SES Curriculum Outcomes Assessment Procedure
Program Outcomes Procedure
Program Outcomes assessment will be performed each year at the beginning of the fall term.
- Collect information from the previous year:
Student Performance Assessment Data Form
Instructor Course Assessment Form
Exit interviews from the last graduating class
- If the exit interviews show significant negative information, a follow-up should be performed involving a focus group of selected interviews with survey participants to identify specific problem areas.
- For each Program Outcome, summarize in quantitative form the RESULTS of the assessment, showing:
- For each course that assessed that outcome:
- A summary of the results of the Student Performance Assessment.
- A summary of the results of the Student Survey.
- Then, summarize the results from the latest Senior Exit Survey for this outcome.
- Put the data on the Program Outcomes Summary Matrix (OSM) form. "Summarize" refers to an arithmetic average of the numerical results for each item.
- The Program Committee should then meet to review the summaries of each Program Outcome, and decide if changes proposed by the instructor at the course level are sufficient, or if changes at the program level are called for. For each Program Outcome, create an Evaluation and Plan for the program in two parts:
- Summarize the instructors' recommendations for changes at the course level
- List any changes proposed by the Program Committee at the program level.
- The Program Committee should also discuss whether changes need to be made to the Program Outcomes or to the Assessment Procedure. For example, the Program Committee might see the need for the Outcome in question to be assessed in a greater number of courses in the program, or in higher level courses.
- Discuss the results and the Program Committee proposals with the rest of the Program Faculty.
- Once a consensus is arrived at, implement any changes that have been agreed on.
- Fill out the Program Outcomes Assessment Summary Form. Send a copy to the SoE Assessment Committee.
Program Objectives Assessment Procedure
Program Objectives assessment will be performed every three years.
- Collect information based on the previous three years' graduating classes:
- If either of these surveys shows significant negative information, a follow-up should be performed involving a focus group of selected interviews with survey participants to identify specific problem areas and possible remedies.
- For each Program Objective, tabulate the results of these two assessment methods. Indicate which Objectives need improvement.
- The Program Committee should then meet to review the summaries of each Program Objective, and decide if changes at the program level are called for. List the proposed changes.
- The Program Committee should also discuss whether changes need to be made to the Program Objectives, Mission Statement, or to the Assessment Procedure.
- Discuss the results and the Program Committee proposals with the rest of the Program Faculty and with the Visiting Committee (preferably in a meeting, otherwise by email, etc.).
- Fill out the Program Objectives Assessment Summary Form. Send a copy to the Engineering Assessment Committee.
Development of Program and Course Outcomes
The Program Committee should revise the current Program Outcomes to correspond to the revised SoE Curriculum Outcomes. The revised Program Outcomes should then be provided to each instructor for him or her to use in developing Course Outcomes.
Each instructor will develop a list of outcomes for his or her course using the guidelines in the "Course Assessment Procedure." The Program Committee should collect all the course outcomes, and examine them to determine whether:
- The Course Outcomes satisfy the expectations of the Program Committee for that course.
- Each of the Program Outcomes are represented at several different levels in the curriculum.
- The Course Outcomes for all the courses taken together cover the knowledge set that the Program Committee expects. That is, there are no significant gaps in the curriculum.
The Program Committee should provide the instructor with feedback on any changes that are needed to satisfy these requirements.
Note that although the Program Committee is expected to look at all of the Course Outcomes taken together, the Program Assessment Process will not assess student performance at this level of detail. That process will assess a sampling of the Course Outcomes (three to five per course) to determine if the program is satisfying the Program Outcomes.
Assessment of ABET Criteria 3-f,g,i and j
These criteria require extra effort for them to be assessed in our programs. Here are some suggestions on how to assess student performance on these criteria. Except for the measurements made in the senior exit survey, all of these would be reported in the Student Performance Assessment Data (SPAD) form.
Engineering programs must demonstrate that their graduates have:
(f) an understanding of professional and ethical responsibility
- Ask students to write a short paper on an ethical professional dilemma.
- Evaluate students on whether they incorporated professional and ethical concerns in their senior design report.
(g) an ability to communicate effectively
- Ensure that there is a writing component somewhere in the curriculum other than senior design. There should be a grade assigned for writing quality broken out from other grading factors for that work.
- Grade the senior design report on writing quality, broken out from technical content, etc.
(i) a recognition of the need for, and an ability to engage in life-long learning
- Use senior exit survey to determine how many students plan to continue on for graduate studies, either immediately or eventually.
- In senior exit survey, ask students: "What materials related to your profession have your read, other than those that were part of your curriculum? How many?"
- In senior exit survey, ask students: "Have you joined any professional societies? Which one(s)? Have you attended any conferences?"
- Have you attended any professional presentations on or off campus other than those required by courses?
(j) a knowledge of contemporary issues
- As part of the senior or junior design course, have students write a short paper on a contemporary issue related to their profession
- As part of senior design or any other course, administer a quiz in which students are asked to list contemporary issues related to the course.
- In the senior or junior design course, administer a quiz in which students are asked to pick a contemporary issue related to their profession, and to write an in-class essay on the topic.
Survey Questions for Evaluating Life-long Learning
For Senior Exit Survey:
- Do you plan to continue your schooling at the graduate level immediately?
- Do you plan to continue your schooling at the graduate level eventually?
- Since you entered Stevens, have you read any materials related to your field, other than what was required for your program?
- Have you joined any professional societies?
- Have you attended any professional conferences or conventions or professional presentations on or off campus other than ones required?
For Employer Survey:
- Has the employee demonstrated continued interest in advancing his/her knowledge in the profession?
- Has the employee demonstrated an interest in active participation in professional societies?
For Alumni Survey:
- Have you taken graduate courses since obtaining your bachelor's degree?
- Did you obtain a graduate-level degree?
- Do you plan to continue your schooling at the graduate level?
- Since you obtained your bachelors degree, have you read any books related to your field?
- List any professional magazines that you read regularly.
- List any research journals that you read regularly.
- How many professional societies have you joined?
0; 1; 2; 3 or more
- How often do you attend professional conferences or conventions?
Rare or never; Occasionally; Frequently
- Have you made platform presentations at professional society meetings?