Actions Completed in 2005 and Actions Needed
for 2006 |
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Jan_2006 |
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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 were no 2005 Curriculum Actions Needed. |
Curriculum
Review Summary |
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Outcome (a) scores increased from 2004 to 2005. |
Outcome (a) score variation among the three metrics increased somewhat in
2005 compared 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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The Assessment Process Actions for Outcome (a) for 2005 was the general
action that all faculty members consider producing metrics that provide for
more reliable measures of student achievement. This has taken the form of more objective
measures as acquired through the Senior Exit Survey and the FE Exam. |
Assessment
Process Review Summary |
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The current cadre of instruments appears to be good tools for assessing
Outcome (a). |
The faculty are again asked to continually seek better measures of student
performance. |
The Senior Survey is an excellent assessment instrument in that objective
(faculty play no role in determining the assessment score) results are
obtained. |
A Senior Exit Exam would be an excellent
improvement that it would yield objective results in that the faculty would
play no role in determining the assessment scores. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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A |
Develop a
Senior Exit Exam |
A
Senior Exit Exam is needed to achieve better Assessment of Outcome (c ). |
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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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There were no 2004 Curriculum Actions stated for 2005. |
Curriculum
Review Summary |
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Student performance remains satisfactory. |
It is suggested to add more SPC assignments in courses other than MET 321. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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A |
Add SPC
assigments to curriculum |
SPC
assignments are needed in courses other than MET 321. |
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Previous
Assessment Process Action Review Summary |
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The 2005 Assessment Process ActionS Needed noted a need for additional
assessment Instruments Outcome (b). |
Senior Survey questions were added for Outcome (b), which seems to be
performing adequately. However,
developing instruments from senior level lab courses is advisable. |
Assessment
Process Review Summary |
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More assessment of Outcome (b) in MET 440. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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A |
QC lab in MET
440 |
Add
QC lab to MET 440 with corresponding instruments for 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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There
were no Curricular Actions needed for Outcome (c ) in 2005. |
Curriculum
Review Summary |
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The students continue to perorm well. |
No Curriculum Action is needed |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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A |
Develop a
Senior Exit Exam |
A
Senior Exit Exam is needed to achieve better Assessment of Outcome (c ). |
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Previous
Assessment Process Action Review Summary |
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Developing
better or additional Instruments for all Outcomes was an Assessment Process
Action needed for 2005. The Senior
Survey provides non-faculty subjective inputs for Outcome (c ) |
Assessment
Process Review Summary |
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There is some concern that there is too much reliance on the Senior Design
Reports for the assessment of Outcome (c ). |
The continued general search for better metrics for all Outcomes is also
noted here and should be addressed by development of a Senior Exit Exam. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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A |
Develop a
Senior Exit Exam |
A
Senior Exit Exam needs to be developed to improve the Assessment Process for
Outcome (c ). |
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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 2005 Curriculum Actions stated for 2006. |
Curriculum
Review Summary |
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Student performance improved slightly but likely within the range of expected
uncertainty in performance measurement for Outcome (d). |
No Curriculum 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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The Assessment Process Actions for Outcome (d) for 2005 was the general
action that all faculty members consider producing metrics that provide for
more reliable measures of student achievement. For Outcome (d) this has taken the form of
using self assessment to determine the students' team experience in design
courses. |
Assessment
Process Review Summary |
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The current cadre of instruments appears to be good tools for assessing
Outcome (a). |
The faculty are again asked to continually seek better measures of student
performance. |
The self assessment procedure is an excellent assessment instrument for this
objective (faculty play no role in determining the assessment score) results
are obtained. |
A Senior Exit Exam would also be an
improvement in that it would yield objective results in which the faculty
would play no role in determining the assessment scores. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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A |
Develop a
Senior Exit Exam |
A
Senior Exit Exam is needed to achieve better Assessment of 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 Actions were identified for Outcome (e) for 2005. |
Curriculum
Review Summary |
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Students continue to perform well solving engineering problems. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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Previous
Assessment Process Action Review Summary |
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No Assessment Process Action was needed for Outcome (e) for 2005. |
Assessment
Process Review Summary |
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Process seems adequate. |
A small number of instruments were used. |
Additional instruments may need to be added because of small number during
odd years. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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W |
Small Number of
Instruments |
* A
small number of instruments are used to assess Outcome (e) in odd years,
additional instruments may need to be added in odd years. |
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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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No
items specifc to Curriculum Action Review for ABET criterion (f) were noted. |
Curriculum
Review Summary |
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The
scores continued to increase, but the number of assessments was low. |
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
items specifc to Assessment Process Action Review for ABET criterion (f) were
noted. |
Assessment
Process Review Summary |
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The
number of assessments were rather low. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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N |
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(g)
Communicate effectively |
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Previous
Curriculum Action Review Summary |
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The
curriculum review indicated that student performance was at a high level. |
Curriculum
Review Summary |
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During
this review cycle it was determined that the students communicate
effectively, particularly orally. |
Attention
should be given to student written communication skills. Using re-writing as
a technique to improve written skills is a strategy that should be pursued. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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C |
Rewriting as a method to imrpove
written communication. |
Faculty will utilize
the re-writing technique to improve student skills. |
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Previous
Assessment Process Action Review Summary |
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Better
Metric matching |
Assessment
Process Review Summary |
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The
assessment process appears to be working well. |
There
are enough and varied instruments to adequately review both the oral and
written components to the communication outcome. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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N |
No action
required. |
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(h)
Know engineering's global societal context |
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Previous
Curriculum Action Review Summary |
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No
Curriculum Action Review actions were suggested for outcome (h). |
A Curriculum Action Review watch item was given in 2004. |
Curriculum
Review Summary |
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The
global and societal outcome showed a
large decrease in student performance for 2005 as compared to
2004. This was accompanied by a large
decrease in the total number of assessments.
The decrease in the number of assessments was likely due to a shift in
which portions of the curriculum were used to evaluate Outcome (h). |
The watch item from 2004 will be continued to 2005 as the curriculum shift of
Outcome (h) was implemented in part due to this watch, and the courses in
which implementation occurs are offered every other year. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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W |
Curriculum
Shift |
As
the curricular areas assessing global and societal context are being shifted,
watching to ensure this goes smoothly is important. |
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Previous
Assessment Process Action Review Summary |
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No
Assessment Process Action was suggested for Outcome (h) from 2004. |
A general assessment action item concerning better metric matching in all
ABET Outcomes was delineated. This
action requested questions for an exit exam for the graduating seniors. |
Assessment
Process Review Summary |
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During
2005, the global and societal context requirements were a little sparse, most
likely due to lag in changing class procedures to accommodate this
requirement. This situation should be
monitored to ensure that the requirements are fulfilled. |
Question collection was begun, but the exit exam is not expected to be fully
operational until 2007. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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W |
Curriculum
Shift |
As
the curricular areas assessing global and societal context are being shifted,
watching to ensure this goes smoothly is important. |
A |
Question
Collection |
Questions
for a new exit examination will be sought. |
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(i)
Engage in life-long learning |
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Previous
Curriculum Action Review Summary |
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Cognitive-Level Assessment is now Bi-annual. Discontinue the Met
321 cognitive writing instrument from outcome (i) assessment. The results of the cognitive-level
assessment are to be completed by Dr. Stu Kellogg. Although we appreciate this service it does
make our assessment dependant on personnel outside the program. We may want
to consider paying Dr. Kellogg for his service or training ourselves to
complete the cognitive assessment. We
will continue under the current aegis; however, to minimize the burden on Dr
Kellogg the cognitive assessment will be performed in Met 310 only. |
Curriculum
Review Summary |
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The
outcome summaries increased and the range was about the same as the previous
year. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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A |
Move assessment
to Met 310 |
Move
the assessment from Met 321 to Met 310. |
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Previous
Assessment Process Action Review Summary |
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Remove
assessment from Met 321. |
Assessment
Process Review Summary |
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Assessment
was successfully remove from Met 321 and initiated in Met 310. |
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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No action required during the previous review cycle. |
Curriculum
Review Summary |
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Need to augment Online Senior Survey as an instrument to assess outcome (j),
and to broaden beyond 321 and 310 instruments. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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A |
Instruments
utilized |
Need
to broaden the number of instruments beyond MET 321 and MET 310 instruments. |
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Previous
Assessment Process Action Review Summary |
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Remove FC module on contemporary issues from Met 321 and find it a new home. |
Assessment
Process Review Summary |
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The assessment process is limited by the single instrument that was available
to assess this outcome. Need to find areas in the curriculum to assess this
outcome. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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A |
Instruments
untilzed |
Need
to identify new instruments to assess this 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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The
Charpy impact instrument should not appear in outcome (k). The use of computer tools is better than
the student’s use of actual laboratory hardware; however, the overall trend
for outcome (k) is upward. Faculty
will endeavor to improve laboratory instruction. Continue doing what we are doing. |
Curriculum
Review Summary |
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There
was a considerable increase in the outcome scores from 2004 to 2005 and the
overall range decreased as well. |
Code |
Curriculum Action Title |
Curriculum Action Brief
Description |
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A |
Charpy tests |
Remove
the Charpy impact instrument from outcome (k) |
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Previous
Assessment Process Action Review Summary |
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No
actions were needed. |
Assessment
Process Review Summary |
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No
actions wwere needed. |
Code |
Assessment Process Action Title |
Assessment Process Action
Brief Description |
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N |
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