Faculty Survey: Program Outcomes for the Curriculum
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- Imogen Lillian Dean
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1 Faculty Survey: Prgram Outcmes fr the Curriculum Curse: Teacher: T be sure that we are prepared t meet the new accreditatin criteria fr ABET, the faculty has agreed n a set f utcmes we expect ur undergraduate prgram t attain. The next step in this prcess is a preliminary assessment t determine where in ur prgram we are helping ur students t reach thse utcmes. That's what this survey is fr; it will prvide valuable infrmatin fr enabling us t make ur IE majr even better. Please fill ut a survey fr each curse yu teach t students in the majr. But befre yu fill ut the survey, please read the fllwing directins. Directins Filling ut the survey: Each f the fllwing statements r questins cntains a set f chices in italics. Circle the chice(s) that applies t yur curse. If n chices apply t yur curse, dn't circle any. Please remember that the utcmes are defined fr the prgram as a whle, nt fr each individual class. The tw main items yu need t cnsider fr each utcme are kinds f teaching practice and kinds f assignments. Kinds f teaching practice: If yu address any f the identified utcmes in yur curse, yu will be asked what kind f teaching practice yu use t teach that utcme. Generally speaking, there are three kinds f teaching practices (which can be applied individually r in varius cmbinatins). Opprtunity fr practice means that yu create situatins in r utside the classrm that prvide students the ccasins t develp the ability in questin. Direct instructin means that yu teach students the generalizable principles and cncepts that underlie the ability in questin. Guided practice means that yu give students feedback during the prcess (directed assistance, advice, suggestins, preliminary evaluatin) befre evaluating the final utcme. Fr the survey, circle ne r mre f the kinds f teaching practices yu nrmally use in yur class. Kinds f assignments: Fr each f the prgram utcmes, yu will be asked t identify the kinds f assignments yu give students t help them learn and/r demnstrate the ability in questin. Circle ne r mre f the kinds f assignments yu nrmally make in yur class. And if yu make assignments nt listed in the chices, please describe them under ther.
2 Survey 1. The ability t apply general principles, theries, cncepts, and/r frmulas frm science, mathematics, and engineering t engineering prblems: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp ability (a). Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate ability (a): hmewrk sets / tests / class prjects / cllabrative class activities. D yu make any assignments that specifically ask students t: 1. define and describe the pertinent principles and apprpriate assumptins, theries, cncepts, and/r frmulas t be applied t an engineering prblem; Yes N 2. explain hw they are apprpriate t the prblem; Yes N 3. demnstrate hw they have been applied in the slutin f the prblem? Yes N 2. The ability t design and cnduct experiments as well as analyze and interpret data: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t design experiments (develp a hypthesis, define variables, and establish an experimental methd t test the hypthesis). Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t design experiments:hmewrk sets / tests / labratry reprts / class prjects. Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t cnduct experiments and analyze and interpret data. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t cnduct experiments and analyze and interpret data: labratry reprts / labratry presentatins / labratry ntebks. 3. The ability t design a system, cmpnent, r prcess t meet desired needs: Yu prvide pprtunity fr practice / direct instructin in the design prcess / guided practice in the design prcess fr yur students t help them develp ability (c).
3 Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t design a system / a cmpnent / r a prcess:: hmewrk sets / class prjects / cllabrative class activities /technical reprts / technical presentatins / psters / design ntebks. D yu make any assignments that specifically ask students t keep a design prcess lg fr a design prject? Yes N 4. The ability t functin n multi-disciplinary teams: Yu prvide pprtunity fr practice f teamwrk skills/ direct instructin in teamwrk skills / guided practice in teamwrk skills fr yur students t help them develp this ability. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate this ability: cllabrative class activities / cllabrative hmewrk sets / class prjects / design prjects. D yu specifically ask students t write a peer evaluatin f their teamwrk experience? Yes N 5. The ability t identify, frmulate, and slve engineering prblems: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp specifically the ability t recgnize and define engineering prblems. Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp specifically the ability t analyze r partitin prblems (int what is given, what is knwn, and what is unknwn). Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp specifically the ability t represent prblems in visual frmats. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t recgnize and define, analyze and represent engineering prblems: hmewrk sets / tests / class prjects / brainstrming ntes / design prjects. Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t create technical visuals (graphs, charts, tables, equatins, drawings, presentatinal graphics, etc.).
4 6. An understanding f prfessinal and ethical respnsibility: Yu prvide pprtunity t put int practice / direct instructin / guided practice fr yur students t encurage the develpment f this understanding. Yu assign and evaluate wrk t encurage the develpment f this understanding: hmewrk sets / cllabrative class activities/ class prjects / design prjects. D yu make any assignments that specifically ask students t: 1. identify the ethical issues pertinent t a prject, 2. generate ethical criteria related t the prject, 3. incrprate thse criteria in the justificatin f the final utcme f the prject, and 4. argue effectively fr the respnsibility f the prject engineer in maintaining the ptimal balance between the cntending frces f utility, cst, and risks. Yes N 7. The ability t cmmunicate effectively: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t write and/r speak in the prfessinal discurses f engineering. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t write and/r speak in the prfessinal discurses f engineering: labratry reprt / prgress reprt / technical reprt / technical presentatin. Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t summarize technical material. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t summarize technical material:abstracts / executive summaries / literature reviews. Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them develp the ability t cmmunicate successfully fr btaining and maintaining emplyment. Yu assign and evaluate wrk t help students learn and/r prvide them the pprtunity t demnstrate the ability t cmmunicate successfully fr btaining and maintaining emplyment: résumés / letters f applicatin / mck jb interviews / mems / prfessinal letters / messages / prpsals / varius reprts (prgress, persnnel, maintenance, etc.) / ral presentatins t a variety f audiences.
5 8. Understanding the impact f engineering slutins in a glbal and scietal cntext. 9. A recgnitin f the need t engage in life-lng learning: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them use the critical infrmatin-seeking tls that enable engineers t cntinue t stay up t date in their prfessin: internet resurces / engineering jurnals /U.S. and freign patent materials /standards / literature bases. Yu specifically encurage yur students t becme actively invlved in the prfessin: jin an engineering sciety / achieve and maintain prfessinal registratin fr engineers / becme invlved in cntinuing educatin. 10. A knwledge f cntemprary issues. 11. The ability t use the techniques, skills, and mdern engineering tls necessary fr engineering practice: Yu prvide pprtunity fr practice / direct instructin / guided practice fr yur students t help them use mdern engineering tls: cmputer-based analysis / cmputer-aided design / slids mdeling / prductin 2-D drawings / engineering graphics literacy / presentatin skills and graphical displays / cmputer literacy.
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