Student Learning Outcomes Check Sheet. Responsible Program Coordinator/Chair completing this form: Brent Donham

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1 Student Learning Outcomes Check Sheet (The BS Technology Management program was revised and re-implemented in There have been no graduates under the new degree plan to date to assess. The program assessment was developed around efforts to validate and enhance the program) Degree Program Title: Industrial Engineering Degree Type: Bachelor of Science Banner/CIP Code: Responsible Program Coordinator/Chair completing this form: Brent Donham Note: Full narratives for Items 1-4 were submitted 23 February 2012; only the # and brief description of the Student Learning Outcome need to be included in this report. 1. STUDENT LEARNING OUTCOME. To which Student Learning Outcome does this data refer to from your 23 February 2012 report? SLO #1: Graduating Industrial Engineering students will indicate their perceived level of attainment of the program goals/objectives. This assessment is part of an ABET Continuous Improvement process. 2. ACHIEVEMENT SUMMARY: FINDINGS & RESULTS. What are the results of the assessment of this learning objective thus far? Be sure to include the semester/year the assessment was conducted; attach any relevant reports, data tables, etc. Please be specific in your descriptions. Indicate the number and percentage of students whose data is reported here. Please note: the percent of students who successfully took a test or passed an oral exam is not an example of assessment findings. The findings must be related directly to a learning outcome. An Exit Survey was conducted in IE 495 (capstone course) with graduating BS Industrial Engineering students. Preparation for Attaining Program Goals Quantitative Analysis: A 5-point Likert scale (Fully prepared = 5, Not prepared = 1) was utilized in the survey. The assessment targets included no individual would indicate a rating of "Not " for any program goal and the mean and median scores would be greater than or equal to 3 for each program goal. 1 Not Fully Mean Median PEO # PEO # PEO # n = 10 (N = 11 students in the TMGT 595 course or 90% participation rate) Program Educational Outcome #1: Function effectively within an engineering profession or graduate program by drawing upon IE skills and knowledge, as evidenced by, but not limited to, continuous employment or successful progress towards a graduate degree.

2 Program Educational Outcome #2: Progress within the engineering profession as evidenced by, but not limited to, leadership roles, value added within a team, increased responsibility with decision making, or creation of better or more effective products, processes, technologies, or ideas Program Educational Outcome #3: Engage in life-long growth within the industrial engineering profession as evidenced by, but not limited to, company training, industry certifications, professional conferences, and graduate work The assessment targets were met with no student indicating that they were not prepared and the Means and Medians were greater than 3 for all program goals. While the targets were met, the IE faculty noted the student ranking on PEO #2 at a level of 2. The responses to this program educational outcome will be monitored in future surveys to see if there is a trend or if this was just one individual s perception. 3. PROGRAM ENHANCEMENT. How has this assessment data been used? Please give examples over the last 3 years. What are the specific mechanisms for communicating results and changing courses, curriculum, learning activities within a course, etc The faculty established the assessment process based upon ABET s Program Educational Outcomes, which are skills and knowledge achieved by individuals following a few years after graduation. The PEOs are aligned with the Student Learning Outcomes (SLOs), which define a set of skills and knowledge that a student will demonstrate by graduation. Program faculty review and interpret the PEO assessment data, both quantitative and qualitative, to determine if any action related to program improvement is required. Results were compared to exit surveys from prior years to establish trends. Results are shown in the following table. PEO #1 PEO #2 PEO #3 Mean Median Mean Media Mean Median NOTE: The PEO s were revised in Spring 2012 to reflect the new ABET guidelines. The new PEO #1 partially equates to the old PEO #2. The new PEO #2 equates to the old PEO #2 and the new PEO #3 equates to the old PEO #5.

3 1. STUDENT LEARNING OUTCOME. To which Student Learning Outcome does this data refer to from your 23 February 2012 report? SLO #2: Industrial engineering alumni will demonstrate the achievement of the Industrial Engineering program goals/objectives. This assessment is part of an ABET Continuous Improvement process. 2. ACHIEVEMENT SUMMARY: FINDINGS & RESULTS. What are the results of the assessment of this learning objective thus far? Be sure to include the semester/year the assessment was conducted; attach any relevant reports, data tables, etc. Please be specific in your descriptions. Indicate the number and percentage of students whose data is reported here. Please note: the percent of students who successfully took a test or passed an oral exam is not an example of assessment findings. The findings must be related directly to a learning outcome. A Survey was conducted with 1 st year alumni of the BS Industrial Engineering program. Preparation for Attaining Program Goals Quantitative Analysis: A 5-point Likert scale (Fully achieved = 5, Not achieved = 1) was utilized in the survey. The assessment targets included no individual would indicate a rating of "" for any program goal and the mean and median scores would be greater than or equal to 3 for each program goal. 1 Not Fully Mean Median PEO # PEO # PEO # n = 5 (N = 6 1 st year alumni 83% participation rate) Program Educational Outcome #1: Function effectively within an engineering profession or graduate program by drawing upon IE skills and knowledge, as evidenced by, but not limited to, continuous employment or successful progress towards a graduate degree. Program Educational Outcome #2: Progress within the engineering profession as evidenced by, but not limited to, leadership roles, value added within a team, increased responsibility with decision making, or creation of better or more effective products, processes, technologies, or ideas Program Educational Outcome #3: Engage in life-long growth within the industrial engineering profession as evidenced by, but not limited to, company training, industry certifications, professional conferences, and graduate work The assessment targets were met with no student indicating that they did not achieve the PEO and the Means and Medians were greater than 3 for all program goals. While the targets were met, the IE faculty noted the student ranking on PEO #2 and PEO #3 at a level of 2. The responses to this program educational outcome will be monitored in future surveys to see if there is a trend or if this was just one individual s ranking.

4 3. PROGRAM ENHANCEMENT. How has this assessment data been used? Please give examples over the last 3 years. What are the specific mechanisms for communicating results and changing courses, curriculum, learning activities within a course, etc. The faculty established the assessment process based upon ABET s Program Educational Outcomes, which are skills and knowledge achieved by individuals following a few years after graduation. The PEOs are aligned with the Student Learning Outcomes (SLOs), which define a set of skills and knowledge that a student will demonstrate by graduation. Program faculty review and interpret the PEO assessment data, both quantitative and qualitative, to determine if any action related to program improvement is required. Results were compared to the individual s exit surveys from the prior year to determine if the achievement levels are consistent across different stages in an alumni s career. Action / outcome is highlighted in the following table. PEO # Exit Survey Not Not st -year Alumni Survey 2011 Senior Exit Survey: x =3.67, Median = st Year Alumni Survey: x =4.8, Median = 5 PEO # Exit Survey Not Not st -year Alumni Survey 2011 Senior Exit Survey: x =3.67, Median = st Year Alumni Survey: x =4.2, Median = 5 No corrective action required. If the trend persists, measures may be taken to address the perception of graduating seniors of being adequately prepared. No corrective action required. If a trend persists in which the 1 st -year achievement level is lower than the Exit survey, this may indicate an area in the program that could be strengthened or enhanced. If deemed necessary, action will be taken to improve the program/student outcomes. No corrective action required. If the trend persists, measures may be taken to address the perception of graduating seniors of being adequately prepared. No corrective action required. If a trend persists in which the 1 st -year achievement level is lower than the Exit survey, this may indicate an area in the program that could be strengthened or enhanced. If deemed necessary, action will be taken to improve the program/student outcomes.

5 PEO # Exit Survey Not Not st -year Alumni Survey 2011 Senior Exit Survey: x =4, Median = st Year Alumni Survey: x =4.2, Median = 5 No corrective action required. If the trend persists, measures may be taken to address the perception of graduating seniors of being adequately prepared. No corrective action required. If a trend persists in which the 1 st -year achievement level is lower than the Exit survey, this may indicate an area in the program that could be strengthened or enhanced. If deemed necessary, action will be taken to improve the program/student outcomes.

6 1. STUDENT LEARNING OUTCOME. To which Student Learning Outcome does this data refer to from your 23 February 2012 report? SLO #3: Employers of Industrial Engineering graduates will validate the achievement of the Industrial Engineering program goals/objectives. This assessment if part of an ABET Continuous Improvement process. 2. ACHIEVEMENT SUMMARY: FINDINGS & RESULTS. What are the results of the assessment of this learning objective thus far? Be sure to include the semester/year the assessment was conducted; attach any relevant reports, data tables, etc. Please be specific in your descriptions. Indicate the number and percentage of students whose data is reported here. Please note: the percent of students who successfully took a test or passed an oral exam is not an example of assessment findings. The findings must be related directly to a learning outcome. As part of the ABET continuous improvement process developed by the faculty, employers are surveyed to assess the level of achievement of the program educational goals. The survey utilizes 5-point Likert scale (Fully achieved = 5, Not achieved = 1). The assessment targets included no employer would indicate a rating of "" for any program goal and the mean and median scores would be greater than or equal to 3 for each program goal. The employer survey is conducted on a 3-year cycle, with the last one being completed in The 2012 survey was distributed but employers responses had not been received at the time this report was developed. 3. PROGRAM ENHANCEMENT. How has this assessment data been used? Please give examples over the last 3 years. What are the specific mechanisms for communicating results and changing courses, curriculum, learning activities within a course, etc The faculty established the assessment process based upon ABET s Program Educational Outcomes, which are skills and knowledge achieved by individuals following a few years after graduation. The PEOs are aligned with the Student Learning Outcomes (SLOs), which define a set of skills and knowledge that a student will demonstrate by graduation. Program faculty review and interpret the PEO assessment data, both quantitative and qualitative, to determine if any action related to program improvement is required. While the employer data was not available, it will be collected and evaluated according to the established assessment process. The portion of the PEO assessment plan involving the employer survey is shown in the following graphic.

7 2-4 Year Alumni Survey 2-4 year: PEO not achieved Employer: PEO not achieved Corrective action will be taken in an attempt to resolve the deficiency in attainment of PEOs 2-4 year: PEO achieved Employer: PEO not achieved Corrective action will be taken in an attempt to resolve the deficiency in attainment of PEOs 2-4 year: PEO not achieved Employer: PEO achieved No corrective action required Action taken as a result of the 1 st -year/2-4 year Alumni Survey assessment stage Employer Survey 2-4 year: PEO achieved Employer: PEO achieved * Employer achievement level is lower than the 2-4 year survey No corrective action required * If trend persists, this may indicate an area in the program that could be strengthened or enhanced An example of the data analysis that will be conducted is shown in the following table using 2009 and 2010 data. 2-4 year Alumni Survey Employer Survey No additional corrective action required. Action taken as a result of the 1 st -year/2-4 year Alumni Survey assessment stage. No corrective action required. If a trend persists in which the employer survey achievement level is lower than the 2-4 year survey, this may indicate an area in the program that could be strengthened or enhanced *. If deemed necessary, action will be taken to improve the program/student outcomes Year Alumni Survey: x =4.75, Median = Employer Survey: x =4.00, Median = 4 * The employer achievement levels are lower than the 2-4 year alumni levels. This will be monitored to determine if this trend persists in future assessment cycles. Review and Approval Signatures & Date: Program Coordinator if applicable Department Chair: Dean

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