EWRE Retreat 8/2/2005 a. ABET Update i. Overview of documents submitted to ABET (Self-Study) ii. What we need to do between now and ABET visit in November
B.2.Program Educational Objectives • B.2.1 Mission Statements (University, College, Department) • B.2.2 Constituents (students, employers, alumni, faculty, graduate schools) • B.2.3 Educational Objectives Objectives • B.2.3 Educational Objectives • 1. Graduates will be prepared with a solid foundation in mathematics, sciences, and technical skills needed to analyze and design environmental engineering systems. • 2. Graduates will possess strong written, oral, and graphical communication skills, and will be able to function on multi-disciplinary teams. • 3. Graduates will be familiar with current and emerging environmental engineering and global issues, and have an understanding of ethical and societal responsibilities. • 4. Graduates will have the ability to obtain professional licensure, and will recognize the need for engaging in life-long learning. • 5. Graduates will have the necessary qualifications for employment in environmental engineering and related professions, for entry into advanced studies, and for assuming eventual leadership roles in their profession.
Potential Problem: CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Evaluations During the 2005-2006 Accreditation Cycle “Criterion 2. Program Educational Objectives Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.”
B.2.4Relationship Between Educational Objectives and Institutional Mission • B.2.5Relationship Between Educational Objectives and Accreditation Criteria • B.2.6How Curriculum and Processes Ensure Achievement of Objectives • B.2.7Process Used to Establish, Review, and Revise Objectives • B.2.8Ongoing Evaluation of Level of Achievement of Objectives • B.2.9Revisions to Objective Assessment Process
Ed. Obj’s Eval/Rev. Constituent Com. Mtg Employer & Alumni Survey Employer & Alumni Survey Constituent Com. Mtg Ed. Obj’s Eval/Rev. Figure B.2.1. Educational Objective Evaluation Process Fall ‘05 Fall ‘11 ABET Visit Fall ‘06 Outcomes Assessment Fall ‘10 Outcomes Assessment -2 Year -1 Outcomes Assessment Outcomes Assessment -3 -6 -5 -4 Outcomes Assessment Outcomes Assessment Fall ‘07 Fall ‘09 Fall ‘08
EBI Alumni Survey Use for Objectives Table B.2.2(a). Selected EBI Questions to Assess Environmental Engineering Program Objectives Objective 1: Graduates will be prepared with a solid foundation in mathematics, sciences, and technical skills needed to analyze and design environmental engineering systems. Q51 Importance/Performance: Degree that your engineering education enhanced your ability to apply knowledge of mathematics Q49 Importance/Performance: Degree that your engineering education enhanced your ability to apply knowledge of science Q10 Extent the engineering degree provided technical skills necessary to succeed Q23 Importance/Performance: Degree that your engineering education enhanced your ability to analyze and interpret data Q25 Importance/Performance: Degree that your engineering education enhanced your ability to design a system, component, or process to meet desired needs Q29 Importance/Performance: Degree that your engineering education enhanced your ability to identify or formulate engineering problems Q31 Importance/Performance: Degree that your engineering education enhanced your ability to solve engineering problems Objective 2: Graduates will possess strong written and oral communication skills. Q39 Importance/Performance: Degree that your engineering education enhanced your ability to communicate using written progress reports Q41 Importance/Performance: Degree that your engineering education enhanced your ability to communicate using oral progress reports Et cetera…
Employer Survey Number of Rankings Out of 8 Figure B.2.2. Employer Survey Results Ranking (1=Not at All, 3-4=Moderately, 7 =Extremely)
Survey results agree (roughly) Objective
Outcomes B. 3. Program Outcomes and Assessment 33 B.3.1 Program Outcomes 33 B.3.2. Process for Producing Outcomes 41 B.3.3 Assessment Process 41 B.3.4 Application of Results to Program Development and Improvement 51 B.3.5 Results of Assessment and Changes Implemented To Improve Program 52 B.3.6 Materials Available for Review During Visit 61
Table B3.1 Matrix Showing Relationship Between Program Educational Objectives and Program Outcomes
Table B3.2 Relationship of UD Environmental Engineering Outcomes to ABET “(a) through (k)” Criteria and Environmental Engineering Program Criteria
Table B3.4 Relationship of UD Environmental Engineering Outcomes to AAEE Environmental Engineering Program Criteria
Outcome Assessment Tools (1) Alumni Questionnaire (2) Educational Benchmarking, Inc. (EBI) senior survey (3) Student Focus Groups (4) student sample work (5) Fundamentals of Engineering (FE) exam results (6) Faculty Course Self Assessment (FCSA)
September FE Exam Group retreat. Changes to courses and curriculum are proposed and discussed Student sample work collected Student sample work and FCSA forms for spring semester submitted. Faculty synthesize all assessment results December June EBI Senior Survey for mid-year graduates Student sample work and FCSA forms for fall semester submitted Student sample work collected EBI Senior Survey Alumni Reunion – Complete questionnaires FE Exam Student Focus Groups March Figure B.3.3. Annual Outcomes Assessment Schedule
Table B.3.11. Curriculum Modifications and Supporting Metrics from 2001-2005.
EBI Senior Survey Results Figure B.3.6. Average Score Ratio for all Outcomes, UD/All Respondents.
Faculty Course Self Assessment Forms • Notes: (faculty comments regarding differences between Target Learning Levels and Assessment Levels) • 1. Students currently do not design any experiments. The course should be modified to include experimental design in future years, perhaps as part of a homework assignment. • 2. Students think they know more than they actually do because an almost ideal natural system was selected for the final project. Real data from an actual groundwater site should be used in the final class project so students gain an appreciation for the complexity of natural systems. • 3. What does N/D mean? A key should be provided. • Assessment results: (a summary of major results of all assessment) • 1. • Suggested Changes: (faculty recommendations on course changes) • 1. Show and/or incorporate more realistic data into the final group project to give students a better appreciation of the difficulty in modeling pollutant fate and transport in natural systems. • 2. While it may be difficult for students to design experiments that they then conduct, it is relatively simple to ask students to come up with an experimental design as part of a homework assignment or exam. This should be done in future years.
Summary (in Steve’s Opinion) • Program credentials are extremely good • We are shaky on having established “closed loops” with a regular, cyclical routine • Our Objectives may be too much like Outcomes • Some outcomes and Objectives are not assessed with much specificity • We have lots of things to do for November
Outcomes and ABET Issues
Outcomes and ABET Issues