BSEE-EE Electrical Engineering Assessment Plan

Transcription

1 BSEE-EE Electrical Engineering Assessment Plan Program Overview Missions and Outcomes Three mission statements are provided below for the University of Cincinnati, the College of Engineering and Applied Science, and the School of Electronic and Computing Systems. Program educational objectives and student outcomes are outlined here as well. 1.1 University, College, and School Mission Statements Mission for the University The University of Cincinnati serves the people of Ohio, the nation, and the world as a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research. We are committed to excellence and diversity in our students, faculty, staff, and all of our activities. We provide an inclusive environment where innovation and freedom of intellectual inquiry flourish. Through scholarship, service, partnerships, and leadership, we create opportunity, develop educated and engaged citizens, enhance the economy and enrich our university, city, state and global community. 1 Mission for the College The mission of the College of Engineering and Applied Science 2 is to provide: 1. Excellence in Education provide a world-class education for our students 2. Excellence in knowledge creation and transfer in support of education and community provide the best education featuring new breakthroughs in science and technology and be able to transfer that knowledge of science technology both to our students and to our local community 3. Accessibility provide a venue where qualified students who want to come, can come; and provide the support necessary to allow them to be successful. Mission for the School The mission of the School of Electronic and Computing Systems 3 is to provide: an enabling educational experience through connections to industry, strengths in entrepreneurship, and integration of theory and practice, the creation and transfer of knowledge in support of education and society, and an environment where a diverse community of qualified students receives the support necessary to succeed. 1 accessed 4/11/ accessed 4/11/ SECS Stategic Plan, developed in Fall

2 Program Educational Objectives In the first few years after graduation, alumni of our Electrical Engineering programs will apply Electrical Engineering practices, techniques, and tools to solve challenging problems relevant to societal and economic needs, demonstrate intellectual growth through continuing education and professional development, and provide technological and professional leadership in industrial and academic environments. Program Outcomes/Student Outcomes (P-1s) The student outcomes required by the ABET Engineering Accreditation Commission (EAC) and are also the P-1s in the Electrical Engineering Assessment Plan in e Curriculum: (a) an ability to apply knowledge of mathematics, science, and engineering, (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, (d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding of professional and ethical responsibility, (g) an ability to communicate effectively, (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context, (i) a recognition of the need for, and an ability to engage in life-long learning, (j) a knowledge of contemporary issues, and (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 2

3 Methods and Measures data collection processes frequency collected by 1. outcomes assessments a. faculty course assessments semesterly for selected courses; at least twice in each 6- year cycle program faculty; analyzed by ABET rep and UG Council b. co-op employer assessment semesterly professional practice faculty program and college c. senior surveys annually (fall and spring) d. general education competencies annually (spring) program faculty 2. industrial feedback a. co-op survey data twice during 6-year cycle professional practice faculty b. professional practice summit twice during 6-year cycle program and professional practice faculty c. advisory board meetings twice during 6-year cycle program faculty 3. alumni surveys twice during 6-year cycle program faculty 4. senior meeting with department head annually (spring) program 2.2 Assessing Student Outcomes Table 1. Continuous Improvement Activities To assess and evaluate student outcomes for the Electrical Engineering program, four assessment sources are used: 1. direct assessment of student outcomes in required courses, 2. co-op data, 3. senior survey (fall and spring), and 4. general education competencies assessment. The course assessment process is outlined here. 1. The faculty and curriculum committee (UNCL) work together to establish and review learning outcomes for required courses. 2. The ABET committee supplies assessment rubrics and a schedule for assessing courses. 3. Assessments are collected and reviewed by the curriculum committee. 4. Results summarized by the ABET representative include: a. an overview of ABET outcomes represented in course learning outcomes, 3

4 b. further investigation of outcomes below the 3.0 threshhold score (i.e., average achievement) via detailed comments in assessment form, c. courses with planned changes and lower achievement scores assessed in the next offering to monitor effects of improvements. 3. Course Assessment Each course has a syllabus containing learning objectives specific to the the course. Faculty assess achievement of course learning objectives through tests, quizzes, homework, lab reports, projects, and other appropriate assignments. The learning outcomes are mapped to the ABET EAC student outcomes; one important facet of our accreditation is to demonstrate achievement of these outcomes. 3.1 Selection of Courses: Outcomes Map An overview of the required courses and ABET EAC outcomes is given in Table 2. The highlighted outcomes represent the point at which achievement of the outcome is assessed. Each outcome is assessed at three or more points in the curriculum, typically an early, mid, and late point. Clusters of outcomes that occur together were selected to form a rubric used to assess those outcomes at the different points. The rubrics are included in the next section. Table 2. Electrical Engineering Course/Outcome Mapping 3.2 Method of Assessment: Outcomes Rubrics Table 3 summarizes the rubrics developed for assessment of student outcomes and which courses the rubrics will be used in. Figures 2-6 illustrate the rubrics 4. A score for each Electrical Engineering student enrolled in the course in the given term will be used 4 The rubrics are identical for Computer and Electrical Engineering; however the students in each program will be assessed separately. 4

5 to calculate an average achievement score for the outcome at the point in the curriculum. Table 3. Rubrics and Courses Figure 2. Rubric 1: Apply Knowledge, Design, and Solve Engineering Problems 5

6 Figure 3. Rubric 2: Experiments and Modern Tools Figure 4. Rubric 3: Communication Skills and Contemporary Issues 6

7 Figure 5. Rubric 4: Professionalism, Broad Impact, and Life-long Learning Figure 6. Rubric 5: Team Work 3.3 Timeline Each outcome will be assessed at least 3 times, and each of the selected courses will be assessed at least twice, shown in Table 4. Additional courses may be assessed as needed, for example, if achievement is below the proficient level and changes are made to the course content or delivery of instruction to improve student learning. 7

8 Table 4. Schedule of Courses to be Assessed 8

9 Assessment Infrastructure Continuous Improvement Process Figure 1 gives an overview of our process for continuous improvement of the objectives and delivery of our academic coursework and co-op experience leading to the Electrical Engineering degree. Figure 1. Continuous Improvement Process We assess and review the coursework and co-op achievement of our students. Based on our evaluation, we analyze and revise our coursework/co-op objectives and delivery. The sources of data collected are shown in the center box labeled continuous improvement: assessments, industrial feedback, alumni surveys, and senior surveys. The assessments can be further categorized as faculty assessment of course learning objectives, co-op employer feedback, fall and spring senior surveys, and general education competencies. Industrial feedback is collected via a co-op employer survey, a professional practice summit, and industrial advisory board meetings. 9