Assessment has become a subject of great interest to engineering educators. This is part of a larger trend toward emphasizing student learning outcomes in higher education, undertaken both to demonstrate accountability and to improve instruction. Traditionally, engineering educators have focused assessment around students mastery of content knowledge and skills. In this paper, the processes of the Master of Science in Electrical Engineering (MSEE) program offered by Kansas State University will be assessed in a variety of ways. These include input from students, employers, and faculty.
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