CEAS Architectural Engineering Program Assessment Plan

Transcription

1 BS- S rchitectural ngineering Program ssessment Plan ach of the programs in the ollege of ngineering and pplied Science (S) assessment plan includes Program ducational Objectives (POs) that are broad statements of what we expect our students to be able to do several years after graduation. We no longer assess these POs but they are written by program faculty, posted to our website, linked to the college and university mission and their attainment is linked to our Program Outcomes or Student Learning Outcomes (SLOs). The current mission statements for the University, ollege and rchitectural ngineering program are: U Mission Statement: The University of incinnati 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. S Mission Statement: The mission of the ollege of ngineering and pplied Science is to provide: xcellence in ducation provide a world-class education for our students xcellence 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 and technology both to our students and to our local community ccessibility provide a venue where qualified students who want to come, can come; and provide the support necessary to allow them to be successful. rchitectural ngineering Mission Statement: "The mission of the undergraduate architectural engineering program is to provide our students comprehensive academic and cooperative work experiences that will form the foundation for lifelong achievement." Program ducational Objectives: Within a few years of graduation, students holding a baccalaureate degree in rchitectural ngineering from the University of incinnati should attain one or more of the following objectives:. Begin a successful career as an rchitectural ngineer in a design/consulting firm, a construction firm or a government agency or laboratory.. Use the rchitectural ngineering Degree as a basis for continuing education which would lead to a career in architecture, medicine, business, education, law, science or another discipline of engineering.

2 . Use the rchitectural ngineering Degree as a basis for scholarly, research and development, and/or entrepreneurial endeavors.. Demonstrate competency in engineering through licensure, promotions and/or positions of increasing responsibility. 5. Demonstrate a commitment to lifelong learning through graduate education and/or continuing education. 6. Demonstrate a commitment to civic responsibility and engineering ethics through participation in civic or charitable groups. Program Outcomes/Student Outcomes: These are Program Outcomes listed in the P- of the program. Our Program Outcomes as referenced in the semester conversion materials are outcomes students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program. urrently, we use the outcomes which are the standard BT ngineering ccreditation ommission required outcomes for engineering programs: a. ability to apply knowledge of mathematics, science, and engineering b. ability to design and conduct experiments, as well as to analyze and interpret data c. 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. ability to function on multidisciplinary teams e. ability to identify, formulate, and solve engineering problems f. understanding of professional and ethical responsibility g. ability to communicate effectively, orally, visually and/or in writing. h. broad education necessary to understand the impact of engineering solutions in a global and societal context i. recognition of the need for, and an ability to engage in life-long learning j. knowledge of contemporary issues k. ability to use the techniques, skills, and modern engineering tools necessary for engineering practice S faculty have elected to have all college programs use the program outcomes already established by the program and approved by the professional accreditation agencies for that particular program. By keeping the program outcomes the same in semester conversion documents and the professional accrediting bodies we can maintain one consistent assessment plan which addresses both entities. urriculum Map The curriculum map for architectural engineering includes our courses mapped to the a-k outcomes. The courses are shown as Introduced (I), Developed (D) and/or ssessed (). arly in the development of the semester curriculum, core courses were selected for assessment of the program and a timeline established. These core courses will be used to assess the program outcomes and are offered on a regular basis so a one year cycle for assessment of the outcomes is established. The courses selected represent the outcomes required for students to be successful in the program but beyond that they are selected as representative of the level of learning for the student. The courses early in the program are assessed to evaluate the learning of the students at the first of their program when they are being introduced to material that is necessary to move forward in the program. second group of courses are selected as representing the mid-collegiate level of attainment for students in the third or fourth years of their program. These courses are those in which the student shows a higher level of understanding and

3 attainment of the outcomes. The final set of courses are those at the end of the program which measure mastery of the learning for students who are finishing the program and preparing for graduation. This means courses are selected based on:.) required course representing learning outcomes to be measured,.) course year in program curriculum such as first year student, second year, third etc. and.) faculty teaching courses is evenly distributed so that workload is honored. ourse mapping to the outcome is presented in Table (). - courses were selected to be possibly assessed for each one of the outcomes. The reason more than one course is selected is to have a backup course in the case of missing data or more data from a different course. The list of courses for the assessment of the outcomes is presented in Table (). The courses selected for the one year cycle for generating the course assessment report (R) are listed in Table (). The ssessment Methods component is dominated by measures designed to get input from our primary constituents, i.e., the students. In essence, the constituents are asked to respond (directly or indirectly) to two broad questions: ) How well are we (the faculty) doing? ) How well are you (the students) doing? Direct responses are solicited in the form of course evaluations, professional practice surveys, exit interviews, capstone experience evaluation, Industrial dvisory Board feedback, and alumni surveys. sample form used for assessment purposes is included in the appendix. The assessment cycle is depicted in Figure (). What each one of these entails is briefly described below: ourse valuations Faculty evaluate the program outcomes expected to be achieved in the course and use direct measures such as exams, student projects etc. Rubrics are used to provide an objective measure of performance criteria written to assess the level of learning of the student. ourse valuations - students are afforded the opportunity to evaluate each course and instructor by completing the evaluation form distributed in each course near the end of the semester. The format and content of the course evaluation form address each of the BT (a thru k) criteria. Student xit Interviews - ach student completing the baccalaureate program in rchitectural ngineering must schedule and attend an exit interview with the Head during the semester in which they plan to graduate. Students fill out and return a questionnaire prior to attending the oral exit interview. Student responses during the oral exit interview are recorded on a separate form. The results of the oral exit interviews are compiled for use in developing the annual Departmental ssessment Plan report. Professional Practice Surveys ach student completing the baccalaureate program in ivil ngineering must complete a minimum of four, preferably five, semesters of paid o-operative (o-op) work experience to graduate. The student preparation, placement and assessment surveys of the o-op experience are assigned to a separate academic unit, the Division of Professional Practice insert new name ProPL ( The student and employer assessment survey results supplied by the Division of Professional Practice are compiled for use in developing the annual Departmental ssessment Plan report. rchitectural ngineering apstone Surveys The capstone experience is a practitioner driven course experience. rchitects and Professional ngineers are invited to grade the final project reports and student group presentations by filling out a form. The results of this form are compiled for use in developing the annual Departmental ssessment Plan report. Industrial dvisory Board Feedback The Industrial dvisory Board consists of?? members who are invited to the campus for a meeting twice a year, once in the fall semester and a second time during the spring semester. The spring semester meeting ends with a

4 luncheon in which the Board members informally meet and discuss with the rchitectural ngineering undergraduate students their educational experiences, strengths and weaknesses, and changes, if any, desired. The Board members from each lunch table compile the feedback in narrative form to the Department Head, which are compiled for use in developing the annual Departmental ssessment Plan report. lumni Surveys The department will solicit input from all alumni less than two years after graduation. n alumni survey form will be mailed to each alumnus one year after graduation. During the exit interview the Department Head hands over two survey forms, with self-addressed and stamped envelopes, one to be filled out by the alumnus and the other to be filled by his/her immediate supervisor at work. The graduating senior is requested to send these after a year. If we do not hear back from the alumnus after a year, a reminder and new set of forms are mailed. Similar alumni and employer survey forms will also also mailed two years after graduation. Indirect student responses are developed by monitoring and analyzing the performance of the students in select courses and on the Fundamentals of ngineering (F) examination, and include: ourse Grades - ourse grades are monitored for select courses in the rchitectural ngineering curriculum. Numerical statistics are reported and analyzed in the annual Department ssessment Plan report. F xamination Students in are encouraged to attempt the F examination during their senior year (as permitted by the State of Ohio). This is considered as a good faith effort by the student. S faculty also conduct F examination review sessions free of charge, which are organized by the hi-psilon Honorary Student hapter. The performance of students for select topics on the F examination will be monitored and compared to national averages. The examination results are reported and analyzed in the annual Departmental ssessment Plan report. valuation of mployer Data from o-op surveys - ll data in this section is provided by the Division of Professional Practice insert new name. The University of incinnati co-operative education program is the oldest co-operative education program in the world. Started in 96, co-operative education has been a required part of the U engineering education for over years. Because co-op is required of all engineering students, employer evaluations provide a unique opportunity to create a feedback loop for evaluation of the curriculum and student progress.

5 Table () urriculum Mapping to Outcomes ourse Outcome = not applicable = minor = moderate = major N D V V a 7 b 9 c d 6 e f 6 g 7 h 9 i 9 j 9 k 6 V 5 M V 5 9 total Table () ourse ssessment Requirement outcome ourse ourse ourse a V5 Thermo / Fluids V Structural nalysis b rch ngrg Lab I V onstruction Matls rch ngrg Lab II c Bldg Sys I Bldg Sys II V Struct Loads & Sys d M onst Doc, Law & PD 59 apstone e V Structural nalysis V5 Thermo/ Fluids 59 apstone f M onst Doc, Law & PD 59 apstone g rch Skills II rch ngrg Lab I rch ngrg Lab II h ND ngrg Foundations 59 apstone i ND ngrg Foundations 59 apstone j Bldg Sys I Bldg Sys II k rch Skills II Bldg Sys I Bldg Sys II 5

6 Table () ourses That Must Be ssessed ourse ND ngrg Foundations rch Skills II rch ngrg Lab I rch ngrg Lab II Bldg Sys I Bldg Sys II 59 apstone M onst Docs, Law & PDS V onst Mat ls V 5 Thermo/Fluid Mechanics V Structural nalysis V Structural Loads & Sys To be assessed h,i g,k b,g b,g c,j,k c,j,k d,e,f,g,i d,f b a,e a,e c 6

7 ourse ssessment Report (R) ourse (V xxx) Semester: Spring Instructor: la Tabiei ourse title and number: V xxx nrollment: number withdrawals: lass Grade Point verage (GP):. out of. I. Summary of Student Perceptions (class on line evaluation). BT General Questions The course was well planned../5 The professor was approachable to discuss problems related to the course../5 lass assignments and exams were relevant to the course material../5 The grading was fair..9/5 BT a thru k a... apply my knowledge of math, science, and/or engineering./5 b... design and conduct experiments./5 c... analyze and interpret data./5 d... design a system, component, or process to meet desired needs within realistic constraints.9/5 e... work as a team member.6/5 f... identify, formulate, and solve engineering problems./5 g... understand professional and ethical responsibility./5 h... communicate (orally) effectively./5 i... communicate (written) effectively./5 j... understand the impact of engineering solutions in a broad context./5 k... use techniques, skills or modern engineering tools necessary for engineering practice.7/5 7

8 II. ssesment of Learning Outcomes from Students Outcome a) n ability to apply knowledge of mathematics, science, and engineering to problems in the aerospace disciplines b) n ability to design and conduct experiments, as well as to analyze and interpret data c) n ability to design an aerospace system, component, or process to meet desired needs Objective HW Quiz Mid- Term Final Report Oral % of Students with and above omments d) n ability to function on multidisciplinary teams e) n ability to identify, formulate, and solve engineering problems in the aerospace disciplines f) n understanding of professional and ethical responsibility g) n ability to communicate effectively in written and oral presentation h) The broad education necessary to understand the impact of engineering solutions in a global and societal context i) recognition of the need for an ability to engage in life-long learning j) knowledge of contemporary issues through participation in a general education program k) n ability to use the techniques, skills, and modern engineering tools necessary for engineering practice l) nhanced understanding of the relationship between theory and professional practice through the cooperative education experience m) The opportunity to specialize and to participate in a research experience 8

9 III. Grade Distribution Series - B+ B+ B- + - D IV. Learning barriers and problems areas Students are weak in MTLB. V. Needed modifications for enhanced learning MTLB is a must for this class. Students entering the course should be proficient in using MTLB to solve the numerical analysis problems. VI. ourse ssessment and Improvement Process (IP) None Semester Improvement(s) Basis for Improvement(s) ssessment of Improvement(s) 9