Developing effective assessment of student professional outcomes

As engineering programs continue to prepare for evaluation under EC 2000, faculty members are experiencing concern over the less well-defined outcomes of Criterion 3 that address lifelong learning, the global anti societal context of our profession, and contemporary issues, Designing and implementing assessment for these outcomes might appear to be a time-consuming and ill-defined endeavor. This paper suggests several straightforward classroom strategies that faculty may use to begin to develop these outcomes in their students and describes an effective assessment method that may be realistically implemented and maintained for the long-term.