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The reform movement in engineering education is providing several lessons in culture change within the academic setting. From the development of interdisciplinary curricula to the new focus on outcomes-based assessment, faculty, administration, students, alumni, and parents are experiencing the push and pull of these changes. This paper focuses on the need to clearly define the intended institutional outcomes. The process of developing culture change metrics is described and the results from seven engineering schools are explored. The paper includes several samples of aggregate results demonstrating both the benefits and challenges of collecting such information.
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