Overview of Student Outcomes from 2011 ABET Report for Self-Study Report

Transcription

1 Overview of Student Outcomes from 2011 ABET Report for Self-Study Report The ABET accreditation process requires each engineering program to submit data demonstrating how each of the ABET a-k student outcomes are addressed in the curriculum. These data include not only assessments of student outcomes, but also data showing how the outcomes are monitored and how the program works to make adjustments and improvements towards these outcomes. Reaccreditation is required every six years, and SEAS went through the reaccreditation process for its eight undergraduate programs in the Fall of All eight majors were accredited. The ABET self study reports comprise approximately 1,500 pages for the eight programs and can be made available upon request. To provide the next level of detail between the terse program assessment summaries and the full ABET self-study reports, this document presents top-level summary tables for each of the eight majors. This is the raw, per-major aggregate data from which the terse summaries were extracted. Bioengineering does not generate the same kind of statistical information as the other SEAS programs, but nevertheless has a fine-grained assessment procedure following ABET guidelines. BE regroups the ABET a-k into six categories, as shown in the following table. Table Attainment and Assessment of Learning Outcomes Learning Outcome Expected Level of Attainment Where Developed Assessment Method Multidisciplinary Ability Problem-Solving Approach Problem-Solving Method Experimentation Core knowledge in mathematics and science, including physics, chemistry, biology; knowledge of how engineering science is applied to problems in biology and medicine Able to understand quantitative engineering approaches employed in bioengineering; able to perform classic engineering analyses in areas of biomechanics, biotransport, signals & systems, and biophysical chemistry Able to apply a range of modern engineering methods Able to design an experiment, beginning with statement of hypothesis and then developing experimental design, including analysis plan; able to analyze experimental results using statistical methods; able to prepare experimental research reports and papers Core courses in math, physic, chemistry, biology, including physiology; applications presented in core bioengineering science courses; advanced elective courses; research experience Core bioengineering science courses Experimental methods covered in core bioengineering labs & research experiences; Matlab modules. Core bioengineering labs; independent research projects; research experience Exams, project reports Exams Labs reports, exams, project reports Lab reports; research project reports; 1

2 Design Able to design device, system, material, process, or software in team setting using a structured process Senior Design course; design-oriented advanced electives; some independent research projects Project presentations & reports Professional Orientation Able to write research paper, citing literature and presenting experimental results; able to make clear oral presentations; able to work effectively in teams Core Bioengineering lab courses; Senior Design Project; project-based advanced elective courses; independent research projects Project presentations & reports, oral presentations, poster sessions This appears as Table 4-10 in the BE ABET Self Study Report. Each of these learning outcomes is assessed through specific course rubrics. Random samples of student work are collected including most assignments, exam questions, projects, and other student work, along with evaluations of presentations. This collected information is then collated and organized into "outcome view notebooks." There is one such data collection for each of the six BE learning outcomes. These data collection notebooks demonstrate that, on a sampling basis, BE students achieve the desired learning outcomes, as defined by the evaluation rubrics, at a very high rate. The following table summarizes CBE outcomes as extracted from their Program Outcomes. CBE records student assessment at 3 levels. The top two (pass and distinction) are used in the simple summary of percentage of student outcome attainment. The distinction column allows CBE to monitor the quality of student achievement at a finer granularity. There is not a perfect 1:1 match, with a-k, but very close. In this case, the data is digested into this table form from a separate document Program Outcomes with Applicable CBE Courses and Their Course Learning Objectives that was a supplemental part of the CBE ABET Self Study. The following table summarizes CMPE student outcome assessment. Here, the columns capture the ABET a-k student outcomes and the rows show how they are covered in specific classes. For each course, there is a cell that captures the attainment percentage and a weight factor. The weight factor captures the fact that courses have different levels of coverage. Here 5 is strong coverage and 1 is light coverage. Blank cells indicates that the specific course is not used for assessment of that student outcome. From this table, it is 2

3 easy to see where outcomes are assessed. In some cases, this is helpful in identifying the outcomes that need better assessment coverage. Individual courses that are not achieving the 85% attainment goal are marked in pink. This is useful in identifying common problems across the curriculum. This appears as Table 4-7 in the CMPE ABET Self Study Report. The next table summarizes CSCI student outcome assessment. It has a similar form to the CMPE assessment with the roles of the rows and columns swapped. It does not provide differential weight for outcomes across courses. 3

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5 This is appears as Table 4-5 in the CSCI ABET Self Study Report. The following table is the student outcome assessment summary for the EE program. It is the same basic format as CMPE and CSCI with the rows for courses like CMPE. EE does not weight outcomes differently by course. 5

6 This appears as Table 4-10 in the EE ABET Self Study Report. The following table summarizes student assessment for MEAM. It has the same basic format as the CMPE, CSCI, and EE tables. This table did not directly appear in the MEAM ABET Self Study Report. However, this table was assembled directly from the description in Section B.2 that begins on page 31 of the MEAM ABET Self Study Report. The following table summarizes the overall student outcome assessment for the MSE program. For this top-level summary, MSE does not break down student outcomes by courses like the preceding engineering majors. 6

7 This appears as Table 4-3 in the MSE ABET Self Study Report. The following table summarizes student outcome assessment for the SSE program. It is formatted similarly to the CMPE, CSCI, EE, and MEAM tables. 7

8 This appears as Table 4-10 in the SSE ABET Self Study Report. 8