a cw Doppler ultrasonic scattered signal, and of its autocorrelation and spectral density functions, on various scatterer flow parameters and diagnostic signal beam parameters is shown. These factors include the scatterer average velocity profile and the extent of any turbulence together with the signal beam angle and beam width. Subject Classification: [43]30.40; [43]35.65; [43]20.15, [43]20.30.