Colorado School of Mines
Annual Assessment of Student Learning Outcomes Report
For Academic Year 2013-14 Undergraduate Programs
The purpose of assessment is to promote excellence in student learning and educational practices by
fostering a campus culture of self-evaluation and improvement. The annual assessment report enables
CSM to document engagement in continuous improvement efforts. Provide responses to the following
questions/items and email this completed document to kmschnei@mines.edu by September 26. Feel free
to expand the tables below as needed.
The Assessment Committee will provide written feedback in response to the department annual report,
using this rubric as the basis for their feedback. Components of this annual report that are specific to
ABET re-accreditation are noted below.
Department/Program: Metallurgical and Materials Engineering
Person Submitting This Report: Ivar Reimanis, Chester Van Tyne
Phone: X3549
Email address: reimanis@mines.edu
1. Describe your assessment plan (list not only the activities completed in the past year, but your
entire ongoing plan.)
Student Outcome 1: an ability to apply knowledge of mathematics, science, and engineering.
Population/sample/
recruitment
strategies
All seniors take this
exam in five to six
installments during
the spring semester
as part of senior
design.
Direct assessment
measure(s)/method(s)
Senior Diagnostic Exam. This
exam is written and given by
MME faculty. Results are
compiled by the Assessment
Committee and discussed at
the Annual Faculty Retreat.
Performance
criteria
90% of students
score above 60.
Senior Diagnostic Exam Beta
Test. A 30 question general,
multiple choice test is given to
the incoming junior class during
MT272 Summer Field Session.
The same test is given two
years later to graduating
seniors during MT466 Senior
Design
An improvement is
achieved in scores
from the incoming
junior class to the
exiting seniors.
All incoming juniors
take the test. The
same class takes
the same test two
years later just prior
to graduation.
Once a year for
incoming juniors
and once a year for
exiting seniors.
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
Data from all MME
core classes are
examined.
Once a year.
1
Frequency/timing of
assessment
Once a year.
The answers are discussed
openly. Based on the following:
were mitigated or
successfully
addressed.
MTGN272 - student answers on
worksheets and student
responses to questions on
quizzes.
MTGN311 - student responses
to questions on exams.
MTGN334 - student responses
to questions on quizzes, final
exam and homeworks.
MTGN348 - student responses
to questions on homework,
quizzes and exams.
MTGN351 - student responses
to questions on homeworks and
exams.
MTGN352 - students'
performance on problem sets
and student responses to exam
questions.
MTGN381 - judgment by the
instructor.
MTGN415 - student responses
to questions on homeworks and
exams.
MTGN445 - student responses
to questions on exams.
MTGN461 - student responses
to questions on homeworks and
exams.
MTGN466 - details of final
design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
2
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
concern.
Student Outcome 2: an ability to design and conduct experiments, as well as to analyze and interpret data.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year
(usually May)
MTGN272 -technical details of
reports.
MTGN311 - technical details of
lab reports.
MTGN348 - technical details of
lab reports.
MTGN445 - technical details of
lab reports.
MTGN450 - student responses
to questions on design of
experiments on quiz 5.
MTGN461 - technical details of
lab reports.
MTGN466 - technical details of
final design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
3
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 3: an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
MTGN466 - design aspect of
final design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 4: an ability to function on multidisciplinary teams.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
MTGN466 - team work and
participation on team.
Indirect assessment
measure(s)/method(s)
Performance
criteria
Population/sample/
recruitment
4
Frequency/timing of
assessment
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
strategies
All seniors take this
within a few weeks
of graduation.
Twice a year
Student Outcome 5: an ability to identify, formulate, and solve engineering problems.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed
MTGN272 - student responses
to parts of worksheets.
MTGN334 - student responses
to questions on quizzes, final
exam and homeworks.
MTGN348 - student responses
to questions on homeworks,
quizzes and exams.
MTGN352 - student responses
to some problem set questions.
MTGN381 – judgment of
instructor.
MTGN415 - student responses
to questions on homeworks and
quizzes.
MTGN445 - student responses
to questions on exams.
MTGN461 - student responses
5
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
to questions on homeworks and
quizzes.
MTGN466 – student
recommendations on final
design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 6: an understanding of professional and ethical responsibility.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
MTGN466 - presentation on
professional ethics code.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Student Outcome 7: an ability to communicate effectively.
6
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed.
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
MTGN348 - communications
aspects lab reports.
MTGN445 - communications
aspects of lab reports.
MTGN461 - communications
aspects of lab reports.
MTGN466 - communications
aspects of final oral
presentation and final design
report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 8: the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
7
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
openly. Based on the following:
successfully
addressed.
MTGN334 - implications of
economic, environmental and
societal aspects of chemical
processing are presented.
MTGN466 - economic, societal
and environmental aspects of
final design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 9: a recognition of the need for, and an ability to engage in life-long learning.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly.
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
8
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Once a year.
Frequency/timing of
assessment
Twice a year
Student Outcome 10: a knowledge of contemporary issues.
Direct assessment
measure(s)/method(s)
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Performance
criteria
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed.
Population/sample/
recruitment
strategies
Data from all MME
core classes are
examined.
Frequency/timing of
assessment
Once a year.
MTGN348 - student responses
to questions on exams about
new developments in materials
engineering.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
discussed in Annual Faculty
Retreat.
Performance
criteria
Students rate
themselves. If they
rate themselves
below a ‘B’ average,
there should be
concern.
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
of graduation.
Frequency/timing of
assessment
Twice a year
Student Outcome 11: an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Population/sample/
recruitment
strategies
All seniors take this
exam in five to six
installments during
the spring semester
as part of senior
design.
Direct assessment
measure(s)/method(s)
Senior Diagnostic Exam. This
exam is written and given by
MME faculty. Results are
compiled by the Assessment
Committee and discussed at
the Annual Faculty Retreat.
Performance
criteria
90% of students
score above 60.
Senior Diagnostic Exam Beta
Test. A 30 question general,
multiple choice test is given to
the incoming junior class during
MT272 Summer Field Session.
An improvement is
achieved in scores
from the incoming
junior class to the
9
All incoming juniors
take the test. The
same class takes
the same test two
years later just prior
Frequency/timing of
assessment
Once a year.
Once a year for
incoming juniors
and once a year for
exiting seniors.
The same test is given two
years later to graduating
seniors during MT466 Senior
Design
exiting seniors.
to graduation.
Specific Course Assessment.
For each MME core class,
faculty answer specific
assessment questions and
present them as PowerPoint
slides at the Faculty Retreat.
The answers are discussed
openly. Based on the following:
Specific course
objectives (e.g., those
tied to this outcome)
are met.
Challenges/problems
from previous year
were mitigated or
successfully
addressed.
Data from all MME
core classes are
examined.
Once a year.
MTGN311 - student responses
to questions on exams.
MTGN348 - student responses
to questions on homeworks,
quizzes and exams.
MTGN351 - student responses
to questions on homework and
exams.
MTGN352 – student review of
three current journal articles.
MTGN381 - judgment by
instructor.
MTGN415 - student responses
to conceptual questions on
exams.
MTGN445 - student responses
to questions on exams.
MTGN450 - student responses
to questions on statistical
process control in quiz 3.
MTGN461 - student responses
to questions on homeworks and
quizzes.
MTGN466 - final design report.
Indirect assessment
measure(s)/method(s)
Senior Exit Survey and
Interview. Responses are
Performance
criteria
Students rate
themselves. If they
10
Population/sample/
recruitment
strategies
All seniors take this
within a few weeks
Frequency/timing of
assessment
Twice a year
discussed in Annual Faculty
Retreat.
rate themselves
below a ‘B’ average,
there should be
concern.
of graduation.
2. Map your assessment methods to your outcomes.
Table 1
Assessment
method 1:
Assessment
method 2:
Assessment
method 3:
Assessment
method 4:
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
Student outcome 1
Student outcome 2
Student outcome 3
Student outcome 4
Student outcome 5
Student outcome 6
Student outcome 7
Student outcome 8
Student outcome 9
Student outcome 10
Student outcome 11
Assessment
method 5:
Assessment
method 6:
Key:
Assessment Method 1: Senior Diagnostic Exam. This exam is written and given by MME faculty.
Results are compiled by the Assessment Committee and discussed at the Annual Faculty Retreat.
Assessment Method 2: Senior Diagnostic Exam Beta Test. A 30 question general, multiple choice
test is given to the incoming junior class during MT272 Summer Field Session. The same test is
given two years later to graduating seniors during MT466 Senior Design
Assessment Method 3: Specific Course Assessment. For each MME core class, faculty answer
specific assessment questions and present them as PowerPoint slides at the Faculty Retreat. The
answers are discussed openly. Based on a variety of methods.
Assessment Method 4: Senior Exit Survey and Interview. Responses are discussed in Annual Faculty
Retreat.
3. Map the student outcomes to courses and to the ABET outcomes. You may use check marks or
designate P=primary emphasis and S=secondary emphasis. If your assessment plan only includes
the ABET outcomes and you have no additional outcomes, you do not need to complete table #3.
Table 2
Courses
Student outcome 1
Student outcome 2
Student outcome 3
Student outcome 4
272
311
351
381
348
352
334
445
461
450
415
466
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
S
11
Student outcome 5
P
Student outcome 6
Student outcome 7
S
Student outcome 8
Student outcome 9
Student outcome 10
Student outcome 11
S
P = primary, S = secondary
P
P
S
P
P
P
S
P
P
P
P
S
P
P
P
P
S
P
P
P
P
S
S
S
P
S
P
P
Table 3
Student outcome 1
Student outcome 2
Student outcome 3
Student outcome 4
Student outcome 5
Student outcome 6
Student outcome 7
Student outcome 8
Student outcome 9
Student outcome 10
Student outcome 11
A
X
X
X
X
X
X
X
X
X
X
X
B
X
X
X
X
X
X
X
X
X
X
X
C
X
X
X
X
X
X
X
X
X
X
X
D
X
X
X
X
X
X
X
X
X
X
X
ABET Outcomes
E
F
G
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
X
X
X
X
X
X
12
H
X
X
X
X
X
X
X
X
X
X
X
I
X
X
X
X
X
X
X
X
X
X
X
J
X
X
X
X
X
X
X
X
X
X
X
K
X
X
X
X
X
X
X
X
X
X
X
P
P
P
P
P
4. Identify the assessment activities that your program has implemented in the past year.
Direct measures:
MME Graduate data
collection to assess
whether or not program
objectives have been
achieved
Senior Diagnostic
exam beta test
(given to incoming
juniors and
graduating seniors)
Senior Diagnostic
exam given to
graduating seniors
Faculty Retreat
(course
presentations)
Indirect measures:
Alumni surveys (written)
to assess whether or not
program objectives have
been achieved
Senior exit
interviews (oral and
written)
5. Describe how you have shared assessment results with faculty. Describe how faculty have
used assessment results to improve student learning, including the specific actions you have
taken or will take to facilitate students’ attainment of the student learning outcomes. (ABET
Criterion 4C.)
Table 4
Mechanisms for sharing
assessment results with
faculty:
The Annual Faculty Retreat (AFR) is the principal vehicle to share
all the assessment results with faculty and to engage in discussions
in which action items emerge that directly influence the education of
our students either through the curriculum or specific courses.
During the AFR, each faculty member teaching a core MME course
makes a presentation (faculty course presentation) which
addresses specific questions and demonstrates student
performance. AFR was held August 29, 2014. The MME
Assessment Committee (AC) which meets about three to four times
a semester also reports regularly to the faculty at Faculty Meetings,
and assessment results are shared.
13
Table 5 (from 2013 and
before) updates for 2014
in italics
Action #1 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Curriculum change: course substitution (in place of DCGN381,
students may take PHGN215, CSCI261, MATH348, MATH455,
PHGN311, EGGN413, CHGN335, CHGN336, PHGN440 or
CHGN410
Fall 2011
It was recognized in AFRs during past years (2007, 2008, 2009 and
2010) that DCGN381 has changed and does not currently fit the
needs of MME majors. Several courses listed as substitutions
provide skills and/or fundamentals that align with the MME
program.(Source: AFR)
Not analyzed yet – will be asked about this in Senior exit interviews
starting December 2013. Unfortunately this was not started this year
but will begin December 2014.
Annual faculty retreat
NA
Action #2 taken:
Curriculum change: course substitution (MTGN415 in place of
PHGN300).
Date action taken:
Basis for this action:
Fall 2011
From AFRs in past years (2007, 2008, 2009), it has been recognized
that key topics (examples) are not included in PHGN300 and there
are extraneous topics in PHGN not related to MME program (Source:
AFR).
1, 5 and 11
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Annual faculty retreat
The course change has been implemented now for three years. It
has been recognized during discussion at the 2013 and 2014 AFR
that the learning objectives the students gain in this course come later
than they should (in spring of senior year rather than junior year), and
this may be undesirable since the students would lack foundations in
physics for other course. Furthermore, because the course is so far
away from the students’ last physics course, they need to spend
considerable time in the course re-learning physics. Finally, the
course is in many ways a survey course that provides students with
insight into electronic materials; however, since it comes in the last
semester, students cannot take follow-up classes in this topic. It
would be desirable to move MT415 to the fall of the junior year.
14
Action #3 taken:
MME has altered content of MT351 and MT381 to incorporate
thermodynamics concepts that are not otherwise covered
Date action taken:
Basis for this action:
May 2012 and September 2013
There is a large concern by faculty about the thermodynamics the
students are getting in DCGN209 (Source: AFR)
1,5, and 11
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Annual Faculty Retreat
Results are measurable in the senior diagnostic exams (2014). 75%
of the students scored above 60% in 2014, as compared with 57%
and 34% for the two previous years. This demonstrates a marked
improvement.
Action #4 taken:
Instructor for MT412 (IR) will provide certain ceramic ternaries to
instructor for MT381 (MK, JS)
Date action taken:
Basis for this action:
May 2012, September 2013
It was noted that seniors do not work well with ceramic ternary phase
diagrams. (Source: AFR)
1, 5, and 11
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Annual Faculty Retreat
Will be measured in 2014 by GB report at AFR (2015) of the results of
MT412. Previously IR taught MT412, but now GB does.
Action #5 taken:
The department will examine student advising effectiveness
more closely and will take action if it is shown to be a
significant concern.
Date action taken:
Basis for this action:
April, May 2012
Several students made comments about student advising (Source:
AC, based on CSM Senior Surveys and MME Senior surveys)
all
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Annual Faculty Retreat
Specific questions about advising during the 2013 and 2014 senior
exit interviews have revealed that the advising has significantly
improved.
15
Action #6 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Action #7 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Email sent to faculty to ask whether or not they modified their
teaching based on the scores of the senior diagnostic exams.
October 2011
It was brought up in the AC (10-4-2011) that MME should examine
whether or not the senior diagnostic exams change how we teach.
all
Annual Faculty Retreat and Senior Diagnostic Exam
For most courses, no modifications were made based on the
diagnostic exams (this brings into question the value of the exams).
Some minor changes were reported for MT348 (mainly related to
clarification). For MT445, there were more extensive changes. For
details, see response from KF (2/25/2012 email). A new exam will be
developed as a result. The new exam was administered for the first
time to the spring 2014 graduating seniors.
The Undergraduate Affairs Committee will examine the possibility of
altering the undergraduate curriculum
September 2013
AFR 2013 had a discussion about the value of Field Session as
taught now (it was agreed by the faculty that the students were not
learning what they should in particle processing; It was suggested
that particle processing could be moved to the senior year, and
MT415 could be moved to the junior year; DC209 would be removed
and MT381 and MT331 would be combined to make one 4-credit
class.
all
Annual Faculty Retreat
Will be assessed either at AFR 2014 or AFR 2015. Issue was
discussed at AFR 2014. See action item below.
16
Table 6 (new in 2014)
Action #1 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Action #2 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Action #3 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Action #4 taken:
Date action taken:
Basis for this action:
Consider changing the content and delivery of MT272 field session.
Fall 2014
It was recognized in AFRs during the past two years (2013 and 2014)
that MT272 is not best serving the students. It does not do the topic
“particulate processing” justice. The course could contain elements
that are needed throughout the MME program – a kind of tool box for
students and includes instruction on spreadsheet use, statistics,
dimensional analysis, etc.).(Source: AFR)
all
Annual faculty retreat
To be evaluated by diagnostic exams and performance in MME
coursework.
The department should request lab fees for upcoming academic year
September 2014
In MT334 and other lab courses, the problem of large class size and
limited resources was described.
1,2,3,5,11
Annual Faculty Retreat
Will be assessed AFR 2015.
Place basic statistics concepts earlier in the MME curriculum.
2014
In MT450, it was noted that the class performance could be
substantially improved if students had some elementary statistics
knowledge prior to the course. The suggestion was made to possibly
incorporate some basic statistics into MT272. (Source: AFR)
1,2,3,5,11
Annual Faculty Retreat
Will be assessed AFR 2015.
Put engineering economics into senior design
2014
It was noted that students do not receive any formal instruction in
engineering economics, but are expected to include this in their
senior design reports. CA will teach a few lectures in MT466 at the
17
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
Action #5 taken:
Date action taken:
Basis for this action:
Student outcome
impacted:
Specific assessment
measure(s) that motivated
action (if not described
above):
Measurement/assessment
of the impact of the action
that was taken:
beginning of the semester. (Source: AFR).
1,3,5,6,8,10,11
Annual Faculty Retreat
Will be assessed AFR 2015.
Consider moving MT415 to the fall of the junior year
2014
For a number of reasons (see action item 2 in Table 5), MT415 would
serve students better if it was offered much earlier in the program.
1,2,3,5,10,11
Annual Faculty Retreat
Will be assessed AFR 2015.
6. Describe any changes that you are planning to make in your assessment plan for next year.
Table 7
Planned changes:
The SPC/DOE part of the diagnostic exams will be modified by providing
more questions and possibly modifying some questions to an appropriate
level.
7. Describe how you have used the feedback from the assessment committee in response to last
year’s report to improve your assessment efforts.
Table 8
Use of committee’s
feedback:
We were asked to develop more specific (and quantitative) methods to identify
course objectives, and we have tried to provide more quantification. The
faculty have been requested to be more quantitative when reporting during the
AFR.
To the report feedback response, “It is not clear to us if the course
assessments that are referenced in the report are based on students’ work or
just on faculty opinions”, a brief description of the basis for assessment in each
course is given in the outcomes assessment section above.
18