Reengineering the curriculum: embedding effective assessment

The National Science Foundation funded Foundation Coalition (FC) offered an integrated freshman or first-year program as part of a systemic reform initiative. Embedded within this curricular reform were student learning outcomes implemented and measured across selected subject areas. The student learning outcomes were emphasized for student academic success and retention. As a result of these outcomes, academic performance, attitudes and retention have been significantly higher for students participating in the program than in the more traditional engineering programs. This paper focuses on the assessment results from two very different participating member institutions, Arizona State University and Rose-Hulman Institute of Technology, and the process of effective assessment and feedback to facilitate reengineering of the curriculum.