Conry, J. P., & Harrington, A. (2019, June), Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32109

\bibitem{asee_peer_32109}
  Conry, J. P., \& Harrington, A. (2019, June), \emph{Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32109

Jessica Patricia Conry and Amber Harrington.  "Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/32109 Internet.  02 Jul, 2024

\bibitem{asee_peer_32109}
  Jessica Patricia Conry and Amber Harrington.
  "Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/32109 Internet.  02 Jul, 2024

@INPROCEEDINGS{asee_peer_32109
author = "Jessica Patricia Conry and Amber Harrington"
title = "Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/32109}
number = {10.18260/1-2--32109}
}

TY  - CPAPER
AB  - The physics and engineering physics programs at our institution are currently in the process of preparing to apply for  ABET accreditation through the Applied and Natural Science Accreditation Commission (ANSAC) and Engineering Accreditation Commission (EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum map as part of the assessment plan where each student learning outcome (SLO) is assessed in at least three courses of different levels, so that each SLO is assessed at each of the three levels  (introduced, reinforced, and mastered).  We seek to effectively assess, at the introductory level, the proposed ANSAC SLO (2) and the new EAC SLO (2) with a single project and rubric in our introductory physics course. The primary difference between the SLO (2) from the two commissions is that the EAC is more specific in that students must apply “engineering design to produce solutions that meet specified needs with consideration of public health, safety, welfare, as well as global, cultural, social, environmental, and economic factors” whereas the ANSAC only requires that the design must meet “desired needs.” With this in mind, we have implemented a project that is completed by students at the end of the second semester of introductory physics where students are required to follow engineering design principles to design and build simple speakers that must meet given specifications.  In this paper, we discuss the details of the student project specifications, the rubric developed to assess the student projects, and show select student projects from the first two cohorts assigned this project. Additionally, we will discuss changes that will be implemented to the assignment and assessment processes so that student learning of the skills and concepts required of SLOs will improve.
AU  - Jessica Patricia Conry
AU  - Amber Harrington
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Assessing ABET ANSAC and EAC Learning Outcome (2) in Introductory Physics
UR  - https://strategy.asee.org/32109
DO  - 10.18260/1-2--32109
ER  -