Student Learning Outcomes Assessment Report

Transcription

1 Civil, Architectural, and Environmental Engineering Department Architectural Engineering Program Civil Engineering Program Environmental Engineering Program Student Learning s Assessment Report April 200 Overview The Civil, Architectural, and Environmental Engineering Department assesses learning outcomes using an annual cycle of assessment and review. This process is consistent with HLC and ABET requirements. Below are presented the mission of each degree program, the campus-wide outcomes, and an explanation of how those outcomes map to program outcomes. The outcome assessment tools and results of the most recent assessment are then shown. As a result of the most recent assessment cycle, all three programs have taken action to address unexpected results, and those actions are also described below.. Department/Program Mission a. Architectural Engineering Program - The Architectural Engineering Program will provide students with the tools necessary to solve architectural problems critical to our society s well-being. This will be accomplished through a comprehensive, forward-looking and broad-based architectural curriculum emphasizing fundamentals, practical applications, oral and written communication skills, computer applications skills, and professional practice issues and ethics. The Program will prepare graduates for entry into the architectural profession, for life-long learning, and to function as architectural engineers in a global society. b. Civil Engineering Program - The Civil Engineering Program will prepare students for professional performance in the global society and for life-long learning and continued professional development in the civil profession through a comprehensive, forward-looking and broad-based curriculum in civil emphasizing fundamentals and practical applications, oral and written communication skills, computer applications skills, and professional practice issues and ethics. c. Environmental Engineering Program - The Environmental Engineering Program will prepare students for a career in the global, interdisciplinary field of environmental and for life-long development in the profession. The program's fundamental base in biological and earth sciences and development of specific application skills prepares graduates to approach unique, atypical problems with a true problemsolving approach, develop solutions to benefit society and the environment, and promote these solutions.

2 2. Campus-Wide Student Learning s (SLO) Programs must demonstrate that their graduates have: I. an ability to communicate effectively both orally and in writing. II. an ability to think critically and analyze effectively. III. an ability to apply disciplinary knowledge and skills in solving critical problems. IV. an ability to function in diverse learning and working environments. V. an professional and ethical responsibility. VI. an awareness of national and global issues. VII. a recognition of the need for, and an ability to engage in, life-long learning. 3. Curriculum Mapping to Campus and/or Program s The manner in which the three program curricula and their required courses meet the campus learning outcomes can be inferred, in part, from the information in the tables below. In these tables, the relationships between the seven campus learning outcomes and the various program outcomes are shown. The relationships between the various program outcomes and actual required program courses can be found in the appropriate program ABET Self-Study reports. Curriculum and Student Learning Map Architectural Engineering Program Campus Campus Campus Campus Campus Campus Learning Learning Learning Learning Learning Learning I II III IV V VI Program X 2 X 3 X 4 X 5 X 6 X 7 X 8 X Campus Learning VII 9 X 0 X X 2

3 Program Curriculum and Student Learning Map Civil Engineering Program Campus Campus Campus Campus Campus Campus Learning Learning Learning Learning Learning Learning I II III IV V VI X 2 X 3 X 4 X 5 X 6 X 7 X 8 X Campus Learning VII 9 X 0 X X 2 X 3 X Curriculum and Student Learning Map Environmental Engineering Program Campus Campus Campus Campus Campus Campus Learning Learning Learning Learning Learning Learning I II III IV V VI Program X 2 X 3 X 4 X 5 X 6 X 7 X 8 X 9 X Campus Learning VII 0 X X 2 X 3 X 4 X 3

4 4. Methods/Instruments and Administration The following tables contain descriptions of the methods used in the assessment of the campus/program outcomes, information on their implementation, the results of the assessment exercise, and recommendations for either program improvement or assessment modification. With the exception of the subject field exam, the assessment tools are administered by individual faculty members, and the results are reviewed by / recommendations are made by appropriate department program committees. An indicates No Action taken because the performance metric was met; highlighted entries reflect a performance metric not being met. Where the performance metric was not met, an Evaluation Action is indicated based on the keys provided. Fall 2009 Program s Assessment Methods, Administration, Results, and Recommendations Architectural Engineering Program The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following five types: Evaluation Actions:. Wait for another semester and assess with the added data 2. Revise metric to be more realistic 3. Change the assessment tool 4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.) 5. Re-evaluate the data as it appears to questionable Campus-wide Learning. An ability to communicate effectively both 2. An ability to think critically Corresponding BSArchE Program 7. An ability to communicate effectively 2. An ability to design and Assessment Tools Metrics Performance Student oral presentations in ArchE 003 Student term papers in ArchE 003 Oral IDT presentations in ArchE 298 Written IDT reports in ArchE 298 Laboratory exercise on the marks of 70% or on their oral presentations marks of 70% or on their term papers score 70% or on their oral presentations 00% of students score 60% or on their written reports Evaluation Action 9% -- 8% -- FAIL 00% 00% Sec A 86% -- 4

5 conduct experiments, as well as to analyze and interpret data. An ability to apply knowledge of mathematics, science, and properties of hardened concrete from CivE 26 Laboratory exercise on the flexural properties of structural grade wood members from ArchE 03 FE exam Homework assignment on Virtual Work from ArchE 27 marks of 70% or marks of 70% or pass the exam 85% of the students score a 70 or Sec B 88% -- Combined: 87% -- 00% -- 69% --FAIL 87% An ability to apply disciplinary knowledge and skills in solving critical problems. 3. An ability to design a system, component, or process to meet desired needs within realistic constraints 5. An ability to identify, formulate, and solve problems Final Project Design from ArchE 298 (IDT) written report FE Exam Final exam problems and/or design project in CE 229 Faculty member evaluation of a design project report (IDT) in ArchE % or pass the exam on final exam and/or design project pass with a 60% or 00% % --FAIL 89.4% -- 00% -- 00% An ability to function in diverse learning and working environments.. An ability to use the techniques, skills, and modern tools necessary for practice 4. An ability to function on multidisciplinary teams Lighting design project in ArchE 205 FE exam Individual and team-based student work in ArchE 298 Senior exit Survey questions on teamwork marks of 70% or pass the exam final grades > C in ArchE 298 Reply average 3.5 /5.0 for each question or Class taught Spring Semester only 69% --FAIL 00% C (IDT written) 00% C (IDT oral) 94% reply YES -- 5

6 5. An professional and ethical responsibility. 6. An professional and ethical responsibility Questions on interacting with team and contributing to team in the ArchE 298 Comprehensive Assessment of Team Member Effectiveness Survey Student work from the ethics and professionalism modules in ArchE 20 Faculty member evaluation of a design project report (IDT) in ArchE % reply YES score 3.0 or receive marks of 70% or 70% or on student work on the IDT score in ArchE % and 92% respectively -- 92% -- 00% (IDT written) 00% (IDT oral) 6. An awareness of national and global issues. 7. A recognition of the need for, and an ability to engage in, lifelong learning. 8. An understanding the impact of solutions in a global, economic, environmental, and social context 0. A knowledge of issues including architectural principals and the historical development and significance of architecture 9. A recognition of the need for, and an ability to engage in life-long learning Written assignment in ArchE 003 Senior Exit Survey question(s) on the impact of solutions Student work (final project) from Art 203 and/or ArchE 204 Student work (essays) from Hist 375 (formerly History 274) FE exam Assignments in ArchE 248 where students write papers, reports, etc based on marks of 70% or on the written assignment work on this topic Reply average 3.5/5.0 for each question or 90% reply YES 80% of students final marks of 80% or 80% of students final marks of 80% or pass the exam or receive marks of 80% or 9% -- 96% -- 90% -- 93% -- 69% --FAIL 67% -- FAIL 4 6

7 readings from the literature Senior Exit Survey question(s) on the need for life-long learning Reply average 3.5/5.0 for each question or 90% reply YES Not Reported by Sr. Survey Instructor Fall 2009 Program s Assessment Methods, Administration, Results, and Recommendations Civil Engineering Program The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following five types: Evaluation Actions:. Wait for another semester and assess with the added data 2. Revise metric to be more realistic 3. Change the assessment tool 4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.) 5. Re-evaluate the data as it appears to questionable Campus-wide Learning. An ability to communicate effectively both 2. An ability to think critically Corresponding BSCivE Program 7. An ability to communicate effectively 2. An ability to design and conduct experiments, Assessment Tools Metrics Performance Grade in CE 003 IDT presentations and reports in CE 298. Experimental design report; laboratory exercise on the properties of hardened concrete from CE 26 Design of lab experiment in CE 234 More than 85% of students score 80% in the course. Written Reports: 00% of students score 60% or Oral Presentations: score 70% or. More than 85% of students score 70% or 00% of students score 70% or Evaluation Action 84% -- FAIL Written: 97% -- FAIL Oral: 00% -- 9% -- (combined sections) Sec B = 75% Sec A = 00% Combined: 88%

8 3. An ability to apply disciplinary knowledge and skills in solving critical problems.. An ability to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of science. 3. An 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 5. An ability to identify, formulate, and solve problems. An ability to use the techniques, skills, and modern tools necessary for Graded assignment on beam deflections using virtual work in CE 27 Graded assignment on the chemistry of the carbonate system in CE 26 Graded assignment on geology fundamentals in CE 25 Individual Design Task (IDT) from CE 298 (written report) Final exam grades in CE 234 Graded assignment in CE 22 (e.g., design of member in compression) and CE 223 (e.g., structural component of the RC design term project) Student grades on a variety of assignments in required classes, including CE, 3, 2, 25, 26, 00% of students score 60% or More than 85% of students shall 70% or Sec A = 86.7% --- Sec B = 8% -- FAIL (combined) 84% -- FAIL 45% -- FAIL % -- 97% -- FAIL 2 Sec A = 9% -- FAIL Sec B = 2% -- FAIL Combined 2% -- FAIL CE 22 = 00% -- CE 223A = 00% -- CE 223B = 00% -- CE 2A = 00% -- CE 2B = 92%

9 4. An ability to function in diverse learning and working environments. 5. An professional and ethical responsibility. practice 2. An ability to design a system, component, or process in more than one civil context. 4. An ability to function on multidisciplinary teams 6. An professional and ethical responsibility 3. An ability to explain basic concepts in management, business, public policy, and leadership. 27, 230, 234, 242, 248, 26 CE 298 IDT (written and oral) Graded assignment in CE 2, geometric design of a highway Graded assignment in CE 298, Individual Design Task (IDT) Individual and team-based student work in CE 298 Senior Exit Survey questions on teamwork in CE 298 "Comprehensive Assessment of Team Member Effectiveness" (CATME) survey questions on "interacting with team" and "contributing to team" in CE 298 Graded work on ethics and professionalism in CE 20 Leadership exercise in CE 20 Final grade on the midterm examination in CE 248 Graded assignment on topics in CE 26 Combined score 75% Final grades C Question average 3.5 / 5.0 for each question or 90% reply YES score 3.0 or Written: 97% - - FAIL Oral: 00% -- CE 2A = 00% -- CE 2B = 92% -- 92% -- 92% C (IDT written) 00% C (IDT oral) 9.5% reply YES % % -- 59% -- FAIL 4 Sec A = Sec B = 68.4% -- FAIL Combined = 76.9% -- FAIL 87% -- CATME survey in 96.2%

10 6. An awareness of national and global issues. 7. A recognition of the need for, and an ability to engage in, lifelong learning. 8. An understanding the impact of solutions in a global, economic, environmental, and social context 0. Attain a knowledge of issues 9. A recognition of the need for, and an ability to engage in life-long learning CE 298 Written assignment on this topic in CE 003 Senior Exit Survey (CE 20) on the impact of solutions Graded assignment on topics in CE 003 Graded assignment on topics in CE 26 Graded assignment on the Fundamental Canons of Ethics in CE 248 Senior Exit Survey (CE 20) questions on the need for life-long learning Question average 3.5 / 5.0 for each question or 90% reply YES Question Avg 3.5/5.0 for each question or 90% reply YES 89% -- Q54: ; Q55: ; Q6: 3.3 FAIL; Q69: ; Overall: % -- 92% -- 73% -- FAIL 4 97% -- Fall 2009 Program s Assessment Methods, Administration, Results, and Recommendations Environmental Engineering Program The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following six types: Evaluation Actions:. Wait for another semester and assess with the added data 2. Revise metric to be more realistic 3. Change the assessment tool 4. Dialogue with the Area / Group of instruction (environmental, water resources, etc.) 5. Re-evaluate the data as it appears to questionable 6. Curricular change 0

11 FE Exam: 6 of 6 passed (current students in FS 200) Subject S&T % correct National % correct Fail? Math Statistics Chemistry Computers 7 74 FAIL by 3% Ethics/Bus Practices Economics FAIL by 5% Statics FAIL by 7% Dynamics FAIL by 7% Strength of Materials Material Properties 3 42 FAIL by % Fluid Mechanics Electricity & Magnetism FAIL by 2% Thermogodamics Note: National Standard Deviation =.3-3. questions = 5-20% Campus-wide Learning. An ability to communicate effectively both 2. An ability to think critically 3. An ability to apply disciplinary knowledge and skills in solving critical problems. Corresponding BSEnvE Program 7. An ability to communicate effectively using oral, written, and graphic forms 2. An ability to outline and conduct experiments. An ability to apply knowledge of mathematics through differential equations, probability and statistics, sciences including physics, Assessment Tools Metrics Performance EnvE 298 IDT presentation and project 26 oral presentations score; 262 oral presentations and final exam (paper analysis). Experimental design in air pollution (366, 367, or 368) and experimental design in 263 Experimental grade in selected labs in 26 (Drinking Water and BOD) and CE 234 (group designed lab) FE exam scores for morning (general) section Composite grade (average) in representative courses in math 70% or on each 70% or on each 70% or 70% or The student average shall be at or above the national average in each area receive C or 298 IDT Oral - 00% of metric. 298 IDT project - 00% of students met metric. 26 oral presentation scores - no data; 262 oral presentation not offered FS 2009; 262 paper analysis not offered FS 2009 Air Pollution - offered 366 FS 2009, 00% of metric No data. 26 Water treatment lab - 00% of metric. 26 BOD lab - 83% of metric (FAIL) 234 lab - No data. Evaluation Action 6

12 FE afternoon scores: Water resources FAIL by 5% Water and wastewater Air pollution FAIL by 6% Solid and Hazardous Waste Environmental Science and Management chemistry, biology, and geology, and fundamentals including fluid mechanics. 3. An ability to carry out the design of an integrated system and its various components and processes for an environmental project (204), chemistry 3 or Geo 275, biological sciences (0), and introductory (EnvE 26, CE 230, and GE 50). Final Project Design in EnvE 369. Design project from EnvE 298. All students shall 60% or and 70% or 70% or 369 was not offered FS % of metric Scores on specified assignments (homeworks) in EnvE % or 369 was not offered FS An ability to identify, evaluate and solve environmental 3.Proficiency as demonstrated by problem solving in at least four environmental areas EnvE 298 IDT score Afternoon section of FE score. Final Exam Scores in EnvE 265, Air Pollution Elective Course and two Depth elective courses. All students score 70% or greater The student average shall be at or above the national average in each area. 70% (C) or 298 IDT scores - 00% of metric Subject S&T % correct National % correct Fail? 265 Final Exam - metric not met (FAIL) - 62% of students scored 70 or. 366 Final Exam - metric met - 00% of students received 70 or. 36 Final Exam - metric met - 00% of students received 70 or. 2

13 4. An ability to function in diverse learning and working environments. 4. An ability to explain environmental issues associated with air, land, and water systems and associated environmental health impacts. 4.Effective communication in multi-disciplinary environments 8. An ability to provide leadership when working in multidisciplinary teams Quizzes on these topics in EnvE 26. Final exam scores in EnvE 36 (Remediation), GE 33, Air Pollution elective (EnvE 366, 367 or 368), and EnvE 369. Individual and team-based student work in EnvE 298, IDT Oral and CATME Senior Exit Survey, Questions asking about multidisciplinary communication. EnvE 298 group assessment, CATME score in Interaction with Team Alternative Assessment Tool EnvE 20 Senior 70% (C) or. 70% (C) or 80% of students 70% or on IDT oral score and 3.0 or on group evaluation via CATME Student replies for each question shall average 3.5 or higher for each question 3.0 score Replies average 3.5 or greater 26 - No data; quizzes apparently not performed. 36 Final Exam - metric met, 00% of students received 70 or. GE 33 - Not offered FS Final Exam - Metric met, 00% of students received 70 or. 369 Not offered FS IDT Oral - 00% of metric. 298 CATME group evaluation - 00% of metric. Senior Exit Survey Metric met. Student replies averaged 4.2 for the question now asked. 298 CATME score on core in Interaction with Team - 00% of metric. Senior Exit Survey - Metric met. Student 4 3

14 5. An professional and ethical responsibility. 6. An awareness of national and global issues. 7. A recognition of the need for, and an ability to engage in, lifelong learning. 6. An the responsibility of environmental engineers to practice in a professional and ethical manner at all times 2. Environmental project management skills and design techniques. 9. An the potential impacts of solutions on society and the environment. A knowledge of issues related to environmental 0. An the need for up to date tools acquired Survey question(s) Student work from the ethics / professionalism module in EnvE 20. Student leader scores in EnvE 369, instructor and group assessment. CATME score in Interaction with Team EnvE 263 assignment based upon sustainability ethos. Senior Exit Survey, Question on impacts. EnvE 26 issues assignment Report write-up in EnvE 269 EnvE professional societies/services awareness and knowledge Students shall 80% or 70% or 3.0 score 70% or Student replies shall average 3.5 or higher 70% or Students shall B or 70% or replies averaged 4.2 for the question 20 Ethics module - All students received 00% 369 was not offered FS CATME score on core in Interaction with Team - 00% of metric 263 Not done, I thought it was in 369 Senior Exit Survey - Metric met. Student replies averaged 4.4 for the question 26 issues - 83% of students, less than 85%, metric FAIL Metric met. 00% of students received B or 369 was not offered FS

15 through life-long learning assignment. Senior Exit Survey, question on lifelong learning. Student replies for each question shall average 3.5 or higher for question Senior Exit Survey - Metric met. Student replies averaged 4.2 for the question 5. Results and Changes Implemented or Planned a. Findings i. Architectural Engineering Program See information in appropriate table in Section 4. ii. Civil Engineering Program See information in appropriate table in Section 4. iii. Environmental Engineering Program See information in appropriate table in Section 4. b. Use of results i. Architectural Engineering Program See information in appropriate table in Section 4. ii. Civil Engineering Program See information in appropriate table in Section 4. iii. Environmental Engineering Program See information in appropriate table in Section 4. c. Results Brought by the Changes i. Architectural Engineering Program It is too soon to tell if the changes implemented for the current assessment year have brought about any changes. ii. Civil Engineering Program It is too soon to tell if the changes implemented for the current assessment year have brought about any changes. iii. Environmental Engineering Program It is too soon to tell if the changes implemented for the current assessment year have brought about any changes. 5