Abstract
AbstractEngineering education is undergoing an assessment of its own. Organizations responsible for engineering education are looking at themselves in an attempt to improve their total quality as well as the quality of the programs they assess. The reasons for these changes include issues relating to cost, efficiency and quality of engineering education programs, and the increased demand for accountability by constituencies (state legislatures, students, employers). The ability to work in a group and to acquire and assimilate new knowledge effectively is another key requirement of graduate engineers and is difficult to assess. This article describes the national and local forces for more definitive outcome assessment and how we have responded to those forces. The article in particular describes how we have used senior design projects as an important part of undergraduate program assessment.
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