FACULTY ACHIEVEMENTS

Lou Rossi, Associate Professor in Mathematical Sciences and David Usher, Associate Professor in Biological Sciences will present at a national meeting to integrate Biology & Mathematics teaching sponsored by the Howard Hughes Medical Institute. These two two-hour workshops July 21-24 in Washington D.C. 's will focus on Assessment Of Student Learning In A Hybrid PBL Capstone Seminar and is entitled "Setting Goals and Assessing Programs and Courses."

Carmine Balascio, Associate Professor, Bioresources Engineering

Nationally Normed Exams for Outcomes Assessment
of Engineering Technology Programs and Certification of
Engineering Technology Graduates (2008)

Abstract: Four-year engineering programs often use the FE exam as a direct measure of outcomes for EAC of ABET accreditation, but such use of the FE exam is not universally appropriate for engineering technology programs. Many engineering technology programs are at the two-yr community college level, and graduates of those programs are not typically eligible to sit for the FE exam. There are fifteen states or other jurisdictions in the U.S. that do not allow graduates of 4-yr engineering technology programs to take the F.E. Use of the FE exam for outcomes assessment of engineering programs and its appropriateness for outcomes assessment of engineering technology programs are examined in detail. The implications of using the FE, which is designed as a test of minimum competency, for outcomes assessment are discussed.
A need is identified– particularly at the community college level and in states where graduates of four-year ET programs are not eligible to take the FE – for nationally normed exams that can be used for direct assessment of outcomes for TAC of ABET accreditation and for state and regional accreditation purposes. Since graduates of 2-yr ET programs are not eligible for engineering licensure in most states, some type of certification such as that offered by NICET, a division of NSPE that has been certifying engineering technicians since 1961 and engineering technologists (by education and experience) since 1980, may be important for career advancement. This paper examines the considerations in developing exams that can meet such needs. Other topics addressed include: the need for different exams at the 2- and 4-yr levels, an exam format that includes separate breadth and depth components, the types of exam-result data that are most helpful.

Suzanne Burton, Associate Professor, Music has been most engaged in assessment and has participated in the following:

2008 Arts Assessment by Design: Delaware Department of Education Arts Assessment Institute held at the University of Delaware. Facilitator and event coordinator for the development of assessments related to the Statewide Curriculum in the Visual and Performing Arts.

2008 MENC: The National Association for Music Education National Conference: Assessment of Music Teacher Education. Panelist for the Assessment Special Research Interest Group biennial meeting.

2008 Red Clay Consolidated School District, Delaware: Curriculum Development and Assessment. Professional development on guiding curriculum development with assessment.

2008 Washington DC Public Schools: Guiding Music Teaching and Learning with Assessment. Seminar keynote and breakout sessions on the assessment of music teaching and learning for K-12 music educators.

2007 Phoenix Union School District, Phoenix, AZ: Council of the Chief State School Officers, National Study Group and State Council for the Assessment of State Standards. Expert Source: Consultant for arts assessments at the secondary level.

2006 Los Angeles Unified School District, Los Angeles, CA: Council of the Chief State School Officers, National Study Group and State Council for the Assessment of State Standards. Expert Source: Consultant for developing a sequential arts program with assessments. Assist with the development of a professional development model for the district

2005 New Jersey Music Educators Conference, New Brunswick, NJ: Creative techniques for assessment. Participatory session on using creativity for authentic assessment

2002 Michigan Gordon Institute for Music Learning: General music assessment through audiation and creative strategies. Techniques for assessment in elementary general music

2001 Midwest Music Educator's Conference, Ann Arbor, MI. Assessment in K-6 general music using creative techniques . Participation-demonstration of assessment using higher level thinking music activities based on creativity

Delphis Levia, Assistant Professor in Geography published an article addressing PBL assessment. Journal of Geography in Higher Education 32(2): 217-231

D. F. Levia Jr. 1,* and S. M. Quiring 2

1 Department of Geography & Center for Climatic Research, University of Delaware, Newark, DE 19716-2541 USA 2 Department of Geography, Texas A&M University, College Station, TX 77843-3112 USA

Assessment of Student Learning In A Hybrid PBL Capstone Seminar 3

Abstract Assessment is a key component of the learning process. In order to maximize student learning, instructors need to provide students with appropriate, explicit and timely assessment. Despite the potential benefits of problem-based learning, some instructors may be reluctant to adopt this approach because it will require them to modify their current assessment practices. In problem-based learning curricula, assessment should be used to encourage and reward student participation throughout the course. This paper presents an analytical rubric developed for diagnosis of student learning via formative assessment in a capstone environmental impact analysis course. The use and role of the analytical rubric in student grading is also explained. This rubric provides a template for how student learning could be assessed in other courses in geography curricula that employ a similar student-centered approach to learning.

Assessment Advice for Beginners by Kenneth J.Campbell, Professor of Political Science and International Relations at the University of Delaware. Speech given at the 2006 American Political Science Association National Meeting.

Suzanne Austin- Professor in the History Department also serves as the Faculty Director in the Office of Research and Graduate Studies. Austin works on University-wide assessment planning, academic program reviews and faculty development initiatives. In 2005, she worked with Mike Middaugh, assistant vice president of institutional research and planning, on preparing the Middle State Commission on Higher Education periodic review report for 2006.