Thompson, R. (2001, June), Assessment – Evolutionary Not Revolutionary  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--8925

\bibitem{asee_peer_8925}
  Thompson, R. (2001, June), \emph{Assessment – Evolutionary Not Revolutionary}
  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.
  10.18260/1-2--8925

Raymond Thompson.  "Assessment – Evolutionary Not Revolutionary".  2001 Annual Conference, Albuquerque, New Mexico, 2001, June.  ASEE Conferences, 2001.  https://216.185.13.174/8925 Internet.  11 May, 2024

\bibitem{asee_peer_8925}
  Raymond Thompson.
  "Assessment – Evolutionary Not Revolutionary".
  \emph{2001 Annual Conference, Albuquerque, New Mexico, 2001, June}.
  ASEE Conferences, 2001.
  https://216.185.13.174/8925 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_8925
author = "Raymond Thompson"
title = "Assessment – Evolutionary Not Revolutionary"
booktitle = "2001 Annual Conference"
year = "2001"
month = "June"
address = "Albuquerque, New Mexico"
publisher = "ASEE Conferences"
note = {https://216.185.13.174/8925}
number = {10.18260/1-2--8925}
}

TY  - CPAPER
AB  - The Aviation Technology (AT) department at Purdue University began the assessment process in 1996 in response to an upcoming visit by the Council for Aviation Accreditation (CAA), the accrediting body for aviation programs in North America. The information gathered satisfied the CAA but only presented the requested information
In anticipation of the North Central Accreditation (NCA) regional accreditation for Purdue University as a whole in 1999, the university began an assessment initiative that would include all academic programs. The university established a series of student learning outcomes for each school. AT is part of the School of Technology (SOT). The SOT established what learning outcomes its graduates should have and the SOT Assessment Committee created an eight step assessment framework that all departments would use as a guide for their individual assessment plans.
The assessment process in Aviation Technology began by examining where assessment information was currently being gathered. Over eight sources were identified, but there was no central organization or structure in place to utilize the results. The first iteration of the AT Assessment Program gathered these sources under a central umbrella and started to address faculty issues and concerns. After the first year, the assessment process was examined and while considerable data was gathered, it became apparent that the feedback mechanisms were minimal and ineffective. The second iteration produced a solid feedback system, this time with faculty input.
The assessment process is into its third year. Faculty are becoming more supportive of these activities and the mechanisms are becoming more streamlined and efficient. The plan is simple and uncomplicated and designed to satisfy the requirements of the CAA, NC, and Federal Aviation Administration requirements. The AT assessment plan is a common sense approach that is designed to evolve with time and experience.
AU  - Raymond Thompson
CY  - Albuquerque, New Mexico
DA  - 2001/06/24
PB  - ASEE Conferences
TI  - Assessment – Evolutionary Not Revolutionary
UR  - https://216.185.13.174/8925
DO  - 10.18260/1-2--8925
ER  -