The faculty course assessment report

Estell, John K.

doi:10.1109/fie.2003.1263364

Cited by 10 publications

(13 citation statements)

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“…FCAR was first created by Dr. John Estell in 2001 [1] . The FCAR methodology has been evolving since then and implemented in various formats [3][4][5][6] in many universities.…”

Section: Fcar Assessment Modelmentioning

confidence: 99%

“…The ECE department at Gannon University has been through two successful ABET accreditations, in 2005 and 2011, with the use of a well-documented Faculty Course Assessment Report (FCAR) model [1][2][3] . In the 2005 cycle of accreditation review, the essential FCAR methodology report in [1] was primarily the model adopted; whereas, in the 2011 cycle, the concept of key assignments with the well-defined process reported in [4] was used to generate justifiable objective evidence.…”

Section: Introductionmentioning

confidence: 99%

“…In the 2005 cycle of accreditation review, the essential FCAR methodology report in [1] was primarily the model adopted; whereas, in the 2011 cycle, the concept of key assignments with the well-defined process reported in [4] was used to generate justifiable objective evidence. This objective evidence was used to augment and further improve the FCAR assessment model.…”

Section: Introductionmentioning

confidence: 99%

“…It is customary for the traditional rubric-based assessment model to include only the courses in the mastery level for the program outcomes assessment. The drawbacks of looking only at courses at the mastery level are: (1) lack of information needed at the lower level to identify the root cause of the deficiency when the symptom occurs at the higher level courses; (2) lack of the mechanism to compute a clear indicator such as the Student Outcomes (SOs) performance index based on Performance Indicators (PI) of that SO in order to facilitate the automation of the evaluation process.…”

mentioning

confidence: 99%

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Integrated FCAR Model with Traditional Rubric-Based Model to Enhance Automation of Student Outcomes Evaluation Process

Mak¹,

Sundaram²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…FCAR was first created by Dr. John Estell in 2001 [1] . The FCAR methodology has been evolving since then and implemented in various formats [3][4][5][6] in many universities.…”

Section: Fcar Assessment Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Integrated FCAR Model with Traditional Rubric-Based Model to Enhance Automation of Student Outcomes Evaluation Process

Mak¹,

Sundaram²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…It is supplemented/complimented by other assessment methods. For example, the Faculty Course Assessment Report (FCAR) method 13,14 is the primary tool used by the faculty for outcomes assessment within each of the programs' academic courses. In brief, this method begins at the course level by developing course outcomes for each of the program's engineering courses.…”

Section: Overall Assessment Strategymentioning

confidence: 99%

Experiences Using Cooperative Work Assignments for Outcomes Assessment

Garrison¹,

Blanding²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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At the authors' institution, all engineering students are required to complete three semesters of full-time cooperative work experience. For each co-op assignment, three different metrics are used to evaluate the experience, and each metric has been designed to gather program assessment data. Metric 1: Approximately mid semester, a faculty member visits each student at their employment site, meeting with both the student and their supervisor(s). At the site visit, the faculty member collects assessment data on the student's performance, how well the institution has prepared the student, and educational areas that the employer feels can be improved. Feedback gathered during the faculty member's visit is recorded using a common report template. Metric 2: At the end of the co-op assignment, the students complete an online, selfevaluation of their experience. A significant portion of the student self-evaluation is focused on assessment of the ABET outcomes. For each program outcome, the students are asked to rate how important the outcome was to their job assignment, how prepared they were to apply the outcome, and how much their co-op experience contributed to development of the skills in the outcome. Metric 3: Also at the completion of the co-op assignment, the students' supervisors complete an online survey. The employer survey focuses exclusively on collecting data related to the ABET program outcomes. Analogous to the student self-evaluations, the employers are asked to state the importance of each program outcome, how prepared the students were to apply the outcome, and the extent to which they observed further development of the skill. At the close of each semester, numerical data along with written comments from all three metrics are compiled in summary reports for use in program assessment and continuous improvement. Such data have been collected over the past 9 years and serve as the cornerstone for assessing the institution's engineering programs. The paper includes the following: an overview of the institution's co-op process; details on the forms and methods used to collect the data; illustrative data collected over the past 10 years; insights and lessons learned; illustrative examples of how the data have been used for continuous improvement; and summary feedback from ABET program evaluators.

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Viable Program Assessment and Continuous Improvement

Dasigi

2023

2023 Congress in Computer Science, Computer Engineering, &Amp;amp; Applied Computing (CSCE)

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The faculty course assessment report

Cited by 10 publications

References 0 publications

Integrated FCAR Model with Traditional Rubric-Based Model to Enhance Automation of Student Outcomes Evaluation Process

Integrated FCAR Model with Traditional Rubric-Based Model to Enhance Automation of Student Outcomes Evaluation Process

Experiences Using Cooperative Work Assignments for Outcomes Assessment

Viable Program Assessment and Continuous Improvement

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