• opinions about their undergraduate program including the quality of preparation in specific curricular outcomes and
• information about both their work experience and ongoing learning after graduation.

• opinions about high school and first-year preparation for the major,
• opinions about their undergraduate program including advising and the quality of preparation in specific curricular outcomes,
• information about co-curricular involvement and plans after graduation, and
• opinions about how important specific curricular outcomes will be in the workplace.

• employers' definitions of key skills and attitudes in outstanding engineering performances and
• employers' perceptions of the relative importance of those skills and attitudes.

• personal knowledge of the work of multiple CoE graduates and
• an established relationship with ECRC staff to create sufficient trust for a 30-60 minute interview.

The annual set of organizations represented must hire CoE graduates from a variety of majors.

• Each academic year, the survey has been modified slightly based on feedback from faculty and respondents.
• In 2003, the survey was revised to clarify scales and enable a web version of the survey. These revisions were made in consultation with the School of Education.

• Each academic year, the survey has been modified slightly based on feedback from faculty and respondents.
• In 2003, the survey was revised to make it more parallel to the Alumni Survey and to enable a web version of the survey.
• In 2007, the survey was revised to incorporate questions about career placement.

• In 2002, an interview was developed in consultation with ECRC to gain access to employer representatives with substantial knowledge of the work of multiple CoE graduates.
• For each administration of the interviews, the interview protocol is modified slightly based on feedback from interviewees and faculty.

• Since 1998, the survey has been administered annually.
• From 1998 through 2005, paper surveys have been mailed to the entire target population.
• From 2002-2006, the paper survey contained an optional URL for the web version of the survey.
• Since 2006-2007, paper postcards containing a URL are mailed to every recipient.  Email reminders are also sent to recipients of the postcard who also have an email address in our records (~1/3 of the target alumni).

• Since 1998, the survey has been administered each semester. (The Spring/Summer semester has been included since August 2003).
• From 1998 through May 2003, paper surveys were handed to recipients within their departments when they applied for their degrees.
• Since August 2003, this survey has been administered entirely through email invitations and email reminders.

• In 1999, a paper survey was administered to company representatives at a large career fair on campus.
• Since 2002, telephone interviews of a sample of 12 employers are conducted bi-annually by ECRC staff.

Since the change to the web survey, respondents enter all of their own survey data.

• Each academic year, comprehensive reports of the results for that survey administration are produced by OSA. Reports include a college-wide report and reports for each undergraduate program. Reports include descriptive statistics by survey question and compilations of verbatim responses to open-ended questions.
• Reports are posted to the "Assessment for Curricular Improvement" website with an email announcement to all faculty about the posting.

• Each academic year, comprehensive reports of the results combining the three survey administrations are produced by OSA. Reports include a college-wide report and reports for each undergraduate program. Reports include descriptive statistics by survey question and compilations of verbatim responses to open-ended questions.
• Reports are posted to the "Assessment for Curricular Improvement" website with an email announcement to all faculty about the posting.

• For the 1999 employer survey, a comprehensive report was produced by the OSA.
• For the interviews, OSA performs qualitative analysis on ECRC's interview summaries. The results of the qualitative analysis and the interview summaries are combined in a comprehensive report for each administration of the interviews.
• Reports are posted to the "Assessment for Curricular Improvement" website with an email announcement to all faculty about the posting.

• In order to answer the faculty's key questions, OSA triangulates information from the alumni survey, the senior survey, the employer survey/interviews, and the course evaluations.
• For selective presentations of assessment results OSA distills assessment information. Most often these interpretations are communicated in live presentations (ranging from 15-45 minutes) to CoE decision-makers, such as the department chairs, the curriculum committee, and the ABET coordinators. A few of the selective presentations are made only in published reports, such as annual budget documentation.
• All the selective presentations are posted on the "Assessment for Curricular Improvement" website.