CHEN Program Assessment Advisory Board Meeting June 3 rd , 2012

CHEN Program Assessment CHEN Program Assessment

Advisory Board MeetingAdvisory Board Meeting

June 3June 3rdrd, 2012, 2012

• ABET• Role of the Advisory Board• Accreditation of CHEN Program• CHEN Program Objectives and Student

Outcomes:– Assessment Tools and Processes

– Assessment Results

– Recommendations and implemented actions

• Program Educational Objectives Surveys• Discussion and Comments

Outline

ABET

• Accreditation means the program has:

– meaningful long-term objectives that its alumni achieve;

– a set of measurable outcomes for its students at the time of graduation;

– a process in place for continuous assessment and improvement.

Role of the Advisory Board

• Meet with CHEN faculty members to discuss Program assessment results and recommendations (1-2 times a year);

• Help assess CHEN Program outcomes:– Evaluation of students capstone project

presentations (once a year)

– Exit interviews of graduating students (twice a year)

• Meet with ABET reviewers during accreditation and mock visits (once every 5-6 years)

Accreditation of CHEN Program

• ABET-accredited in Fall 2009 for six years – Next General Review (NGR)– ABET team visited TAMUQ in Oct. 2008– Evaluator’s feedback was very favorable (no

deficiencies, weaknesses, or concerns)

• Next visit will be in Fall 2014

CHEN Program Educational Objectives

• Educational objectives are few and broad, yet measurable, statements about the skills alumni should have some (e.g., five) years after graduation.

New CHEN Program Educational Objectives

• For CHEN at TAMUQ, they are:

1. Our graduates will apply the foundation, depth, and breadth of knowledge for successful chemical engineering careers in industry or government.

2. Our graduates will apply effective communication, leadership and teaming skills.

3. Our graduates will have a sense of responsibility, be ethical in the conduct of their profession, and have an appreciation for the impact of their profession on society.

CHEN Program Educational Objectives – Assessment Tools

• The Program objectives are assessed using:– Alumni Survey– Employer Survey– Surveys conducted every two years – next in the

Fall, 2012.

• Survey Results:– Most recent 2009-10.

CHEN Program Educational Objectives – Assessment Results

• Alumni Survey Results Summary:

CHEN Program Educational Objectives – Assessment Results

• Employer Survey Results Summary:

CHEN Student Outcomes

– Outcomes involve skills and knowledge students should have by the time they graduate;

– ABET has an “A to K” list of compulsory outcomes. Programs may choose to have more.

– We use “A to K”.


• TAMUQ CHEN graduates will have the:

a) Ability to apply knowledge of mathematics, science, and engineering

b) Ability to design and conduct experiments, as well as to analyze and interpret data

c) 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

d) Ability to function on multi-disciplinary teams

e) Ability to identify, formulate, and solve engineering problems


f) Understanding of professional and ethical responsibility

g) Ability to communicate effectively

h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

i) Recognition of the need for, and an ability to engage in life-long learning

j) Knowledge of contemporary issues

k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

CHEN Student Outcomes - Assessment Tools

• Program outcomes are assessed using several tools:– External:

• Capstone course evaluation form• Senior exit interview• Internship survey

– Internal:• Course-based outcome assessment sheet• Senior exit survey


• Capstone Project Evaluation Form (External):– Conducted by external examiners– Based on students final project presentations– Goal:

• At least 70% of all responses from all evaluators for each outcome should be either “Exceed” or “Meet” expectations, as opposed to “Needs Improvement”.

CHEN Student Outcomes - Assessment Results

• Capstone Project Evaluation Form (External):

– Outcome B (“design and conduct experiments”) is not assessed in the capstone project evaluation.

Success % 2010/11 2011/12

Average 87 88

Lowest 81 - c 79 - j

c) Ability to design a system, component, or process…

j) Knowledge of contemporary issues


• Senior Exit Interview (External):– Conducted by external examiners – Two examiners jointly interviewed each senior

student– Goal:

• At least 70% of all responses to each outcome should be either “Well” or “Adequately” prepared, as opposed to “Needs Improvement”.


• Senior Exit Interview (External):

Success % 2010/11 2011/12

Average 96 96

Lowest 71 - b 80 - f

b) Ability to design and conduct experiments…

f) Understanding of professional and ethical responsibility


• Internship Survey (External):– Supervisors of trainees are asked questions about

the performance of our students.– Does not assess all outcomes – conducted usually

after sophomore or junior year– Goal:

• At least 70% of all responses to each outcomes should be either “Exceed” or “Meet” expectations, as opposed to “Needs improvement.


• Internship Survey (External):

Few students reported doing internship in the Summer, 2011.

A survey of internships in the Summers of 2011 and 2012 will be conducted in the Fall, 2012.


• Course-Based Outcome Assessment Sheet (Internal)– Prepared by faculty members– Each “A to K” outcome is assessed using 2-3

courses– Specific tools, e.g., exam question, project, etc.

are used– Goal:

• At least 70% of all students should pass each outcome in all courses assessed


• Course-Based Outcome Assessment Sheet (Internal)

– A lot of data is generated and analyzed in this process;

– All courses pass the goal of at least 70% of the students achieving the outcomes they measure.


• Senior Exit Survey (Internal):– Students are asked how they feel the CHEN

Program prepared them with respect to the outcomes.

– Students are also asked questions related to other areas, such as advising, courses, etc.

– Goal:• At least 70% of all responses for each outcome should

be either “Well” or “Adequately” prepared.


• Senior Exit Survey (Internal):

Success (A-K) % 2010/11 2011/12

Average 100 100


• Senior Exit Survey (Internal):

• Recent answers to survey questions allowed us to detect a specific issue: several students have concerns about career mentoring.

• Action: every semester, when students come for academic advising, faculty members discuss with them career options and opportunities.

Continuous Improvement:Recommendations and Actions Taken Based on 2010/2011 Cycle

At the end of each semester, faculty members submit their course reports. Among other items, these reports contain:

– recommendations for future course editions;– comments on compliance with previous recommendations.

Courses are well established - typical recommendations are: • Minor changes in the number hours dedicated to a topic;• Inclusion/exclusion of specific examples;• Changes in work load (home works, number of exams).

Summary of Program Assessment Results – 2011/2012 Cycle

• Program Objectives:– The process of changing the CHEN Program

Educational Objectives, now approved, delayed our surveys: will take place in the Fall, 2012.

• Student Outcomes:– All external assessment tools of Student outcomes

demonstrate satisfactory performance with respect to all outcomes.

– Internal tools (course-based and exit survey) reinforce the same conclusion.

New tools to assess the Program Educational Objectives

• We have new surveys to assess the Program Educational Objectives, not used yet.

• We tried to keep the surveys short, yet informative, with three open questions.

• We would like to have your feedback on them.

CHEN Program Educational Objectives

• For CHEN at TAMUQ, they are:

1. Our graduates will apply the foundation, depth, and breadth of knowledge for successful chemical engineering careers in industry or government.

2. Our graduates will apply effective communication, leadership and teaming skills.

3. Our graduates will have a sense of responsibility, be ethical in the conduct of their profession, and have an appreciation for the impact of their profession on society.

Employer survey

On average, approximately how many graduates from Texas A&M University at Qatar, Chemical Engineering Program, does your company hire per year? ______________

TAMUQ graduates have the foundation, depth, and breadth of knowledge for successful chemical engineering careers in industry or government.

strongly agree agree disagree strongly disagree no basis for answering

TAMUQ graduates communicate effectively and have leadership and teaming skills.


TAMUQ graduates have a sense of responsibility, are ethical in the conduct of their profession, and have an appreciation for the impact of their profession on society.


Employer survey

• What qualities do you like about our graduates?

• Have you identified areas in which improvements are needed? If so, what are these areas?

• Based on the performance of TAMUQ graduates, would you be willing to hire more in the future?

Alumni survey

I have the foundation, depth, and breadth of knowledge for a successful chemical engineering career in industry or government.


I can communicate effectively and have leadership and teaming skills.strongly agree agree disagree strongly disagree no basis for answering

I have a sense of responsibility, am ethical in my professional conduct, and have an appreciation for the impact of my profession on society.


The educational experience at TAMUQ prepared me well for a successful professional career.


Alumni survey

• What skills you gained at TAMUQ that you found most useful in your professional career?

• What recommendations would you make to the Chemical Engineering Program at TAMUQ to improve the preparation of its graduates for successful professional careers?

• Would you recommend the Chemical Engineering Program at TAMUQ to a friend or family member?

Comments or Suggestions?

Thank you

Documents

CHEN Program Assessment Advisory Board Meeting June 3 rd , 2012