Eric C. Pappas is an associate professor in the Integrated Science and Technology Department at James Madison University. He was director (and co-founder with Professor Robert Hendricks) of the Advanced Engineering Writing and Communications Program in the College of Engineering at Virginia Polytechnic Institute and State University (Virginia Tech) from 1993–2003. Dr. Pappas earned a B.S. in Economic Theory from Wagner College in 1972, an M.A. in English in 1987 and an Ed.D. in English Education in 1990 from Virginia Tech. He was on the faculty of Virginia Tech from 1987–2003 and taught classes in technical writing, creative writing, American literature, interpersonal communications and public speaking, critical and creative thinking, leadership, engineering design, management skills, gender issues, and professional ethics.
An Assessment Analysis Methodology and Its Application to an Advanced Engineering Communications Program
Article first published online: 2 JAN 2013
2004 American Society for Engineering Education
Journal of Engineering Education
Volume 93, Issue 3, pages 233–242, July 2004
How to Cite
Pappas, E. C., Kampe, S. L., Hendricks, R. W. and Kander, R. G. (2004), An Assessment Analysis Methodology and Its Application to an Advanced Engineering Communications Program. Journal of Engineering Education, 93: 233–242. doi: 10.1002/j.2168-9830.2004.tb00810.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
- assessment analysis;
- alumni surveys
An assessment of a discipline-specific advanced engineering communications program initiated over a decade ago and those assessment strategies that best measure the success of the program are described. Novel ideas for the visualization and interpretation of the data are presented. These techniques are conducive to an “assess-revise-assess” strategy for curriculum improvement since they can efficiently assist in defining an appropriate and rapid response to program needs and constituency expectations. Based in part on the assessment results, additions and extensions to the original program have been made. These include instruction in interpersonal communications, teamwork, engineering research and professional ethics, management and professional development skills, critical and creative thinking, and engineering design and are described briefly to place the current program in proper context for assessment. Positive correlations show that the program continues to be highly regarded by students, faculty, the college administration, alumni, and industry.