Handbook for Program Assessment
Department of Environmental Resources and Forest Engineering
State University of New York
College of Environmental Science and Forestry
Spring 2009
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
Purpose........................................................................................................................................ 3
Background ................................................................................................................................. 3
Definitions................................................................................................................................... 3
3.1 Terms Associated with Program-Level Activities................................................................ 3
3.2 Curriculum Mapping............................................................................................................. 4
3.3 Reporting............................................................................................................................... 6
3.3.1 Annual Report.............................................................................................................. 6
3.3.2 End-of-Course Memorandum ...................................................................................... 6
Assessment.................................................................................................................................. 6
4.1 Overview............................................................................................................................... 6
4.2 Performance Indicators for Attainment of Outcomes........................................................... 6
4.2.1 Outcome a: an ability to apply knowledge of mathematics, science, and
engineering............................................................................................................. 7
4.2.2 Outcome b: an ability to design and conduct experiments, as well as to analyze
and interpret data.................................................................................................... 7
4.2.3 Outcome c: 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 ............ 7
4.2.4 Outcome d: an ability to function on multi-disciplinary teams ................................... 8
4.2.5 Outcome e: an ability to identify, formulate, and solve engineering problems ........... 8
4.2.6 Outcome f: an understanding of professional and ethical responsibility..................... 9
4.2.7 Outcome g: an ability to communicate effectively ...................................................... 9
4.2.8 Outcome h: the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal
context.................................................................................................................. 10
4.2.9 Outcome i: a recognition of the need for, and an ability to engage in life-long
learning ................................................................................................................ 11
4.2.10 Outcome j: a knowledge of contemporary issues ...................................................... 11
4.2.11 Outcome k: an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice....................................................................... 12
4.3 Course Classification .......................................................................................................... 12
Department Reporting Procedures............................................................................................ 15
Assessment Schedule ................................................................................................................ 16
Appendix A: ERFEG Mission and Objectives Statement ........................................................ 17
Appendix B: ABET Statement of Program Objectives and Outcomes .................................... 18
Appendix C: Student Learning Outcomes at the Program Level ............................................. 20
Tables
Table 1. Bloom's Taxonomy and Relationship to Program Outcomes................................................ 5
Table 2. Hierarchy of Learning Outcomes in Forest Engineering Curriculum (E = Exposure; F =
Familiarity; D = Depth; ** = Assessment Activity within Course) ............................... 14
Table 3. Assessment Schedule by Academic Year............................................................................ 16
1. Purpose
The faculty in the Department of Environmental Resources and Forest Engineering (ERFEG)
are committed to delivering a high quality educational experience at both the undergraduate and
graduate levels. We use multiple sources of direct and indirect methods to guide our efforts in
developing and delivering the Forest Engineering program. One important component of our
curriculum delivery includes the regular assessment of program outcomes at the undergraduate
level. This Handbook provides guidance for faculty engaging in program assessment, including a
description of our assessment procedures in the undergraduate Forest Engineering program.
2. Background
ERFEG, in conjunction with its Advisory Council, adopted a statement of Missions, Goals
and Objectives in the mid 1990s (see Appendix A). That statement became the basis of our initial
assessment efforts and has been reviewed on a regular basis since. Accreditation criteria
promulgated by the Engineering Accreditation Commission of the Accreditation Board for
Engineering and Technology (EAC/ABET) require that engineering programs develop and
assess Program Outcomes according to Criterion 3 Program Criteria, which are outcomes
common to all engineering programs. The Department of Environmental Resources and Forest
Engineering has been reviewed by EAC/ABET two times using outcomes-based assessment
criteria, the first in 2000 using EC2000 and the second in 2006. Throughout this period, the
Department has engaged in continuous improvement of its program and of its assessment
protocols. This handbook is the product of one of the feedback loops in the Department’s
assessment program and is under continuous improvement.
3. Definitions
ERFEG uses EAC/ABET assessment terminology to be consistent with ABET program
accreditation standards. These terms are defined herein to aid external review of the assessment
program.
3.1 Terms Associated with Program-Level Activities
•
Assessment: Assessment is one or more processes that identify, collect, and prepare data
to evaluate the achievement of program outcomes and program educational objectives.
•
Evaluation: Evaluation is one or more processes for interpreting the data and evidence
accumulated through assessment practices. Evaluation determines the extent to which
3
program outcomes or program educational objectives are being achieved, and results in
decisions and actions to improve the program.
•
Goals: High-level statements that provide the overall context for what an academic unit
or other entity is trying to accomplish. See Program Educational Objectives, below.
•
Mission Statement: A statement that defines the purpose or broader goal for an academic
unit or other entity.
•
Performance Criteria: Specific, measurable statements identifying the performance(s)
required to meet the outcome; confirmable through evidence. Synonyms: standards,
rubrics, specifications, metrics.
•
Program Educational Objectives: Statements that describe the expected accomplishments
of graduates during the first few years after graduation. Program educational objectives
are broad statements that describe the career and professional accomplishments that the
program is preparing graduates to achieve.
•
Program Outcomes: Statements that describe what students are expected to know and be
able to do by the time of graduation. Program outcomes are narrower statements that
describe what students are expected to know and be able to do by the time of graduation.
These relate to the skills, knowledge, and behaviors that students acquire in their
matriculation through the program. ABET’s definition of Program Outcomes
encompasses what we refer to as the “Objectives” in our Mission Statement.
3.2 Curriculum Mapping
The Department has mapped the courses in the Forest Engineering curriculum to illustrate
the development of concepts, skills, knowledge, and processes in our undergraduate engineering
students. The relationship of curriculum mapping to assessment is explained in Section 4.3, and
summarized in Table 2. In addition, the course mapping provides a convenient overview of when
to administer assessment activities related to particular outcomes, as well as to identify gaps in
curriculum development. We have categorized the courses as providing “Exposure,”
“Familiarity” or “Depth,” with these terms defined as follows:
•
Exposure (E): These courses are designed to introduce students to fundamental concepts,
skills and knowledge, with no expectation of content mastery. Learning outcomes are
comparable to Bloom’s learning categories of “Knowledge” or “Comprehension.”
Concepts may be reinforced in subsequent courses, e.g. students are exposed to Newton’s
4
Laws in Physics 211/212 where the concepts are reinforced through application and
analysis in courses such as statics and dynamics, mechanics of materials, and fluid
mechanics.
•
Familiarity (F): These are courses in which an instructor can reasonably expect that
students after the course will be able to remember and understand certain skills, and in
which learning outcomes are focused on Bloom’s learning categories of “Application” or
“Analysis.”
•
Depth (D): In these courses, students’ learning outcomes are related to learning
categories of “Analysis” or “Synthesis,” where students develop design-oriented skills
using information and processes learned in previous courses. Assessment activities of
Program Outcomes with “Depth” courses allow one to assess the range of Bloom’s
learning categories.
Table 1. Bloom's Taxonomy and Relationship to Program Outcomes
Learning Categories
in Cognitive Domain
(after Bloom 1956)
Knowledge
(Remembering)
Comprehension
(Understanding)
Application
(Applying)
Outcome-Illustrating
Verbs
Sample Questions
Can the student recall or
remember information,
universals, and
generalizations?
Can the student explain ideas
or concepts?
Can the student use the
information in a new, concrete
way in situations that have
single or best answers?
Can the student distinguish
between different parts, find
evidence to support
generalizations, examine the
structure of information?
Can the student justify a
decision, or divergently apply
prior knowledge and skills to
produce a new whole?
Can the student create a new
product or point of view?
ABET Program Outcome
Define, duplicate, list,
memorize, recall, repeat,
reproduce
(j) Knowledge contemporary
issues
Classify, describe,
discuss, explain,
identify, report, select,
estimate
(f) Understanding
professional responsibility
(g) Ability to communicate
effectively
(h) Broad education…
understands impacts
(a) Apply math
(e) Solve engineering
problems
(k) Use techniques
(b) Conduct experiments
(d) Function on teams
(i) Recognizes need for
lifelong learning
Choose, demonstrate,
employ, interpret,
schedule, sketch, solve,
use, write
Analysis (Analyzing)
Appraise, compare,
contrast, criticize,
differentiate, examine,
experiment, infer,
question
Synthesis (Evaluating)
Argue, adapt, generate,
(c) Design a system…
defend, design, model,
judge, select, support,
evaluate
Evaluation (Creating)
Assemble, appraise,
conclude, construct,
create, criticize,
develop, formulate
Major Categories in the Taxonomy of Educational Objectives (after Bloom 1956). Accessed March 2, 2009.
http://krummefamily.org/guides/bloom.html
Richard C. Overbaugh and Lynn Schultz. Accessed March 2, 2009. Bloom’s Taxonomy. Old Dominion University.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
5
Bloom’s (1956) taxonomy, as it relates to classifying learning levels and its relevance to the
Forest Engineering program assessment of ABET outcomes, is summarized in Table 1 to provide
context.
3.3 Reporting
3.3.1 Annual Report
Every ERFEG faculty member is required to submit an annual report to the Department
Chair detailing professional activities during the previous academic year. By agreement within
the Department, ERFEG faculty will include summaries of all assessment activities for which
they are responsible as an addendum to their annual report. The annual report is due in May of
each year.
3.3.2 End-of-Course Memorandum
Every instructor of a course designated for an assessment activity will document the activity
in an end-of-course memorandum. The memo will include a description of the activity, a
summary of the data, interpretation of results in view of previous assessment activities, and a
prospective statement as to changes in course structure and/or content. The memo will be
attached to the Annual Report as an addendum.
In addition, information regarding the
assessment will be contained in the course syllabus so that students are aware of assessment
activities that will occur during the semester.
4. Assessment
4.1 Overview
Program assessment is a multi-faceted process. Faculty have to reach consensus on what,
how, when and who to assess. This requires thought as to how individual courses and activities
in courses relate to program outcomes. In this section we provide background information we
developed as the basis for our assessment program.
4.2 Performance Indicators for Attainment of Outcomes
The ABET statement of Program Outcomes are general statements designed to generate
broad consensus as to the skills every engineering graduate should possess. However, the
statements have to be ‘operationalized’ for individual programs into statements that describe
specific performance criteria associated with each outcome. The performance criteria which are
6
the basis for designing and implementing assessment activities are described in the following
subsections. In general, we seek to assess the students’ abilities at learning levels that correspond
to Bloom’s taxonomy (e.g. knowledge, comprehension, application, analysis and synthesis).
Table 1 contains information regarding the necessary level of Bloom’s Taxonomy needed to
satisfy each of the performance criteria. Student learning outcomes at the program level are
summarized in tabular format in Appendix C. The following sections describe performance
criteria related to each of the Program Outcomes as identified in Criterion C of the EAC/ABET
Accreditation Criteria.
4.2.1
Outcome a: an ability to apply knowledge of mathematics, science, and
engineering
To satisfy this outcome, we expect that:
•
Students can apply mathematical principles to obtain analytical solutions to engineering
problems;
•
Student performance on the Fundamentals of Engineering (FE) exam will match or
exceed the national average in the subtest areas of: mathematics, probability and
statistics, computers, chemistry, statics and dynamics, strength of materials, mechanics of
materials, fluid mechanics, electricity and magnetism and thermodynamics.
4.2.2 Outcome b: an ability to design and conduct experiments, as well as to analyze
and interpret data
To satisfy this outcome, we expect that:
•
Students perform experiments following standard procedures;
•
Students use appropriate data collection methods;
•
Students use appropriate tools to analyze data;
•
Students analyze and interpret data using robust techniques.
4.2.3 Outcome c: 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
The engineering design process is commonly expressed as an iterative process that
culminates in a solution that satisfies the stated need within the constraints applied to the system,
process or component. We expect that students are able to:
7
•
Identify and describe , including constraints, variables, opportunities, and key
assumptions;
•
Develop, analyze and compare alternative solutions;
•
Select the best alternative solution;
•
Implement, communicate and evaluate the solution.
Engineering design courses, including electives, support this outcome by including one or
more of these engineering design process elements as a significant focus of the course.
4.2.4 Outcome d: an ability to function on multi-disciplinary teams
Students demonstrate their ability to function on teams by:
•
Explaining the functional roles and responsibilities of team members;
•
Functioning in an assigned role within a team;
•
Assessing the performance of themselves and other team members to improve the
effectiveness of individual and team performance;
•
Engaging in behavior that demonstrates respect of team members and their functional
roles.
4.2.5 Outcome e: an ability to identify, formulate, and solve engineering problems
The Forest Engineering curriculum is developed to expose and familiarize students with
unifying principles of basic sciences, notably Newtonian principles, conservation of mass and
energy principles, etc. and their application in engineering science and design. The ability to
solve engineering problems is fundamental to success in the "testing and analysis" of alternative
solutions during the design process. "Problem solving" implies that there is one satisfactory
output for a given set of input conditions.
We expect that students can:
•
Identify engineering problems (as opposed to medical, legal or social problems);
•
Apply a methodical process of developing the framework for solving the problem;
•
Define and describe the relevant principles and appropriate assumptions, as well as
describe the relevant theories and formulas;
•
Apply these principles to solving "closed-ended" engineering problems, which entails:
–
Defining problem
–
Stating assumptions
8
•
–
Defining system boundaries
–
Describing known inputs and desired output
–
Defining unknown conditions
–
Preparing visual models, such as diagrams, charts, tables, to aid in the analysis
–
Applying appropriate analytical formulae and principles
Use dimensional analysis to:
–
Describe fundamental quantities of a system (e.g. mass, length, time)
–
Indicate relative importance of parameters and
–
Interpret model data
4.2.6 Outcome f: an understanding of professional and ethical responsibility
We expect that:
•
Students can describe professional registration requirements;
•
Students participate in the Fundamentals of Engineering exam and the Order of the
Engineer;
•
Students describe their personal views on ethical decisions made in case studies involving
engineering;
•
Students apply their ethical framework in dealing with instructors and classmates.
4.2.7 Outcome g: an ability to communicate effectively
Students can satisfy this outcome if they demonstrate throughout the curriculum that they are
able to communicate effectively in a variety of contexts and through a variety of media. We
expect that students should be able to communicate effectively in three formats:
•
Oral communication:
–
Students demonstrate proficiency in public speaking skill areas such as: speaking
clearly; making eye contact; using language appropriate to audience; being
organized, presenting visual aids that support the oral presentation
•
Written communication:
–
Students demonstrate proficiency in preparing written documents such as
engineering memoranda and reports in skill areas such as, but not limited to:
organizing information logically; using proper grammar; writing for intended
audience, addressing the problem, using robust research/documentation methods
9
•
Graphic communication:
–
Students demonstrate proficiency in graphic communication, such as maps,
drawings, flow charts and mathematical charts, in skill areas such as: following
technical industry standards and practices for engineering graphics; presenting
clarifying information using graphics and preparing and organizing graphics that
support text and oral statements
The emphasis is on communication skills, assuming that the technical content is sufficiently
robust and appropriate to the subject of discussion. Courses that support student development of
this outcome will have an explicit communication objective, or will have expressly integrated
development of communication skills into the course. Specific rubrics are developed for each
format to ensure that this outcome is met.
4.2.8 Outcome h: the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal
context
This is addressed by providing a sufficiently broad education that includes what are
considered "General Education" (a.k.a. social sciences and humanities) courses such that the
engineer can understand variety of viewpoints and contexts, including global and local, societal,
economic and environmental. All of our students are expected to take General Education courses
in:
•
Writing, Humanities and the Environment;
•
Social Sciences (e.g. economics);
•
American History;
•
Western Civilization;
•
Other World Civilizations;
•
The Arts.
In addition, we offer courses with specific objectives that embed a systems perspective that
familiarizes students with socioeconomic and/or environmental impacts, including:
•
Introduction to Ecological Engineering
10
4.2.9 Outcome i: a recognition of the need for, and an ability to engage in life-long
learning
Students that satisfy this outcome should recognize that learning outside of the classroom is
essential for long-term success in engineering. We will imbue this attitude in the students by
using longitudinal activities that support the development of students’ abilities to be selfmotivated learners. Specifically, we expect that students will be able to:
•
Identify the continuing education requirements for licensed engineers;
•
Identify learning opportunities outside of classroom environment including, but not
limited to, seminars, clubs, professional organizations, and internships;
•
Develop and implement an individual plan in their first year that sets goals and activities
in support of extracurricular learning;
•
Assess their progress in their pursuit of learning activities outside of the classroom;
•
Describe opportunities for engineers to continue their education while engaged in
professional practice;
•
Create a five-year plan for post-graduation continuing education.
Courses that support student development of this outcome will have an integrated objective
that addresses the need for lifelong learning, as well as a focus on changes in society and/or the
engineering profession.
4.2.10 Outcome j: a knowledge of contemporary issues
We expect that students know relevant contemporary issues that both influence the
engineering profession and are influenced by the engineering profession. Students demonstrate
their knowledge by:
•
Explaining how business and investing can affect engineering practice;
•
Describing how society’s response to contemporary issues such as health, environment
and energy, influence engineering designs;
•
Describing how engineering decisions might affect contemporary society (from local to
global perspective) by consuming resources;
•
Describing the influence of technology on public policy and decision-making.
Courses that support student development of this outcome will have an engineering-related
focus with an embedded objective of incorporating or a broader perspective on the social
sciences or ecological systems.
11
4.2.11 Outcome k: an ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
This outcome is addressed by teaching techniques, skills and effective use of the tools that
are commonly found in the modern practice of forest/environmental resources engineering. We
expect that students can:
•
Use hardware and software tools for research, communication and data analysis,
especially software to facilitate:
–
Word processing (e.g. MS Word)
–
Database (e.g. MS Excel)
–
Computation (e.g. MathCad)
–
Computer-aided drawing and design (e.g. AutoCAD)
–
Oral Presentation (e.g. MS PowerPoint)
–
Programming (e.g. Fortran, MathCAD, Basic)
–
Technical graphics tools, such as engineer's scale, straight edge, pencil and paper,
for freehand sketching and mapmaking
–
Spatial measurement tools such as survey instrumentation, photogrammetry,
maps, GPS
–
Environmental measurement tools, such as flow meters and soil sampling
equipment
•
Use research methods such as accessing and summarizing new information from a variety
of sources, including:
–
Library database
–
Technical journal
–
Codes and regulations
–
World Wide Web
Courses that support student development of this outcome will have an engineering
technology-related focus or component.
4.3 Course Classification
The Forest Engineering curriculum was designed to support attainment of the Program
Outcomes for all graduates, as well as to provide other benefits not otherwise addressed by
ABET. In an effort to map the students’ development of knowledge, skills and attitude in
12
attaining the outcomes, we have classified the courses in the Forest Engineering curriculum as
either “Exposure,” “Familiarity” or “Depth” as previously described in Section 3.2.
Table 2 shows the mapping for development of Program Outcomes (a) through (k). It can be
seen that Table 2 shows a logical flow of expectations throughout the curriculum. Assessment
activities are generally associated with the Depth courses.
We meet with instructors outside of our department every three years to review with them the
role of their courses in our curriculum, and to solicit their experiences with the learning
outcomes of our students. The classification of the courses represents our collective
understanding of the role of each course in the Forest Engineering program.
General Education courses, which are not shown in Table 2, are expected to provide the
broad education to understand the impact of engineering solutions (Outcome h) as well as to
provide knowledge of contemporary issues (Outcome j).
Engineering design electives are used in the program to provide individual flexibility in
advanced engineering course selection while reinforcing students’ achievements in program
outcomes a, c, e, and k. In particular, engineering design courses will dedicate a substantial
portion of the course (approximately one-third) to developing students’ abilities to design a
system, process or product (Outcome c). Engineering design courses will typically incorporate
learning activities that are inherently integrated with the design process, such as applying math
and science (Outcome a), solving engineering problems (Outcome e) and using the techniques,
tools and skills of the profession (Outcome k). It is recognized that the amount and types of
learning activities dedicated to outcomes a, e, and k will vary from course to course, but the
essential element of design will be present in all courses that are accepted as design electives.
13
Table 2. Hierarchy of Learning Outcomes in Forest Engineering Curriculum
(E = Exposure; F = Familiarity; D = Depth; ** = Assessment Activity within Course)
Outcome
Semester
Fall-I
Spring-I
Course
Number
MAT 295
Course
Name
Calculus I
a
b
F
F
FCH 150
Chemistry 1
E
EFB 101
Biology
E
CLL 190
Writing
FEG 132
Orientation
MAT 296
Calculus II
PHY 211
Physics 1
FCH 152
Chemistry 2
Intro Eng.
Design
Calculus III
FEG 133
MAT 397
PHY 212
Fall-II
ERE 223
FOR 321
APM 485
FEG 275
Spring-II
ERE 362
CLL 290
ERE 371
MAE 341
Fall-III
FEG 335
CIE 337
FEG 340
FEG 365
Spring-III
APM 391
ERE 351
ERE 440
FEG 468
Fall-IV
Spring-IV
FEG 430
FEG 489
Physics 2
Statics
/Dynamics
Forest
Ecology
Diff Eqns
Ecological
Engineering
Mechanics
Materials
Writing,
Humanities
Environ
Surveying
Fluid
Mechanics
Computing
Methods
Geotech.
Engineering
Engineering
Hydrology
Remote
Sensing
Probability &
Statistics
Eng. Thermodynamics
Water Poll
Engineering
Solid Waste
Eng. Decision
Analysis
Eng Plan &
Design
c
d
e
f
g
i
j
k
E
E
F
h
E
F
F
E
E
E
E
F
F
E
E
E
E**
F
E
E**
E
E
F
F
E
F
E
D
F
F
E
F
D**
E
D
E
E
F
E
F
D
D
F
E
E
F
F
D
E
E
E
E
E
F
D**
D
D**
D
D**
F
E
D
F
E
E
E
D
E
F
E
F
D
F
E**
F
D**
D**
D
D
F
F
F**
F
E
D**
D**
F
D**
F
F
F
D
F
D**
D
D
D
F
D
F
F
F
D**
14
D**
D**
F
F
D**
F
D**
F
5. Department Reporting Procedures
All Department faculty are expected to develop, administer and improve the program
assessment activities in their respective areas of responsibility. These assessment responsibilities
are summarized in Appendix C, as well as in Table 3. Generally, assessment activities occur at
the course level and are administered by the instructor.
We have distributed assessment
responsibilities amongst all ERFEG Faculty members, providing a protocol in which all faculty
members can participate in and improve our assessment activities.
Each faculty member is to prepare standardized assessment reports, which are to be
submitted along with their annual report. The assessment reports are to discuss responses to
recommendations of previous assessments, results of current assessments, and recommendations
for action where needed (i.e. assessment triggers). In particular, each assessment report will
provide a short summary of:
•
Learning Outcome
•
Context for Assessment
•
Activity
•
Assessment Method
•
Time of data collection
•
Collection Agent
•
Responding Agent
This will be followed by a more thorough discussion of the:
•
Quantitative rubric
•
Response to past assessment
•
Outcome Triggers
•
Results of Assessment
•
Conclusions
This section should be followed by the raw results of the assessment and a copy of the
assessment materials. Examples of anonymous student output should be included if needed to
provide further information for assessing our assessment activities.
15
The individual assessment reports will be compiled into an annual Department report for
review and action by the Department faculty. Assessment activities and reports will be reviewed
annually at Department retreats.
6. Assessment Schedule
ERFEG has an internal policy that direct assessments at the course level will be performed at
least every two years, unless otherwise indicated by a trigger mechanism. Individual instructors
may elect to perform assessments more often (i.e. annually). The Assessment Schedule shown in
Table 3 illustrates the minimum interval and sequencing of assessment activities for each
outcome between AY 2008-2009 and AY 2013-2014.
Table 3. Assessment Schedule by Academic Year
Outcome
Method
(a) apply knowledge of math, etc.
ERE 371
FE exam
FEG 365
(b)
design/conduct experiments;
analyze /interpret data
(c) design a system, etc.
(d) function on a team
(e) formulate, solve engineering
problems
(f)
professional/ethical
responsibility
(g) communicate
- writing
- graphic
- oral
(h) broad education
(i) life-long learning
(j) contemporary issues
(k) techniques, skills, tools
FEG 340
FEG 489
FEG 489
ERE 351
ERE 440
FEG 133
FEG 489
FE exam
FEG 430
ERE 371
FEG 489
College Gen.
Education
Assessment
FEG 133
FEG 340
FEG 437/468
Exit Interview
FEG 430
FEG 437/468
FEG 335
ERE 440
FEG 340
AY
08-09
X
AY
09-10
X
X
X
AY
10-11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
16
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
AY
13-14
X
X
X
X
X
X
X
AY
12-13
X
X
X
X
X
X
AY
11-12
X
X
X
X
X
X
X
7. Appendix A: ERFEG Mission and Objectives Statement
The Department of Environmental Resources and Forest Engineering engages in teaching,
research, and service to advance engineering practices to meet the needs of the world.
The objectives of the Department of Environmental Resources and Forest Engineering are to
prepare graduate students for positions of leadership in academic and professional pursuits, and
baccalaureate students who:
•
Will engage in professional engineering practice while employed by government
agencies, industry and private consulting that specialize in public works and the
inventory, management, design, use, restoration and protection of natural and cultural
resources
•
Are prepared to enter advanced academic studies involved with natural resources
engineering, mapping sciences and water resources, and
•
Will continue to develop the knowledge and skills needed to adapt to changing
technological, environmental and business conditions to the benefit of society, employer
and self.
Program outcomes for graduates of the Department of Environmental and Resources
Engineering are to produce graduates who:
•
Are competent to perform in an engineering environment
•
Have sufficient backgrounds/tools to function effectively
•
Have the ability to conceptualize problems in terms of unifying principles
•
Are capable of utilizing an engineering approach to problem solving
•
Can communicate their ideas and expectations effectively
•
Exhibit the following attributes of a competent engineer:
–
Knowledge: both in understanding basic principles and in creativity in problem
solving
–
Skills: originality and method of problem solving
–
Attitude: professional ethics, self-discipline, perseverance
•
Can function effectively in a multidisciplinary team/environment
•
Understand the need for life-long learning.
17
8. Appendix B: ABET Statement of Program Objectives and Outcomes
Background
Engineering programs are evaluated with respect to eight criteria promulgated by
EAC/ABET. Two criteria directly address assessment within the program. The following
descriptions of criteria two and three are taken from the statements of all criteria for the 20072008
evaluation
cycle
(http:/
/www.abet.org/Linked/Documents-UPDATE/Criteria/2007-
08/EAC/Criteria/11-15-06.pdf).
Criterion 2. Program Educational Objectives
Although institutions may use different terminology, for purposes of Criterion 2, program
educational objectives are broad statements that describe the career and professional
accomplishments that the program is preparing graduates to achieve.
Each engineering program for which an institution seeks accreditation or reaccreditation
must have in place:
•
Detailed published educational objectives that are consistent with the mission of the
institution and these criteria
•
A process based on the needs of the program's various constituencies in which the
objectives are determined and periodically evaluated
•
An educational program, including a curriculum that prepares students to attain program
outcomes and that fosters accomplishments of graduates that are consistent with these
objectives
•
A process of ongoing evaluation of the extent to which these objectives are attained, the
result of which shall be used to develop and improve the program outcomes so that
graduates are better prepared to attain the objectives.
Criterion 3. Program Outcomes and Assessment
Although institutions may use different terminology, for purposes of Criterion 3, program
outcomes are statements that describe what students are expected to know and be able to do by
the time of graduation. These relate to the skills, knowledge, and behaviors that student acquire
in their matriculation through the program.
Each program must formulate program outcomes that foster attainment of the program
objectives articulated in satisfaction of Criterion 2 of these criteria. There must be processes to
18
produce these outcomes and an assessment process, with documented results, that demonstrates
that these program outcomes are being measured and indicates the degree to which the outcomes
are achieved. There must be evidence that the results of this assessment process are applied to
the further development of the program.
Engineering programs must demonstrate that their students attain:
(a) An ability to apply knowledge of mathematics, science, and engineering
(b) An ability to design and conduct experiments, as well as to analyze and interpret data
(c) 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
(d) An ability to function on multi-disciplinary teams
(e) An ability to identify, formulate, and solve engineering problems
(f) An understanding of professional and ethical responsibility
(g) An ability to communicate effectively
(h) The broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
(i) A recognition of the need for, and an ability to engage in life-long learning
(j) A knowledge of contemporary issues
(k) An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
In addition, an engineering program must demonstrate that its students attain any additional
outcomes articulated by the program to foster achievement of its education objectives.
19
9. Appendix C: Student Learning Outcomes at the Program Level
The following pages contain the student learning outcomes for assessments performed for
each ABET Program Outcome. For each performance criteria, which typically align with a level
of Bloom’s taxonomy, strategy (if any), assessment method(s), context for assessment, time of
collection, collection agent, and reporting agent are described.
20
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (a) An ability to apply knowledge of mathematics, science and engineering
Performance Criteria
Strategies
Assemble field data in logical
fashion
Reduce raw field measurements
Traverse computation
grading rubric
Traverse computation
grading rubric
Traverse computation
grading rubric
Traverse computation
grading rubric
Exam Question
Perform necessary computations to
derive final quantities
Prepare means to understand
measurement quality
Recognize relationship between
horizontal angles and direction
Convert horizontal angles into
directions
Use directions to compute
departures and latitudes
Calculate errors of closure
Exam Question
Exam Question
Exam Question
Assessment
Method(s)
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Results _______________ (date):
Actions ______________ (date):
21
Context for
Assessment
ERE 371
ERE 371
ERE 371
ERE 371
ERE 371
ERE 371
ERE 371
ERE 371
Time of data Collection Responding
collection
Agent
Agent
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Second-Cycle Results___________________ (date): Learning Outcome: (b) An ability to design and conduct experiments, as well as to analyze
and interpret data
Performance Criteria
Designs experiment to perform
digital image classification
Conducts experiment that first
corrects geometric distortions in
thermal imagery and then prepares a
thermal contour map of surface
water temperature
Analyzes aerial photography to
produce direct measurements
Visually interpret aerial photography
Assessment
Context for
Method(s)
Assessment
Lecture and Labs discuss
Direct: student
FEG 350
theory and methods for
work. Grade
Remote
semi to fully automated
Laboratory
Sensing
multispectral
Exercise: Digital
classification
Image
Classification
Labs provide practice in
Direct: student
FEG 350
application of tool
work. Grade
Laboratory
Exercise: Aerial
Thermal Infrared
Sensing
Lecture and Labs discuss
Direct: student
FEG 350
theory and methods for
work. Grade
direct measurements
Laboratory
from vertical
Exercise: Vertical
photography
Aerial
Photographs
Lecture and Labs explain
Direct: student
FEG 350
spectral signatures and
work. Grade
their applicability
Laboratory.
Exercise:
Photointerpretation
Strategies
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
22
Time of data
collection
Spring
Collection
Agent
Mountrakis
Responding
Agent
ERFEG
Faculty
Spring
Mountrakis
ERFEG
Faculty
Spring
Mountrakis
ERFEG
Faculty
Spring
Mountrakis
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (c) An ability to design a system, component, or process to met desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
Stormwater Design
Project
Stormwater Design
Project
Assessment
Method(s)
Direct: student
work.
Direct: student
work.
Context for
Assessment
FEG 340
Time of data
collection
Spring
Collection
Agent
Endreny
FEG 340
Spring
Endreny
Stormwater Design
Project
Stormwater Design
Project
Direct: student
work.
Direct: student
work.
FEG 340
Spring
Endreny
FEG 340
Spring
Endreny
Stormwater Design
Project
Stormwater Design
Project
Direct: student
work.
Direct: student
work.
FEG 340
Spring
Endreny
FEG 340
Spring
Endreny
Performance Criteria
Strategies
Formulate stormwater goal and
constraints addressed in design
Utilizes appropriate engineering
application to generate alternative
solutions
Analyzes the alternative solutions
and selects best design
Analyze site data and use
engineering equations to complete
design
Synthesize design components into
design summary
Evaluates how chosen solution
satisfies goal and constraints.
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
23
Responding
Agent
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (c) An ability to design a system, component, or process to met desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
Assessment
Method(s)
Quiz
Context for
Assessment
FEG 489
Direct assessment
of Problem
Analysis
FEG 489
Students activities
designed to teach how to
record relevant
information
Mid-semester Basis of
Design Report.
Direct assessment
of Engineering
Log Book
FEG 489
Spring
Instructor
(Daley)
Direct assessment
of report
FEG 489
Spring
Instructor
(Daley)
Final products relate the
recommended solution to
performance criteria and
constraints.
Direct assessment
of poster and oral
presentation by
students
FEG 489
Spring
Instructor
(Daley)
Performance Criteria
Strategies
Students define the steps in the
engineering design process.
Students analyze an engineering
problem by:
• Analyzing need
• Identifying Current state
• Identifying desired State
• Preparing a Problem
Statement
• Identifying constraints, key
issues, variables and
opportunities
Students gather and analyze relevant
and appropriate information
Instruction, Reading and
Writing exercises
Activity designed to
produce a Problem
Analysis
Students identify
constraints such as
environmental,
economic, social,
political, ethical, health,
safety, manufacturability
and sustainability.
Develop and evaluate alternative
solutions using constraints and
decision criteria.
Decide upon the best solution using
decision criteria, and produce usable
documentation of final solution
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
24
Time of data Collection
collection
Agent
Spring
Instructor
(Daley)
Spring
Instructor
(Daley)
Responding
Agent
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (d) An ability to function on multidisciplinary teams
Assessment
Method(s)
Quiz
Context for
Assessment
FEG 489
Instruction, reading and
writing exercises
Quiz
FEG 489
Instructor
(Daley)
Students describe team formation
process
Instruction, reading and
writing exercises
Quiz
FEG 489
Instructor
(Daley)
Students consistently function in
team roles during project
Capstone course with
team assignments with
instructor guidance
Instruction, reading and
writing exercises
Summative
assessment
FEG 489
Instructor
(Daley)
Summative
assessment
FEG 489
Instructor
(Daley)
Chair
Instruction, reading,
practice sessions using
Formative Assessment
Peer and self
assessment
rubrics
FEG 489
Instructor
(Daley)
Chair
Performance Criteria
Strategies
Students know functional team roles
Instruction, reading and
writing exercises
Students describe functional team
roles responsibilities
Students use an assessment process
to improve performance of
teammates.
Students integrate feedback in
ongoing performance in team roles.
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
25
Time of data Collection
collection
Agent
Spring
Instructor
(Daley)
Responding
Agent
Chair
Instructor FEG 300
Chair
Instructor FEG 300
Chair
Instructor FEG 300
Chair
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (e) An ability to identify, formulate and solve engineering problems
Performance Criteria
Match thermodynamic terms and
equations
Describe key thermodynamic
concepts/terminology
Interpret thermodynamic devices
using the continuity and energy
equations
Calculate thermodynamic properties
under the given conditions
Strategies
Review Class Exam
results
Review Class Exam
results
Review Class Exam
results
Review Class Exam
results
Assessment
Method(s)
Direct
Context for
Assessment
ERE 351
Time of data Collection
collection
Agent
Spring
Instructor
Direct
ERE 351
Spring
Instructor
Direct
ERE 351
Spring
Instructor
Direct
ERE 351
Spring
Instructor
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
26
Responding
Agent
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (f) An understanding of professional and ethical responsibility
Performance Criteria
Students can describe professional
registration requirements and
responsible licensing agency
Students can cite relevant and
appropriate reference to NSPE or
ASCE Code of Ethics in response to
case study
Student can present and discuss an
opinion regarding application of
code of ethics and rules of practice.
Publicly states the desire to practice
engineering in conformance with
accepted professional and ethical
obligations
Strategies
On-line research and
memo prepared to
summarize Professional
Engineer registration
requirements in New
York State
Instruction, reading and
review of case studies
Instruction, reading and
review of case studies,
discussion sessions,
ethics module
Faculty supports FE
exam application
process; students are
introduced to Order of
Engineer
Assessment
Method(s)
Memo Evaluation
– Rubric
Context for
Assessment
FEG 133
Time of data Collection
collection
Agent
Spring
Instructor
Responding
Agent
Chair
Memo
FEG 489
Spring
Instructor
Chair
FE Exam Results
Exam
Annual
Chair
Ethics Opinion
Survey
FEG 489
Spring
Instructor
Instructor
(Daley)
Chair
Exam
Enrollment
Spring
Chair
Spring
Instructor
Memo
Applies to take
the FE exam;
Participates in the FEG 489
Order of Engineer Induction
induction
Ceremony
Ceremony
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
27
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (g) An ability to communicate effectively – writing
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Assessment
Method(s)
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Context for
Assessment
FEG430
Time of data
collection
Fall
Collection
Agent
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
Class essay, scoring
rubric
Direct: Student
Work
FEG430
Fall
Kroll
Performance Criteria
Strategies
Clearly outlined/defined the problem
this is being addressed
Described their approach to solving
the problem
Applied correct writing structure to
demonstrate their writing abilities
Analyzed information from various
literature sources
Created a recommended solution to
problem
Evaluated recommended solution,
assessing the pros and cons of the
solution
Provided an appropriate response to
critique of their work
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
28
Responding
Agent
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (g) An ability to communicate effectively – graphical
Performance Criteria
Strategies
Constructs map with necessary
elements arranged effectively
Selects appropriate level of detail for
map
Plot map details accurately and at
required scale
Compute and delineate contours
Final map grading rubric
Final map grading rubric
Final map grading rubric
Final map grading rubric
Assessment
Method(s)
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
29
Context for
Assessment
ERE 371
ERE 371
ERE 371
ERE 371
Time of data Collection Responding
collection
Agent
Agent
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Fall
Quackenbush
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (g) An ability to communicate effectively – oral
Performance Criteria
Strategies
Students are able to orally present an
engineering project that is suitable
for professional audience.
Class projects are orally
presented in ERE/FEG
courses
Capstone course
instruction, practice and
feedback using accepted
guidelines/rubric
Assessment
Method(s)
Oral report
assessment of
both individual
and team effort
by instructor,
ERFEG faculty
and outside
experts (e.g.
faculty, project
sponsors,
engineering
professionals)
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
30
Context for
Assessment
FEG 489
Time of data
collection
Spring
Collection
Agent
Instructor
(Daley)
Responding
Agent
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (h) Broad education to understand impact of engineering solutions in a global, economic, environmental and societal
context
Performance Criteria
Strategies
Illustrate energy balance of selected
thermodynamic device
Criticize statement on energy
efficiency of thermodynamic
application
Knowledge of societal context
Exam Question
Exam Question
General Education
courses
Assessment
Method(s)
Direct: Student
Work
Direct: Student
Work
Indirect: Student
complete courses
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
31
Context for
Assessment
ERE351
Time of data
collection
Spring
Collection
Agent
Instructor
ERE351
Spring
Instructor
Responding
Agent
ERFEG
Faculty
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (i) A recognition of the need for, and an ability to engage in life-long learning
Performance Criteria
Students develop a 3 year plan for
extracurricular learning
Strategies
Freshman year: written
plan
Assessment
Method(s)
Direct
Context for
Assessment
FEG 133
Time of data
collection
Spring
Collection
Agent
Instructor
Responding
Agent
ERFEG
Faculty
Systems
course (e.g.
Ecological
Eng.)
Systems
course (e.g.
WW Eng.)
Systems
course (FEG
437/468)
Spring
Instructor
ERFEG
Faculty
Spring
Instructor
ERFEG
Faculty
Spring
Instructor
ERFEG
Faculty
Students participate in and reflect on
their participation in extracurricular
learning activities.
Sophomore year: written
reflection and revision
of plan
Direct
Students participate in and reflect on
their participation in extracurricular
learning activities.
Student develops and defends a
learning plan for 5-year post
graduation period
Junior year: written
reflection and revision
of plan
Senior year: develops
plan with justification
based on previous years’
reflections
Direct
Direct
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
32
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (j) A knowledge of contemporary issues
Class essay, scoring
rubric
Assessment
Method(s)
Direct: Student
Work
Context for
Assessment
FEG430
Time of data
collection
Fall
Collection
Agent
Kroll
Responding
Agent
ERFEG
Faculty
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
FEG430
Fall
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
Class essay, scoring
rubric
Class essay, scoring
rubric
Class essay, scoring
rubric
Direct: Student
Work
Direct: Student
Work
Direct: Student
Work
FEG430
Fall
Kroll
FEG430
Fall
Kroll
FEG430
Fall
Kroll
Performance Criteria
Strategies
Defines need to address
contemporary issues in business and
investing
Describes what information will be
obtained to address problem
Applies knowledge obtained to
address problem
Analyzes whether knowledge
obtained is appropriate for solving
problem
Summarizes findings
Provides adequate conclusions
Accepts outside critiques, and
defends final position
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
33
ERFEG
Faculty
ERFEG
Faculty
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (j) A knowledge of contemporary issues
Performance Criteria
Strategies
Students can describe one of the
following contemporary topics that
affect the practice of environmental
resources engineering
• Federal legislation and
finance
• Environmental sustainability
• Environmental Impacts of
Project Development
• Traffic Safety
• Land Use – suburban sprawl
• Drainage
• Sustainable Building
Practices
• Public Works Infrastructure
Rehab. and Restoration
• Water Quality
• Renewable Energy
Resources and
Environmental Impacts
Classroom instruction,
reading, discussion,
writing and evaluation
of contemporary issues
such as safety, wildlife
impacts, construction
materials, renewable
energy in transportation
systems
Assessment
Method(s)
Direct measure
using rubrics
Essay
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
34
Context for Time of data
Assessment
collection
FEG 437/468
Annual
Collection
Agent
Instructor
(Daley)
Responding
Agent
ERFEG
Faculty
Student Learning Outcomes at the PROGRAM Level
Learning Outcome: (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Performance Criteria
Strategies
Describe what type of engineering
hydrology problems are solved by
the model
Trained to review
background document
on tool
Creates schematic relating
engineering techniques to software
tool List the key model inputs and
outputs
Provide the inputs, apply the model,
and generate outputs for an
engineering hydrology problem
Trained to sketch
linkages between class
theory and tools
Analyze the software documentation
to discover and list the essential
mathematical equations used by the
model
Synthesize input and mathematical
equations into a sketch showing the
model work flow
Evaluate what skills are needed for a
person to appropriate use the model
Labs provide practice in
application of tool
Lecture and Labs
explain equations
behind tools
Labs and tool manual
review provide practice
Lecture and Labs
explore issue of
engineering competence
Assessment
Method(s)
Direct: student
work. Grade
laboratory report
statement
Direct: student
work. Grade
laboratory report
sketch
Direct: student
work. Grade
laboratory report
results
Direct: student
work. Grade
laboratory report
discussion
Direct: student
work. Grade
laboratory report
analysis
Direct: student
work. Grade
laboratory report
conclusion
Results _______________ (date):
Actions ______________ (date):
Second-Cycle Results___________________ (date):
35
Context for
Assessment
FEG 340
Time of data
collection
Spring
Collection
Agent
Endreny
Responding
Agent
ERFEG
Faculty
FEG 340
Spring
Endreny
ERFEG
Faculty
FEG 340
Spring
Endreny
ERFEG
Faculty
FEG 340
Spring
Endreny
ERFEG
Faculty
FEG 340
Spring
Endreny
ERFEG
Faculty
FEG 340
Spring
Endreny
ERFEG
Faculty