ABET 2000 - Electrical Engineering

Misson Statement
Program Educational Objectives
Program Outcomes
Constituents

Assessment Plan

A high-level flow diagram outlining our assessment and evaluation processes is shown in Figure 1. The diagram shows the two loops for the assessment and evaluation of the EE Program Educational Objectives (loop 1) and EE Program Outcomes (loop 2), and indicates how the EE Program Educational Objectives feed into the EE Program Outcomes.

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Figure 1: Flow diagram illustrating the processes for the assessment and evaluation of the EE Program Educational Objectives (Loop 1) and the EE Program Outcomes (Loop 2).

A. EE Program Educational Objectives

A flow diagram for the assessment and evaluation of the EE Program Educational Objectives is shown in Figure 2 below. The EE Program Educational Objectives have been developed in consultation with the EE Program core constituencies who also help us evaluate how well these objectives are being achieved.

An effective assessment requires both a well thought-out process and interpretable data that provides meaningful input to the process. As indicated in Figure 2, the ESE ABET Committee (Undergraduate Curriculum Committee and ABET Coordinators) evaluates the assessed data and comes up with initial recommendations based upon whether objectives have been met or not.  The results of the evaluation and the ESE ABET Committee’s initial recommendations are presented by the EE Program ABET Coordinator (and members of the ESE ABET Committee) at the yearly ESE retreat and at periodic ESE Faculty Meetings. If appropriate, the faculty authorizes the ESE Undergraduate Curriculum Committee (UCC) to develop a recommendation that could include specific changes to the curriculum, courses, student activities, or lab facilities to further facilitate the achievement of the objectives by our graduates. The recommendations are then brought back to the faculty for discussion and their final approval.

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Figure 2: Process diagram for the assessment and evaluation of EE Program Educational Objectives.

The success of this assessment and evaluation process is dependent on the data that feed into this process. Four data collection instruments are tabbed for this purpose. The diagram shows the instruments that will be used in the process. They consist of the following:

In order to aid with the evaluation of the EE Program Educational Objectives we have developed a matrix that describe in more detail the methods for evaluating our defined measures of success and the ways in which feedback will be provided to relevant parties about the level of achievement of the objectives and outcomes, respectively. The matrix includes the following aspects for each EE Program Educational Objective:

The matrices for all four EE Program Educational Objectives are given in here.

B. EE Program Outcomes

A flow diagram for the assessment and evaluation of the EE Program Outcomes is shown in Figure 3.  The process consists of comparing the results of the assessment with the desired EE Program Outcomes. The ESE ABET Committee evaluates the assessed data and comes up with initial recommendations based upon whether outcomes have been met or not.  The results are reviewed by the ESE Undergraduate Curriculum Committee (UCC) and the EE Program ABET Coordinator. After evaluation of the EE Program Outcomes, the committee discusses the results with the ESE faculty and suggests changes, if needed, to the curriculum, courses, lab facilities, or student activities. This is done primarily at the yearly retreat where extensive discussion can be devoted to the evaluation of the assessment.

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Figure 3: Process for the Assessment and Evaluation of the EE Program Outcomes.

Once again, the development of interpretable, relevant data is a critical aspect of an effective assessment process. Both direct and indirect measures are employed in the assessment and evaluation process as illustrated in Figure 3. The direct assessment instruments consist of the Course Outcomes assessment, lab and design project reports, and senior design project assessment. The indirect assessment instruments include a student survey, senior exit survey, and bi-annual student focus groups. The Course Outcomes Assessment is a key component of the direct assessment and includes the use of “Targeted Questions” on exams and other deliverables such as project and lab reports in core electrical engineering courses to assess a specific outcome. The ESE ABET Committee, with input from the full ESE faculty, establishes the performance criteria for each of the EE Program Outcomes.

Similarly as for the Educational Objectives, we have developed a matrix that describes the methods for assessing and evaluating the EE Program Outcomes. It gives the main key steps involved in the assessment and evaluation process. These steps include:

The matrices for all EE Program Outcomes are given in here.

Course Outcomes Assessment

One of the components of the EE Program Outcomes Assessment is the Course Outcomes Assessment developed using targeted exam questions or other deliverables such as project and lab reports in core engineering courses and the senior design project. This direct method complements the indirect tools such as the student surveys, senior exit surveys, and the student focus groups.

The instructor writes a set of “Course Outcomes” and relates them to specific EE Program Outcomes prior to the start of the semester when the course is to be offered. These Course Outcomes are written such that they can be measured directly and quantitatively using a set of specific course deliverables, such as components of assignments or specific questions on exams. The Course Outcomes are discussed with the students at the beginning of the semester and are posted on the course home page. Students are also informed about the relationship of the Course Outcomes to the overall EE Program Outcomes.

All Course Outcomes correspond to one or more EE Program Outcomes. The relationship between the Course Outcomes and EE Program Outcomes is indicated on each of the “Course Outcomes Assessment Forms (COAF)”. Figure 4 shows a COAF template. The column with the heading “Course Outcomes” lists the Course Outcomes grouped under the respective “EE Program Outcomes”. In this way a clear relationship between the EE Program and Course Outcomes is established. The column “Data Source” lists the specific components of assignments, questions on exams, or projects that are to be used to assess the Course Outcome. These items are prepared specifically to assess the Course Outcome in question.

 

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Figure 4: Template of the Course Outcomes Assessment Form (COAF) [Click here for set of  guidelines]

A Course Outcome is considered to be achieved when at least 85% of the students have achieved a “Pass” score for the outcome. The instructor indicates on the COAF the number of students who have received “Pass” and “Fail” scores on each course outcome. If there is a preponderance of Fails (> 15%) on a specific Course Outcome, the instructor indicates the specific subject area that needs improvement (in the Comments column). At the end of the COAF is a section on Data Analysis and Interpretation. This allows the instructor to describe the analysis of students’ work and any other collected data used in the assessment.  This section also identifies specific areas where the students fell short in achieving a Course Outcome, and areas of improvement, if any.  An important part of the COAF is the Improvement Plan which states what changes, if any, are needed in the course syllabus, text book, and assignments. This helps the ESE ABET Committee close the loop on the course assessment. Finally, there is a section for the ESE ABET Committee to make comments and recommendations to be fed back to the course instructor.

A detailed set of guidelines explaining the use of the Course Outcomes Assessment Form is given to the faculty and can be found here.

CLOSING THE LOOP

A.  EE Program Educational Objectives

As indicated in Figure 2, input from various constituencies are evaluated first by the ESE ABET Committee and second by ESE faculty. The results of the evaluation are presented by the EE ABET Coordinator at the yearly ESE retreat and at periodic ESE Faculty Meetings. If an EE Program Educational Objective is not met, this finding together with supporting data and recommendations by the ESE ABET Committee are presented to the faculty. If needed, the ESE faculty authorizes the ESE Undergraduate Curriculum Committee to recommend further changes to the EE curriculum, courses, student activities, and lab facilities to further facilitate the achievement of the objectives by our graduates.  The Undergraduate Curriculum Chair is also charged with bringing the ESE Undergraduate Curriculum Committee’s recommendations to the faculty for further discussion and approval.

Substantial programmatic changes to the EE curriculum or the introduction of new courses must also be discussed and approved at the School of Engineering and Applied Science Undergraduate Affairs Committee. Results and actions to remedy any shortcoming will be shared with the constituencies and the current students.

B.  EE Program Outcomes

In a process similar to that followed for the EE Program Educational Objectives, the ESE ABET Committee evaluates the input from the direct and indirect measures used to assess the EE Program Outcomes (see Figure 3).  Of particular importance is the aggregation and integration of the Course and EE Program Outcome assessment results to achieve a composite result (score and recommendations) for each EE Program Outcome. In doing so the committee reviews the Course Outcome results on a per outcome basis and determines how the program as a whole is doing with respect to achieving each EE Program Outcome. If any shortcomings are identified, the committee uses the EE Program Outcomes assessment instruments described to track down the source(s) of these shortcomings. This allows the committee to suggest specific changes to courses, improvement in instruction, lab facilities, or students’ activities.

The results of the assessment and evaluation are presented by the EE Program ABET Coordinator to the ESE Faculty at the faculty meetings and the yearly retreat (the retreat will be used to give a comprehensive review of the assessment/evaluation and to propose actions for change; the faculty meetings will be used to follow up on the discussions at the retreat in case the ABET committee is charged to come up with further recommendations). Specific recommendations are proposed by the committee. If appropriate, the ESE faculty authorizes the ESE Undergraduate Curriculum Committee to further review the report presented by the ESE ABET Committee and to particularly focus on issues correctable by updating the EE curriculum. The ESE Undergraduate Curriculum Chair presents his or her committee’s recommendations to the ESE faculty for discussion and approval.

Major changes to a course or the curriculum must also be approved by the School of Engineering and Applied Science Undergraduate Affairs Committee (UAC). The Undergraduate Curriculum Chair is charged with bringing such changes to the UAC for approval.

The results of the assessment and proposed changes that arise from the evaluation process will be discussed with the student body during the semi-annual student focus groups.

C.  Implementation and Dissemination of Changes

The changes to the EE Program Educational Objectives and EE Program Outcomes that were approved as a result of the assessment and evaluation processes are disseminated using the following instruments:

  1. The department’s website.
  2. The university academic bulletin and other relevant publications.
  3. The school’s on-line undergraduate student handbook.