ABSTRACT
Technology changes rapidly in the Computer Graphics field and the faculty find themselves continually updating and changing their courses to keep step with current changes in the technology, both in hardware and software. Course consistency in the form of learning objectives and outcomes is an important assessment measure. Many problems can arise in assessment while keeping up with the technology, to the point where some assessment measures may become obsolete. In response to that, this paper will explore a number of questions that deal with the issue of rapidly changing technology within the learning situation along with assessing a program in this type of environment. Additionally, this paper will address a number of questions including: How does an educator keep up, and what is the significance in teaching the "old" technology verses the "new" or "upgraded" technology? How do educators assess student success? How does an educator assess the technology skill level and set a base for continued course assessment throughout a degree program? This paper will also explore the possibilities of setting up accreditation options to prepare for future computer graphics accreditation.
Supplemental Material
- ABET Technology Accreditation Commission Criteria for Accrediting Engineering Technology Programs November 1, 2003Google Scholar
- Brown, Dan, Custer, Rodney, and Schmidt, Klaus (2004) "A National Benchmark Study of Computer Technology Related Programs in Industrial Technology" in Journal of Industrial Technology Volume 20 Number 4Google Scholar
- Colwell, J., Whittington, J., Higley, J, "Tools for Using Course-Embedded Assessment to Validate Program Outcomes and Course Objectives," 2004 ASEE Annual Conference, Salt Lake City.Google Scholar
- Elrod, D. and Stewart, M. D., "Assessing Student Work In Engineering Graphics and Visualization Course," The Engineering Design Graphics Journal, Spring, 2005, volume 69, Number 2, pages 16--21.Google Scholar
- Ebert-May, Diane. Classroom Assessment Techniques Scoring Rubrics http://flaguide.org/cat/rubrics/rubrics1.phpGoogle Scholar
- Hartman, N. W. and Branoff, T. J., "Learning Theories: Applications for Instruction in Constraint-Based Solid Modeling and Other Engineering Graphics Topics," The Engineering Design Graphics Journal, Spring, 2005, volume 69, Number 2, pages 6--15.Google Scholar
- Henderson, B., Jeruzal, C., Pourmovahed, A., 2002, "Assessment of Student Cognitive Development in the Energy Systems Laboratory," Proceedings of the 2002 ASEE Annual Conference, Montreal, June 16--19.Google Scholar
- Land, R. and Hager, W., 2002, "Pilot Survey: Graduate Satisfaction with ET Education at Penn State," Proceedings of the 2002 ASEE Annual Conference, Montreal, June 16--19.Google Scholar
- Moskal, Barbara M. (2003) "Recommendations for developing classroom performance assessments and scoring rubrics". Practical Assessment, Research & Evaluation 8 (14)Google Scholar
- Montgomery, Susan M. "Addressing Diverse Learning Styles Through the Use of Multimedia" ASEE/IEEE Frontiers in Education '95 Session 3a2 - MULTIMEDIA 1. http://fie.engrng.pitt.edu/fie95/3a2/3a22/3a22.htm}Google Scholar
- Schafer, Lisa (1999-2004) Rubrics in the Encyclopedia of Educational Technology, Bob Hoffman Editor (San Diego State University) http://coe.sdsu.edu/eet/Articles/rubrics/index.htmGoogle Scholar
- Slater, Timothy F. Classroom Assessment Techniques Performance Assessment http://flaguide.org/cat/perfass/perfass1.phpGoogle Scholar
- Whittington, Jana. Education; The Process of Effective Critiques, ELSEVIER Publication, Computer Graphics Journal, # 28, pages 401--407, June 2004. www.elsevier.com/locate/cag (Peer reviewed and Invitational)Google Scholar
- Wiggins, Grant (1990) "The case for authentic assessment. Practical Assessment, Research & Evaluation," 2(2) http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/T001% 2006-07%20TAC%20Criteria%2012-19-05.pdf, page 5.Google Scholar
Index Terms
- Teaching strategies and assessment measures for rapidly changing technology programs
Recommendations
On Environmental Impact Assessment (EIA) of Technology
ISME '10: Proceedings of the 2010 International Conference of Information Science and Management Engineering - Volume 01Technology has caused enormous damage on human’s living environment while benefiting human beings. Thus it is necessary to expand the scope of environmental impact assessment (EIA) to technology to reduce or eliminate its negative impacts on the ...
The changing face of information technology
SIGITE '13: Proceedings of the 14th annual ACM SIGITE conference on Information technology educationInformation technology as an academic discipline began in the early 90's. Since then, there have been many changes in how industry views the discipline. Today, information technology is about large-scale operations. This may be manifested as supporting ...
Comments