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Civil, Architectural, and Environmental Engineering Department
Architectural Engineering Program Civil Engineering Program
Environmental Engineering Program
Student Learning Outcomes Assessment Report
April 2010
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. 1. Department/Program Mission
a. Architectural Engineering Program - The Architectural Engineering Program will provide students with the tools necessary to solve architectural engineering problems critical to our society’s well-being. This will be accomplished through a comprehensive, forward-looking and broad-based architectural engineering 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 engineering 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 engineering profession through a comprehensive, forward-looking and broad-based curriculum in civil engineering 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 engineering and for life-long development in the profession. The program's fundamental base in biological and earth sciences and development of specific engineering application skills prepares graduates to approach unique, atypical problems with a true problem-solving approach, develop solutions to benefit society and the environment, and promote these solutions.
1
2. Campus-Wide Student Learning Outcomes (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 understanding of professional and ethical responsibility.
VI. an awareness of national and global contemporary 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 Outcomes 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 Outcome Map – Architectural Engineering Program
Program Outcome
Campus Learning Outcome
I
Campus Learning Outcome
II
Campus Learning Outcome
III
Campus Learning Outcome
IV
Campus Learning Outcome
V
Campus Learning Outcome
VI
Campus Learning Outcome
VII 1
X
2
X
3
X
4
X
5
X
6
X
7 X
8
X
9
X
10
X
11
X
2
Curriculum and Student Learning Outcome Map – Civil Engineering Program
Program Outcome
Campus Learning Outcome
I
Campus Learning Outcome
II
Campus Learning Outcome
III
Campus Learning Outcome
IV
Campus Learning Outcome
V
Campus Learning Outcome
VI
Campus Learning Outcome
VII
1
X
2
X
3
X
4
X
5
X
6
X
7 X
8
X
9
X
10
X
11
X
12
X
13
X
Curriculum and Student Learning Outcome Map – Environmental Engineering Program
Program Outcome
Campus Learning Outcome
I
Campus Learning Outcome
II
Campus Learning Outcome
III
Campus Learning Outcome
IV
Campus Learning Outcome
V
Campus Learning Outcome
VI
Campus Learning Outcome
VII
1
X
2
X
3
X
4
X
5
X
6
X
7 X
8
X
9
X
10
X
11
X
12
X
13
X
14
X
3
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 ‘NA’ 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 Outcomes 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:
1. 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 Outcome
Corresponding BSArchE Program
Outcome Assessment Tools Metrics Performance Evaluation
Action
1. An ability to communicate effectively both …
7. An ability to communicate effectively
Student oral presentations in ArchE 003
85% of students or more receive marks of 70% or better on their oral presentations
91% -- PASS NA
Student term papers in ArchE 003
85% of students or more receive marks of 70% or better on their term papers
81% -- FAIL 1
Oral IDT presentations in ArchE 298
85% of students score 70% or better on their oral presentations
100% – PASS NA
Written IDT reports in ArchE 298
100% of students score 60% or better on their written reports
100% – PASS NA
2. An ability to think critically …
2. An ability to design and
Laboratory exercise on the
85% of students or more receive
Sec A 86% --PASS NA
4
conduct experiments, as well as to analyze and interpret data
properties of hardened concrete from CivE 216
marks of 70% or better
Sec B 88% --PASS Combined: 87% -- PASS
Laboratory exercise on the flexural properties of structural grade wood members from ArchE 103
85% of students or more receive marks of 70% or better
100% --PASS NA
3. An ability to apply disciplinary knowledge and skills in solving critical problems.
1. An ability to apply knowledge of mathematics, science, and engineering
FE exam 85% of students pass the exam 69% --FAIL 1
Homework assignment on Virtual Work from ArchE 217
85% of the students score a 70 or better
87% -- PASS NA
3. An ability to design a system , component, or process to meet desired needs within realistic constraints …
Final Project Design from ArchE 298 (IDT) written report
85% of students receive marks of 60% or better
100% ---PASS NA
FE Exam 85% of students pass the exam 69% --FAIL 1
5. An ability to identify, formulate, and solve engineering problems
Final exam problems and/or design project in CE 229
85% of students score ≥ 70% on final exam and/or design project
89.4% -- PASS 100% -- PASS NA
Faculty member evaluation of a design project report (IDT) in ArchE 298
85% of students pass with a 60% or better
100% -- PASS NA
11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Lighting design project in ArchE 205
85% of students or more receive marks of 70% or better
Class taught Spring Semester only
NA
FE exam 85% of students pass the exam 69% --FAIL 1
4. An ability to function in diverse learning and working environments.
4. An ability to function on multi-disciplinary teams
Individual and team-based student work in ArchE 298
85% of students or more receive final grades > C in ArchE 298
100% ≥ C (IDT written) 100% ≥ C (IDT oral) – PASS
NA
Senior exit Survey questions on teamwork
Reply average ≥ 3.5 /5.0 for each question or ≥
94% reply YES -- PASS NA
5
90% reply YES Questions on “interacting with team” and “contributing to team” in the ArchE 298 “Comprehensive Assessment of Team Member Effectiveness Survey”
85% of students score ≥ 3.0
96% and 92% respectively -- PASS
NA
5. An understanding of professional and ethical responsibility.
6. An understanding of professional and ethical responsibility
Student work from the ethics and professionalism modules in ArchE 210
85% of students or better receive marks of 70% or better
92% -- PASS NA
Faculty member evaluation of a design project report (IDT) in ArchE 298
85% of students receive marks of 70% or better on student work on the IDT score in ArchE 298
100% (IDT written) 100% (IDT oral) – PASS
NA
6. An awareness of national and global contemporary issues.
8. An understanding the impact of engineering solutions in a global, economic, environmental, and social context
Written assignment in ArchE 003
85% of students or more receive marks of 70% or better on the written assignment work on this topic
91% -- PASS NA
Senior Exit Survey question(s) on the impact of engineering solutions
Reply average ≥ 3.5/5.0 for each question or ≥ 90% reply YES
96% -- PASS NA
10. A knowledge of contemporary issues including architectural principals and the historical development and significance of architecture
Student work (final project) from Art 203 and/or ArchE 204
80% of students or more receive final marks of 80% or better
90% -- PASS NA
Student work (essays) from Hist 375 (formerly History 274)
80% of students or more receive final marks of 80% or better
93% -- PASS NA
FE exam 85% of students pass the exam 69% --FAIL 1
7. A recognition of the need for, and an ability to engage in, life-long learning.
9. A recognition of the need for, and an ability to engage in life-long learning
Assignments in ArchE 248 where students write papers, reports, etc based on
85% of students or better receive marks of 80% or better
67% -- FAIL 4
6
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
1
Fall 2009 Program Outcomes 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:
1. 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 Outcome
Corresponding BSCivE Program
Outcome Assessment Tools Metrics Performance Evaluation
Action
1. An ability to communicate effectively both …
7. An ability to communicate effectively
Grade in CE 003
More than 85% of students score 80% in the course.
84% -- FAIL 1
IDT presentations and reports in CE 298.
Written Reports: 100% of students score 60% or better Oral Presentations: 85% of students score 70% or better.
Written: 97% -- FAIL Oral: 100% -- PASS
2
2. An ability to think critically …
2. An ability to design and conduct experiments, …
Experimental design report; laboratory exercise on the properties of hardened concrete from CE 216
More than 85% of students score 70% or better
91% -- PASS (combined sections)
NA
Design of lab experiment in CE 234
100% of students score 70% or better
Sec B = 75% Sec A = 100% Combined: 88% -- PASS
NA
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3. An ability to apply disciplinary knowledge and skills in solving critical problems.
1. An ability to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of science.
Graded assignment on beam deflections using virtual work in CE 217
85% or more of the students score ≥ 70%
Sec A = 86.7% --- PASS Sec B = 81% -- FAIL (combined) 84% -- FAIL
1
Graded assignment on the chemistry of the carbonate system in CE 261
85% or more of the students score ≥ 70%
45% -- FAIL 5
Graded assignment on geology fundamentals in CE 215
85% or more of the students score ≥ 70%
98.2% -- PASS NA
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…
Individual Design Task (IDT) from CE 298 (written report)
100% of students score 60% or better
97% -- FAIL 2
5. An ability to identify, formulate, and solve engineering problems…
Final exam grades in CE 234
85% or more of the students score ≥ 70%
Sec A = 9% -- FAIL Sec B = 12% -- FAIL Combined 12% -- FAIL
4
Graded assignment in CE 221 (e.g., design of member in compression) and CE 223 (e.g., structural component of the RC design term project)
85% or more of the students score ≥ 70%
CE 221 = 100% -- PASS CE 223A = 100% -- PASS CE 223B = 100% -- PASS
NA
11. An ability to use the techniques, skills, and modern engineering tools necessary for
Student grades on a variety of assignments in required classes, including CE 1, 3, 211, 215, 216,
More than 85% of students shall receive marks of 70% or better
CE 211A = 100% -- PASS CE 211B = 92% -- PASS
NA
8
engineering practice…
217, 230, 234, 242, 248, 261
CE 298 IDT (written and oral)
Combined score ≥ 75%
Written: 97% -- FAIL Oral: 100% -- PASS
NA
12. An ability to design a system, component, or process in more than one civil engineering context.
Graded assignment in CE 211, geometric design of a highway
85% or more of the students score ≥ 70%
CE 211A = 100% -- PASS CE 211B = 92% -- PASS
NA
Graded assignment in CE 298, Individual Design Task (IDT)
85% or more of the students score ≥ 70%
92% -- PASS NA
4. An ability to function in diverse learning and working environments.
4. An ability to function on multi-disciplinary teams
Individual and team-based student work in CE 298
Final grades ≥ C
92% ≥ C (IDT written) 100% ≥ C (IDT oral) – PASS
NA
Senior Exit Survey questions on teamwork in CE 298
Question average ≥ 3.5 / 5.0 for each question or ≥ 90% reply YES
91.5% reply YES -- PASS NA
"Comprehensive Assessment of Team Member Effectiveness" (CATME) survey questions on "interacting with team" and "contributing to team" in CE 298
85% or more of the students score 3.0 or better
100 % -- PASS NA
5. An understanding of professional and ethical responsibility.
6. An understanding of professional and ethical responsibility
Graded work on ethics and professionalism in CE 210
85% or more of the students score ≥ 70%
89.4% -- PASS NA
13. An ability to explain basic concepts in management, business, public policy, and leadership.
Leadership exercise in CE 210
85% or more of the students score ≥ 70%
59% -- FAIL 4
Final grade on the midterm examination in CE 248
85% or more of the students score ≥ 70%
Sec A = 85.2 -- PASS Sec B = 68.4% -- FAIL Combined = 76.9% -- FAIL
5
Graded assignment on contemporary topics in CE 261
85% or more of the students score ≥ 70%
87% -- PASS NA
CATME survey in 85% or more of 96.2% -- PASS NA
9
CE 298 the students score ≥ 70%
6. An awareness of national and global contemporary issues.
8. An understanding the impact of engineering solutions in a global, economic, environmental, and social context
Written assignment on this topic in CE 003
85% or more of the students score ≥ 70%
89% -- PASS NA
Senior Exit Survey (CE 210) on the impact of engineering solutions
Question average ≥ 3.5 / 5.0 for each question or ≥ 90% reply YES
Q54: 4.4 -- PASS; Q55: 4.6 -- PASS; Q61: 3.3 – FAIL; Q69: 4.2 -- PASS; Overall: 4.2-- PASS
1
10. Attain a knowledge of contemporary issues
Graded assignment on contemporary topics in CE 003
85% or more of the students score ≥ 70%
88% -- PASS NA
Graded assignment on contemporary topics in CE 261
85% or more of the students score ≥ 70%
92% -- PASS NA
7. A recognition of the need for, and an ability to engage in, life-long learning.
9. A recognition of the need for, and an ability to engage in life-long learning
Graded assignment on the Fundamental Canons of Ethics in CE 248
85% or more of the students score ≥ 70%
73% -- FAIL 4
Senior Exit Survey (CE 210) questions on the need for life-long learning
Question Avg ≥ 3.5/5.0 for each question or ≥ 90% reply YES
97% -- PASS NA
Fall 2009 Program Outcomes 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:
1. 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
10
Campus-wide
Learning Outcome
Corresponding BSEnvE Program
Outcome Assessment Tools Metrics Performance Evaluation
Action
1. An ability to communicate effectively both …
7. An ability to communicate effectively using oral, written, and graphic forms
EnvE 298 IDT presentation and project
85% of students receive marks of 70% or better on each
298 IDT Oral - 100% of students met metric. 298 IDT project - 100% of students met metric.
NA
261 oral presentations score; 262 oral presentations and final exam (paper analysis).
85% of students receive marks of 70% or better on each
261 oral presentation scores - no data; 262 oral presentation - 262 not offered FS 2009; 262 paper analysis - 262 not offered FS 2009
NA
2. An ability to think critically …
2. An ability to outline and conduct experiments …
Experimental design in air pollution (366, 367, or 368) and experimental design in 263
85% of students receive marks of 70% or better
Air Pollution - offered 366 FS 2009, 100% of students met metric.
NA
Experimental grade in selected labs in 261 (Drinking Water and BOD) and CE 234 (group designed lab)
85% of students receive marks of 70% or better
263 - No data. 261 Water treatment lab - 100% of students met metric. 261 BOD lab - 83% of students met metric (FAIL) 234 lab - No data.
NA
3. An ability to apply disciplinary knowledge and skills in solving critical problems.
1. An ability to apply knowledge of mathematics through differential equations, probability and statistics, sciences including physics,
FE exam scores for morning (general) section
The student average shall be at or above the national average in each area
FE Exam: 6 of 6 passed (current students in FS 2010) Subject S&T % correct National % correct Fail?
Math 68 65 Statistics 58 56 Chemistry 80 78 Computers 71 74 FAIL by 3% Ethics/Bus Practices 82 79 Economics 63 68 FAIL by 5% Statics 42 49 FAIL by 7% Dynamics 33 50 FAIL by 17% Strength of Materials 44 40 Material Properties 31 42 FAIL by 11% Fluid Mechanics 63 63 Electricity & Magnetism 44 46 FAIL by 2% Thermogodamics 64 55
Note: National Standard Deviation = 1.3-3.1 questions = 15-20% 6
Composite grade (average) in representative courses in math
85% of students receive C or better
1
11
chemistry, biology, and geology, and engineering fundamentals including fluid mechanics.
(204), chemistry 3 or Geo 275, biological sciences (110), and introductory engineering (EnvE 261, CE 230, and GE 50).
3. An ability to carry out the design of an integrated system and its various components and processes for an environmental engineering project
Final Project Design in EnvE 369.
All students shall receive marks of 60% or better and 85% of students receive marks of 70% or better
369 was not offered FS 2009
1
Design project from EnvE 298.
85% of students receive marks of 70% or better
298 - 100% of students met metric
NA
5. An ability to identify, evaluate and solve environmental engineering
Scores on specified assignments (homeworks) in EnvE 369.
85% of students receive marks of 70% or better
369 was not offered FS 2009
1
EnvE 298 IDT score All students score 70% or greater
298 IDT scores - 100% of students met metric
NA
Afternoon section of FE score.
The student average shall be at or above the national average in each area.
• FE afternoon scores: Subject S&T % correct National % correct Fail?
Water resources 53 58 FAIL by 5% Water and wastewater engineering 60 58 Air pollution engineering 60 66 FAIL by 6% Solid and Hazardous Waste 67 52 Environmental Science and Management 63 62
1
13.Proficiency as demonstrated by problem solving in at least four environmental engineering areas
Final Exam Scores in EnvE 265, Air Pollution Elective Course and two Depth elective courses.
85% of students receive marks of 70% (C) or better
265 Final Exam - metric not met (FAIL) - 62% of students scored 70 or better. 366 Final Exam - metric met - 100% of students received 70 or better. 361 Final Exam - metric met - 100% of students received 70 or better.
NA
12
14. An ability to explain environmental issues associated with air, land, and water systems and associated environmental health impacts.
Quizzes on these topics in EnvE 261.
85% of students receive marks of 70% (C) or better.
261 - No data; quizzes apparently not performed.
4
Final exam scores in EnvE 361 (Remediation), GE 331, Air Pollution elective (EnvE 366, 367 or 368), and EnvE 369.
85% of students receive marks of 70% (C) or better
361 Final Exam - metric met, 100% of students received 70 or better. GE 331 - Not offered FS 2009 366 Final Exam - Metric met, 100% of students received 70 or better. 369 – Not offered FS 2009
NA
4. An ability to function in diverse learning and working environments.
4.Effective communication in multi-disciplinary environments
Individual and team-based student work in EnvE 298, IDT Oral and CATME
80% of students receive marks of 70% or better on IDT oral score and 85% of students receive marks of 3.0 or better on group evaluation via CATME
298 IDT Oral - 100% of students met metric. 298 CATME group evaluation - 100% of students met metric.
NA
Senior Exit Survey, Questions asking about multidisciplinary communication.
Student replies for each question shall average 3.5 or higher for each question
Senior Exit Survey – Metric met. Student replies averaged 4.2 for the question now asked.
NA
8. An ability to provide leadership when working in multi-disciplinary teams
EnvE 298 group assessment, CATME score in Interaction with Team
85% of students ≥ 3.0 score
298 CATME score on core in Interaction with Team - 100% of students met metric.
NA
Alternative Assessment Tool EnvE 210 Senior
Replies average 3.5 or greater
Senior Exit Survey - Metric met. Student
NA
13
Survey question(s) replies averaged 4.2 for the question
5. An understanding of professional and ethical responsibility.
6. An understanding of the responsibility of environmental engineers to practice in a professional and ethical manner at all times
Student work from the ethics / profes-sionalism module in EnvE 210.
Students shall receive marks of 80% or better
210 Ethics module - All students received 100%
NA
12. Environmental engineering project management skills and design techniques.
Student leader scores in EnvE 369, instructor and group assessment.
85% of students receive marks of 70% or better
369 was not offered FS 2009
1
CATME score in Interaction with Team
85% of students ≥ 3.0 score
298 CATME score on core in Interaction with Team - 100% of students met metric
NA
6. An awareness of national and global contemporary issues.
9. An understanding of the potential impacts of engineering solutions on society and the environment
EnvE 263 assignment based upon sustainability ethos.
85% of students receive marks of 70% or better
263 – “Not done, I thought it was in 369”
4
Senior Exit Survey, Question on impacts.
Student replies shall average 3.5 or higher
Senior Exit Survey - Metric met. Student replies averaged 4.4 for the question
NA
11. A knowledge of contemporary issues related to environmental engineering
EnvE 261 contemporary issues assignment
85% of students receive marks of 70% or better
261 contemporary issues - 83% of students, less than 85%, metric FAIL.
1
Report write-up in EnvE 269
Students shall receive marks of B or better
269 - Metric met. 100% of students received B or better
NA
7. A recognition of the need for, and an ability to engage in, life-long learning.
10. An understanding of the need for up to date engineering tools acquired
EnvE 369 - professional societies/services awareness and knowledge
85% of students receive marks of 70% or better
369 was not offered FS 2009
1
14
through life-long learning
assignment.
Senior Exit Survey, question on life-long 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
NA
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.
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