Changes in perceived learning assessed in stages from mid-stream academic through professional careers

Anita M. Todd, Kimberly A. Barron, Robert N. Pangborn

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

This paper describes the implementation and initial findings of a new web-based senior exit survey in the College of Engineering at Penn State. The electronic format includes an adaptive feature that accounts for the student's major, and presents the respondent with both a core content and a department-specific component that together meet multiple assessment interests and objectives in the College. It also eliminates the need for respondent entry of information that can be generated automatically by linking to the University's student information system. The approach avoids redundant efforts to acquire students' feedback on their academic experience and provides a consistent set of data with which to compare students in different majors or associated with different programs or activities. When combined with the results from evaluations completed by students participating in the Engineering Cooperative Education Program and from a survey sent to alumni two to three years after earning their degrees, the perspectives on key educational outcomes can now be compared and tracked for various stages in students' academic and early professional careers. Selected comparisons, as well as the potential influence of the co-op or post-graduation experiences on student perceptions of learning and preparedness are given.

Original languageEnglish (US)
Pages (from-to)5707-5716
Number of pages10
JournalASEE Annual Conference Proceedings
StatePublished - Dec 1 2002
Event2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada
Duration: Jun 16 2002Jun 19 2002

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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