Linda Marquis teaches English composition courses at Daniel Webster College and is the communications specialist for engineering courses. For the latter role, she instructs engineering students in oral and written communications, helping them to advance these skills in their fields. Ms. Marquis has expertise in marketing communications and public relations for the high-technology industry. Prof. Nicholas Bertozzi, Daniel Webster CollegeNick Bertozzi is a Professor of Engineering at Daniel Webster College (DWC) and Dean of the School of Engineering and Computer Science (SECS). His major interest over the past 18 years has been the concurrent engineering design process, an interest that was fanned into flame by attending an NSF faculty development workshop in 1996 led by Ron Barr and Davor Juricic. Nick has a particular interest in helping engineering students develop good communications skills and has made this a SECS priority. Over the past ten years he and other engineering and humanities faculty colleagues have mentored a number of undergraduate student teams who have co-authored and presented papers and posters at Engineering Design Graphics Division (EDGD) and other ASEE, CDIO (www. In this paper, extended functionality to program-level outcomes and enhancements to courselevel outcomes is discussed.

over the past 18 years has been the concurrent engineering design process, an interest that was fanned into flame by attending an NSF faculty development workshop in 1996 led by Ron Barr and Davor Juricic. Nick has a particular interest in helping engineering students develop good communications skills and has made this a SECS priority. Over the past ten years he and other engineering and humanities faculty colleagues have mentored a number of undergraduate student teams who have co-authored and presented papers and posters at Engineering Design Graphics Division (EDGD) and other ASEE, CDIO (www.cdio.org), and American Institute of Aeronautics and Astronautics (AIAA) meetings as well. Nick was delighted to serve as the EDGD pro- Dr. Guo teaches undergraduate aeronautical and mechanical engineering courses, develops engineering program curriculum and lab components, and conducts academic research in engineering fields such as nonlinear finite elements, random vibrations, fatigue estimations, and smart materials. His teaching strategy is focusing on improving the overall experience of engineering students by adopting latest teaching philosophy, such as CDIO (Concept, Design, Implement, and Operate) initiative, and making use of advanced teaching tools, such as project-based learning, team-learning, electronic-based learning environment, and laboratory/visualization-aided teaching. So far his students' projects have involved with DBF competition and joint project with UML and University of Colorado Boulder.He serves as the academic advisor for AIAA student chapter at DWC. He is enthusiastic about aviation/aerospace educations and related applications. He participated AIAA academic conferences as well as student paper conferences regularly. Ms. Jennifer McInnis, Daniel Webster College Prof. Linda Marquis, Daniel Webster CollegeLinda Marquis teaches English composition courses at Daniel Webster College and is the communications specialist for engineering courses. For the latter role, she instructs engineering students in oral and written communications, helping them to advance these skills in their fields. Ms. Marquis has expertise in marketing communications and public relations for the high-technology industry.c American Society for Engineering Education, 2016 ACAT Assessment of Grade-Based and Outcome-Based Criteria AbstractBuilding on substantial work done on a new automated course and program assessment tool, we undertook an experiment to determine the accuracy of the outcomes assessments. We compared assessments of course-level outcomes using manual instructor assessments in Moodle and our Automated Course Assessment Tool (ACAT). Four courses taught in the Spring of 2015 were considered. Two are Laboratory courses, and two are traditional book-based courses with exams or projects. We found that in all but one specific case the manual assessment matched the ACAT assessment. In the sole case that did not match, a single indicator attempted to measure all course outcomes simultaneously. The study considered 34 stu...