Wellman, B. L., & Nitsche, L. C., & Jeong, D. H. (2021, April), Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement   Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . 10.18260/1-2--36310

\bibitem{asee_peer_36310}
  Wellman, B. L., \& Nitsche, L. C., \& Jeong, D. H. (2021, April), \emph{Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement }
  Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual .
  10.18260/1-2--36310

Briana Lowe Wellman, Ludwig C. Nitsche, and Dong Hyun Jeong.  "Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement ".  Middle Atlantic ASEE Section Spring 2021 Conference, Virtual , 2021, April.  ASEE Conferences, 2021.  https://peer.asee.org/36310 Internet.  13 May, 2024

\bibitem{asee_peer_36310}
  Briana Lowe Wellman, Ludwig C. Nitsche, and Dong Hyun Jeong.
  "Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement ".
  \emph{Middle Atlantic ASEE Section Spring 2021 Conference, Virtual , 2021, April}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36310 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_36310
author = "Briana Lowe Wellman, Ludwig C. Nitsche, and Dong Hyun Jeong"
title = "Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement "
booktitle = "Middle Atlantic ASEE Section Spring 2021 Conference"
year = "2021"
month = "April"
address = "Virtual "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36310}
number = {10.18260/1-2--36310}
}

TY  - CPAPER
AB  - Due to the Covid-19 pandemic, many universities quickly adapted by switching learning, teaching, and assessment activities from face-to-face to an online environment to enforce social distancing. Faculty had to develop new ways of presenting course content, engaging with students, and providing academic support. Concurrently, administrators had to ensure that accredited programs remain in compliance with their accreditation criteria and policies while in an online teaching/learning environment. As faculty adapted their mode of instruction, they were tasked with ensuring that course learning activities and assessments remain aligned with student learning outcomes. In this paper, the course and program assessment strategies utilized by the Computer Science and Engineering programs at the University of the District of Columbia (UDC) as they prepared for a virtual accreditation visit will be presented. Examples of performance indicators and rubrics developed to help faculty determine if students are meeting student outcomes will be given, along with (i) systematic procedures for digital collection and evaluation of assessment data, (ii) archiving and well-organized web-based presentation to the accreditation board, and (iii) maintaining effective consultation with advisory boards and program constituents within the constraints of social distancing. We also discuss the surrounding context of aligning college-level outcomes and program objectives with the University-level mission, goals and student learning outcomes and building college-wide consensus and faculty buy-in to the holistic system of assessment and continuous improvement. We conclude that establishing student outcomes and assessment tools is essential in any mode of instruction toward robust, sustained, and effective continuous improvement.
AU  - Briana Lowe Wellman
AU  - Ludwig C. Nitsche
AU  - Dong Hyun Jeong
CY  - Virtual 
DA  - 2021/04/09
PB  - ASEE Conferences
TI  - Online Course and Program Assessment Strategies Leading to Effective Continuous Improvement 
UR  - https://peer.asee.org/36310
DO  - 10.18260/1-2--36310
ER  -