Embedded Content Assessment

This work-in-progress paper presents initial work in technical content assessment practices embedded into and integrated throughout the curriculum of a new engineering program. These practices range from program-level evaluation to combatting persistent misconceptions in foundational courses. Specific cases are presented from current practices and future work is described. The methods and considerations presented in this paper can be used as a model for other institutions looking to understand students' technical content knowledge beyond course-specific homework, exams, and other assessments.