| Actions Completed in 2004 and Actions Needed
for 2005 |
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Jan_2005 |
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| (a)
Apply knowledge of math, science, and engineering |
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| Previous
Curriculum Action Review Summary |
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There was no specific Curriculum Action specified at the end of 2003 for
Outcome (a) during 2004. |
| Curriculum
Review Summary |
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Outcome (a) scores increased from 2003
to 2004. |
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Outcome (a) score variation among the three metrics decreased from 2003 to
2004 |
| Outcome (a) assessment indicates improving
student performance but statistical variation in the assessment process has
not been established. |
| No Action is needed at this time. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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Seeking better instruments for Outcome (a) were suggested as an Assessment
Process Action at the end of 2003 for Outcome (a) during 2004. Instruments
were the specific target, not metrics. |
| Assessment
Process Review Summary |
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The instruments for Outcome (a) seem to be functioning better than thought at
the end of 2003. The Assessment
Process Action for 2004 in retrospect was not a significant need; however,
there remains an interest in moving to more objective measures of student
performance using somewhat standardized Instruments. |
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A method of using the FE Exam results for the assessment of many of the
Outcomes, including (a) has been developed and implemented. |
| The use of questions on MET 320 and MATH
373 final exams is being considered for implementation. More objective measures are needed. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| A |
Better
Assessment of Outcome (a) |
Develop
more objective instruments to assess Outcome (a). |
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| (b)
Design and conduct experiments analyze and interpret data and information |
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| Previous
Curriculum Action Review Summary |
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| No
actions needed. |
| Curriculum
Review Summary |
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| Student
performance has increased considerably from 2003. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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| No
actions needed. |
| Assessment
Process Review Summary |
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Process does a good job of tracking student ability to conduct experiments at
the sophomore level. Design of
experiments does not seem to be addressed adequately by the instrumets used. It is suggested that more senior lab
classes should be used. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| W |
Use more Senior
Lab Classes |
More
senior lab classes need to be assessed to better track design of experiments:
Outcome (b). |
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| (c)
Optimally select material and design materials treatment and production
processes |
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| Previous
Curriculum Action Review Summary |
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| No
Curriculum Action needs were stated for Outcome (c ) in 2004. |
| Curriculum
Review Summary |
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Students continue to perform well. |
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No Curricular Action is needed. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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| There
was no previous Assessment Process Action needed for 2004 |
| Assessment
Process Review Summary |
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Assessment instruments appear to be working well but additional methods are
likely to improve assessment. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| A |
Develop Better
Instruments for Outcome (c ) |
Outcome
(c ) assessment could be improved by adding additional instruments such as a
survey or exit exam. |
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| (d)
Function well on teams |
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| Previous
Curriculum Action Review Summary |
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There were no Curriculum Actions Needed for 2004. |
| Curriculum
Review Summary |
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Students are performing very well in teams. |
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There is no Curriculum Action Needed for 2005 |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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Seeking better instruments for Outcome (d) were suggested as an Assessment
Process Action at the end of 2003 for Outcome (d) during 2004. Instruments
were the specific target, not metrics. |
| Assessment
Process Review Summary |
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The instruments for Outcome (d) seem to be functioning adequately at the end
of 2003. There remains an interest in
moving to more objective (relative to faculty assessment) measures of student
performance perhaps using student's self-reported teaming experience. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| A |
Better
Assessment of Outcome (d) |
Develop
student-reported score assignment instruments of team experience to assess
Outcome (d). |
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| (e)
Identify, formulate, and solve engineering problems |
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| Previous
Curriculum Action Review Summary |
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| No
Curriculum Action needs were stated for Outcome (e ) for 2004. |
| Curriculum
Review Summary |
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| Student
performance appears to be at a satisfactory level. A slight decrease is noted compared to the
previous two years. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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There was no previous Assessment Process Actions needed for 2004. |
| Assessment
Process Review Summary |
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Assessment instruments appear to be working well with consistent agreement
between instruments. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| N |
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| (f)
Know professional and ethical responsibilities and practices |
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| Previous
Curriculum Action Review Summary |
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| Meshing
Ethics across the curriculum was a required Curriculum Action.
This has been implemented in MET 310, MET design, and emphasized in
Material Advantage meetings. Ethics
canons have also been broadcast on the department's Daktronics board. |
| Curriculum
Review Summary |
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| The
outcome summary of ABET criterion (f) for 2004 indicated an increase in
student performance. The number of
assessments increased from 2 to 32. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
No action
needed |
Scores
were greatly improved as was the number of metrics |
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| Previous
Assessment Process Action Review Summary |
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| No
items specifc to Assessment Process Action Review for ABET criterion (f) were
noted. |
| Assessment
Process Review Summary |
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| The
FE Exam was only taken by one student.
If few students are consistently taking the exam, its inclusion in the
assessment process may not be appropriate |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| W |
FE Exam Numbers |
The
number of students taking the FE Exam is small. |
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| (g)
Communicate effectively |
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| Previous
Curriculum Action Review Summary |
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| Report Rewriting (g) The program faculty will redouble their
efforts to require more effort in writing perfect reports. This is expected to replace total report
quantities submitted with higher quality.
The premise of this action is that students gain more writing skill by
focused effort on a high-quality work rather than a more diffuse effort with
less faculty feedback. Dr. Kellar will
periodically require faculty reports on progress on this action item from all
program faculty members. |
| Seminar
Series The faculty believe that students will gain a better understanding
of professional behavior, the need for honed communication skills, and better
interaction and assimilation skills through a more active seminar series
offered by a combination of off-campus invited speakers and presentations by
their peers. Dr. Kellar will appoint
a faculty member to complete this task. |
| Curriculum
Review Summary |
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Outcome (g) scores remained at a high performance level. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
No Action |
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| Previous
Assessment Process Action Review Summary |
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| There
was no specific Assessment Process Action specified at the end of 2003 for
Outcome (g) during 2004 |
| Assessment
Process Review Summary |
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there was a discussion on the need to develop new instruments to assess
outcome (g) beyond course work but no action was deemed necessary. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| N |
No Action |
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| (h)
Know engineering's global societal context |
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| Previous
Curriculum Action Review Summary |
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| Greater
coordination of ABET criteria (h) and (i) within MET 321 and MET 310. |
| Curriculum
Review Summary |
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| Scores
stayed essentially constant from 2003 to 2004, but the number and type of
review was increased and incuded more than senior design. The students
performed well. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| W |
Watch
coordination |
Coordinate
Outcomes (h) and (i) within MET 321 and MET 310. |
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| Previous
Assessment Process Action Review Summary |
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| No
Assessment Process Action was suggested. |
| Assessment
Process Review Summary |
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| Assessment
Process seems to be working well. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| N |
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| (i)
Engage in life-long learning |
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| Previous
Curriculum Action Review Summary |
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Coordination of life-long learning (i) instruments in MET 310 and MET 321.. |
| Curriculum
Review Summary |
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| Life-long Learning -
Dr. Han has implemented a writing assignment designed to assess cognitive
development level. This has been
correlated to life-long learning behaviors.
The assignment is designed to elicit from each student responses that
target the gates needed to determine their cognitive development. Dr. Howard will repeat this in the alternate-year
MET 321 course. Additionally, students
will be required to write a personal/professional development plan and
present it to their peers in MET 321. |
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The average increased from 3.5 (2003) to 3.8 (2004). No score variation was given in 2004. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| A |
Coordination
MET 310 and 321, |
The
importance of life-long learning will be enhanced by FC modules in MET 310
and 321 (Han and Howard). |
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| Previous
Assessment Process Action Review Summary |
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| Coordination
MET 310 with MET 321with for cognitive assessment |
| Assessment
Process Review Summary |
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| Dr.
Han completed this during the Spring 2004 presentation of MET 310. It will be continued in MET 321 spring
2005 by Dr. Howard. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| N |
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| (j)
Know contemporary issues |
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| Previous
Curriculum Action Review Summary |
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There were no specific Curriculum Action items concerning (j) from the
previous review cycle. |
| Curriculum
Review Summary |
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The mean for this outcome was virtually unchanged from 2003 to 2004. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
No Actions. |
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| Previous
Assessment Process Action Review Summary |
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There were no specific Assessment Process Action items concerning (j) from
the previous review cycle. |
| Assessment
Process Review Summary |
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There is a need to develop an Online Senior Survey as an instrument to assess
outcome (j) and broaden instruments inventory beyond MET 321 and 310 if
additional instrument can be identified. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| A |
New metric
development |
Seek
new instruments for the Outcome. |
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| (k)
Use engineering techniques, skills, and tools |
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| Previous
Curriculum Action Review Summary |
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| There
was no specific Curriculum Action specified at the end of 2003 for outcome
(k) during 2004. |
| Curriculum
Review Summary |
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Outcome (k) scores decreased slightly from a 2003 to 2004. |
| Outcome
(k) score variation among the three metrics decreased somewhat from 2003 to
2004. |
| Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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| N |
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| Previous
Assessment Process Action Review Summary |
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| A
lab equipment quiz was recommended to improve outcome (k). |
| Assessment
Process Review Summary |
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| The
determination of whether the skills assessed with Outcome (k) using the
existing WebCT on-line quiz and tutorial administered to juniors and seniors
is still not yet determined. Dr. Stone
is heading up this work. |
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There is concern that the MET 440 instrument is inadequate. |
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There is concern that assessment of sophomores is inadvisable. |
| Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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| W |
Higher level of
Skills in MET 440 |
Choose
a different 440 lab assignment for future assessment. |
| W |
Sampling
sophomores in MET 220 |
Met
220 instrument appears adequate, the only concern is that it involves
sampling of Sophomores who might not have fully developed their engineering
skills. |
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