This paper describes the initiation of an outcomesbased assessment process in the Engineering Technology Department at Western Washington University. It describes some of the standard difficulties of instituting outcomesbased assessment and how we have addressed them. In addition, it describes our process to this point, and our plan for the future. Finally, the paper elucidates how assessment has effected our programs, concentrating on changes to our Manufacturing Engineering Technology program. Overall, assessment has proceeded slowly, but it has brought positive changes to the Engineering Technology Department.

This paper describes how two classes in the Engineering Technology Department at Western Washington University, Applied Engineering Statics and Strength of Materials, have been linked together through the use of an integrated cross-course design project. The primary purpose of the project is to help students learn to utilize course material to analyze open-ended problems. In addition, various aspects of the project provide students with instruction and experience in project management, teamwork, oral, written and visual communication, creative problem solving, and business skills. Along with the goals and integration process, this paper describes the projects that have been used and the changes that have occurred. Assessment data shows that the integration of the project has been successful at meeting its goals.

The ability to set and assess desired student learning outcomes is key not only to maintaining accreditation, but to providing students with a high quality education as well. This paper discusses using integrated design projects to meet student learning objectives and also to provide assessment material for measuring the level of student achievement. A description of the approach is followed by a detailed discussion of a Machine Design course developed using this method. Machine Design is a technical elective for senior Manufacturing Engineering Technology students at Western Washington University. This course contains a reverse engineering/redesign project that reinforces technical material and develops students' teamwork, oral communication, and project management skills, as well as other desired skills. For comparison, briefer examples of other courses from freshman to senior level utilizing integrated design projects are also provided. The approach discussed by this paper has been ...