Towards an integrated approach to curricular assessment: lessons from ABET and UCLA’s Department of EE Hilary Godwin, Associate Dean for Academic Programs UCLA School of Public Health
Similarities between CEPH and ABET process & requirements • Non-governmental peer-review process • Requires delineation of curricular goals and process for ensuring that those goals are being met • Requires input from varied constituencies re: what goals should be and whether goals are being met
Slide courtesy of Davidson, Griffith, and Sayed Overview of EEweb An Integrated Course Management & Assessment Interface http://www.eeweb.ee.ucla.edu See also: http://www.eeweb.ee.ucla.edu/videos/EEwebPresentation/EEwebPresentation.html and http://www.eeweb.ee.ucla.edu/about_eeweb.php Professor Ali H. Sayed Electrical Engineering Department Henry Samueli School of Engineering & Applied Science UCLA Email: firstname.lastname@example.org
What is EEweb? EEweb is a dynamic and sophisticated online interface created by Professor Ali H. Sayed in Electrical Engineering in the UCLA Henry Samueli School of Engineering and Applied Sciences EEweb is an online interface that integrates educational assessment with course management tasks; it links national accreditation requirements to competencies and to student and course performance It aligns the curriculum with national accreditation requirements and permits ongoing data collection for continuous program/course improvement and for responding to accreditation reporting requirements Slide courtesy of Davidson, Griffith, and Sayed
What is EEweb(cont’d) EEweb provides students, teaching assistants, and instructors with uniform access to course materials and to online instruction tools Keeps the department and instructors appraised of student performance and course performance Can be applied to educational programs at all levels (undergraduate, graduate, pre- and postdoctoral training, etc.) Slide courtesy of Davidson, Griffith, and Sayed
Constituencies & Assessment Tools Series of tools seek feedback from students, instructors, alumni, industry, department advisory board, student advisory committee Educational outcomes are assessed through four constituencies: students, alumni, industry, faculty Graduates are expected and prepared to exercise skills and abilities through explicitly stated program outcomes Slide courtesy of Davidson, Griffith, and Sayed
Link Launched on Sep. 22, 2003 http://www.eeweb.ee.ucla.edu Accreditation Slide courtesy of Davidson, Griffith, and Sayed
Slide courtesy of Davidson, Griffith, and Sayed Link • A sophisticated online course management system with embedded assessment. • Keeps track of student, course, and instructor performance across courses and quarters. • Tracks assessment for accreditation purposes. Automates many tasks. • Interface adopted by the engineering departments at UCLA.
UCLA EE: matrix approach to assessing whether curricular goals are being met • In consultation with stakeholder groups, determine desired program outcomes • Ask each faculty member to articulate the course outcomes for each class they teach, which program outcomes they relate to, and the level of contribution of each course outcome to each program outcome • As part of end of quarter course evaluation, ask students to provide feedback on the degree to which they felt the course provided them with the opportunity to learn each of the course outcomes and program outcomes that professor indicated as relevant • Develop matrix showing contribution of each course to each of the program outcomes & how overall curriculum performs
Applying the UCLA EE matrix approach to assessing whether curricular goals are being met in SPH • In consultation with stakeholder groups, determine desired competencies for each degree • Ask each faculty member to articulate the learning objectives for each class they teach, which competencies they relate to; and level of contribution of each of the learning objectives to each of the competencies • As part of end of quarter course evaluation, ask students to provide feedback on the degree to which they felt the course provided them with the opportunity to learn each of the learning objectives & competencies that professor indicated as relevant • Develop matrix showing actual contribution of each course to each of the competencies & how overall curriculum “performs”
ASPH MPH competencies • Biostatistics: BIO1-BIO10 • Environmental Health Sciences: EHS1-EHS8 • Epidemiology: EPI1-EPI10 • Health Policy & Management: HPM1-HPM10 • Social & Behavioral Sciences: SBS1-SBS10 • Communication & Informatics: CI1-CI10 • Diversity & Culture: DC1-DC10 • Leadership: L1-L9 • Professionalism: P1-P11 • Program Planning: PP1-PP10 • Public Health Biology: PHB1-PHB10 • Systems Thinking: ST1-ST10
EHS1-EHS8 • Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety. • Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents. • Specify current environmental risk assessment methods. • Describe genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards. • Discuss various risk management and risk communication approaches in relation to issues of environmental justice and equity. • Explain the general mechanisms of toxicity in eliciting a toxic response to various environmental exposures. • Develop a testable model of environmental insult. • Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues.
Example: learning objectives for EHS 100 and their relation to competencies
Example: matrix of how set of courses contribute to competencies (e.g., for MPH in Community Health Sciences)
http://www.eeweb.ee.ucla.edu Additional Reporting Functionalities • Past performance reports for individual courses (useful for faculty reviews & promotions) • Tracking of course performance over time (useful for pinpointing problems & identifying their sources) • Department-wide performance based on assessment from student end of quarter surveys • Program wide performance in meeting overall goals See also: http://www.eeweb.ee.ucla.edu/videos/EEwebPresentation/EEwebPresentation.html
Potential to incorporate competencies and assessment requirements from other groups with parallel or complementary initiatives • Industrial hygiene (ABET) • REHS • National Center for Healthcare Leadership • CAHME