Comparing alumni survey data over time to close the assessment loop

Rooney, David; Puerzer, R.J.

doi:10.1109/fie.2004.1408641

Cited by 2 publications

(2 citation statements)

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“…Both found a pattern that was consistent over time by several measures. Rooney and Puerzer's (2004) results note the "striking" [9, pp. F3G-12] consistency in importance of competencies over time with the most important three and the least important two the same over graduation years while the middle ratings "show some variation in order around a relatively small range" [9, pp.…”

Section: Comparison Groups Within Studiesmentioning

confidence: 99%

What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review

Passow

2017

J of Engineering Edu

311

201

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Background Under Washington Accord or ABET accreditation requirements, faculty must envision, collectively articulate, and prioritize the competencies that students should gain from their educational program to prepare for life and myriad career paths.Purpose When faculty create specifications for designing a curriculum, they need to answer questions, including "Among generic engineering competencies, what is the relative importance for professional practice across disciplines and work contexts?" Scope/Method A search identified the intersection of four concepts (competence, engineering, practice, and importance) in engineering and education databases (8,232 reports, 1990-2012). This review integrates a quantitative synthesis inspired by meta-analytic techniques (27 studies, 14,429 participants) and a qualitative thematic analysis (25 studies, 2,174 participants plus 36,100 job postings) to establish a comprehensive list of generic engineering competencies, their relative importance, and rich descriptions highlighting interrelationships.Conclusions Engineers' technical work is inseparably intertwined with team-player collaboration. The most crucial skill is coordinating multiple competencies to accomplish a goal. Sixteen generic competencies important for engineering practice are defined. Compared with Washington Accord graduate attributes, the evidence-based competencies re-envision "teamwork" as coordinate efforts, split "life-long learning" into gather information and expand skills, broaden "ethics" to take responsibility, expand "design experiments" to measure accurately and separate it from interpret data, apply "contemporary issues" and "impacts" in define constraints, modify "manage projects" to devise process, and add important competencies (take initiative, think creatively, and make decisions). Definitions are refined for communicate effectively, design solutions, apply knowledge, apply skills, and solve problems. Problem solving is the core of engineering practice.

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Section: Comparison Groups Within Studiesmentioning

confidence: 99%

What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review

Passow

2017

J of Engineering Edu

311

201

View full text Add to dashboard Cite

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“…Prior work [7][8][9][10][11] surveyed alumni to obtain feedback on engineering curricula and educational experiences at a higher level, but focused primarily on entire degree programs rather than on individual courses. Students are typically surveyed or interviewed immediately upon exiting a course or program, but not after they have been in industry for some time.…”

Section: Literature Reviewmentioning

confidence: 99%

Longitudinal Study of Learning Outcomes in a New Product Development Class

Cobb

Agogino

Beckman

2007

Volume 4: ASME/IEEE International Conference on Mechatronic and Embedded Systems and Applications and the 19th Reliability, STR

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This paper reports on a longitudinal study of lessons learned from a graduate-level New Product Development course taught at the University of California at Berkeley, comparing lessons learned by students during the course with alumni perceptions one to ten years after graduation. Previous research on student learning outcomes in New Product Development (NPD) found that on the last day of class students identify working in multifunctional teams and understanding user needs as their most important lessons learned. This study raises the question of whether or not students maintain the same emphasis on learning outcomes once they have moved on to careers in industry. To answer this question, we conducted 21 in-depth interviews with alumni who took the course between 1995–2005 and are now working in industry. A qualitative and quantitative analysis of the alumni interviews reveals that former students still highly value what they learned about team work and understanding user needs, but see more value in tools for concept generation, prototyping, and testing after gaining work experience. The results reaffirm the value of engaging students in multidisciplinary design projects as a vehicle for developing the professional skills needed in today’s competitive new product development environment.

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Comparing alumni survey data over time to close the assessment loop

Cited by 2 publications

References 1 publication

What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review

What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review

Longitudinal Study of Learning Outcomes in a New Product Development Class

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