Achieving Student Learning Outcomes
November 2011
Closing the Loop: Using Information to Improve Student Learning
Thank you to the following faculty for sharing examples at the November 7 pedagogy workshop of how
they have used assessment information to impact student learning outcomes: Candy Sulzbach (Civil
Engineering), Manohar Arora (Mining Engineering), Tracy Gardner (Chemical and Biological
Engineering), and Natalie Van Tyne (EPICS). Below are brief summaries of the information that these
professors shared:
Professor Candy Sulzbach and Professor Manohar Arora: “Mastering Engineering” is a web-based
homework management system that is used in Statics (Mining Department) and Mechanics of Materials
(College of Engineering). The system can also be used as a tutorial to enable students to learn course
concepts and solve problems through use of the “show answer” option. Some problems have hints
available to guide the students towards the solution. However, there are penalties and bonus for
using/not using hints. Most of the homework problems are multipart and the solutions provide a check on
students’ methodology for solving the problems. As a result of implementation of this homework software
1.) students’ average scores on the final exams has improved significantly 2.) a higher proportion of
students have earned passing grades on the final exams and 3.) the withdrawal rate for these two
courses has declined. Students who have used this homework system are more likely to make
satisfactory progress as they progress from Statics to Mechanics to other upper level courses than has
been the case prior to implementation of the homework management system.
Professor Tracy Gardner: Students’ FE exam results, upper level course performance, exit surveys and
alumni surveys revealed the need for additional skill development in computing, data analysis, and
statistics. The department modified courses, transitioned from a lecture model to a tutorial model, and
implemented a competency exam in response to these needs. These changes resulted in increased
student performance on upper level courses and better retention of knowledge and skills as students
progressed through the curriculum. The department has also modified graduation requirements,
restructured the thermodynamics sequence, and created a one-credit hour research course in response
to assessment results that revealed possibilities for improving attainment of student learning outcomes.
Professor Natalie Van Tyne: In order to support achievement of student learning outcomes, faculty have
proposed alternative courses to fulfill the EPICS 251/EPICS II requirement. In order to confirm that the
EPICS II equivalent courses are equivalent to EPICS 251, faculty evaluated the extent to which these
alternatives enabled students to achieve the learning outcomes that apply to all EPICS II courses. The
review was intended to encourage consistency in the development of students’ knowledge and skills
among the EPICS 251 and the equivalent courses. As a result of the review, faculty identified some best
practices for achieving these learning outcomes, such as including regular interaction with project clients
and intentional linking of engineering design processes to technical content.
Thank you to the presenters, to the Physics Department and the Center for Engineering Education for
sponsoring this event, and to the faculty for attending.
Assessment Methods in Use by Degree-Granting Programs
Indirect Methods
Alumni Survey
Senior Interview
Senior Survey
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Petroleum Engineering
Mining Engineering
Metallurgical and Materials Engineering
X
X
X
X
Math and Computer Science
Geophysics
Geology and Geological Engineering
Engineering Physics
Engineering
X
X
Economics and Business
X
X
Chemistry and Geochemistry
Chemical and Biochemical Engineering
Direct Methods
Senior Exam
FE Exam
Course Assignment
Design Competition
Portfolio
Oral Report
Written Report
Lab Assignment
Poster
Final Project
Teamwork Form
Recruiter Survey
Visiting Committee
Employer Survey
Field Session
Chemical Engineering
Below is a summary of the assessment methods in use in 2010-11 by various undergraduate degreegranting programs, according to the information provided in the annual undergraduate assessment
reports.
X
X
X
Assessment According to Dilbert
Thanks to Professor John Curtis for sharing Dilbert’s views on assessment. View it here.
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Raising the Bar: Employers’ Views on College Learning
According to an AACU study, (titled "Raising the Bar: Employers' Views on College Learning in the Wake
of the Economic Downturn") 302 employers reported that colleges should place more emphasis on the
following essential learning outcomes:
89%
81%
79%
written and oral communication skills
critical thinking and analytic reasoning
applied knowledge in real-world settings
75%
75%
71%
complex problem solving
ethical decision making
teamwork skills in diverse groups
Employers assess the potential value of emerging educational practices. Below is the proportion
indicating that each of the following would help a lot or a fair amount to prepare college students for
success:
84%
81%
81%
73%
65%
60%
58%
50%
Students complete a significant project before graduation that demonstrates their depth of
knowledge in their major AND their acquisition of analytical, problem-solving, and communication
skills
Students complete an internship or community-based field project to connect classroom learning
with real-world experiences
Students develop the skills to research questions in their field and develop evidence-based
analyses
Students work through ethical issues and debates to form their own judgments about the issues
at stake
Students acquire hands-on or direct experience with the methods of science so they will
understand how scientific judgments are reached
Students learn about cultural and ethnic diversity in the context of the United States
Students learn about the point of view of societies other than those of Western Europe or North
America
Students take courses that explore big challenges facing society, such as environmental
sustainability, public health, or human rights
Sources: http://www.aacu.org/leap/documents/MoreEmphasis_2010.pdf and
http://www.aacu.org/leap/documents/2009_EmployerSurvey.pdf
Quote of the month
“Students are more likely to succeed in classrooms that assess their
performance and provide frequent feedback about their performance in ways
that enable everyone -- students, faculty, and staff -- to adjust their behaviors
to better promote student success in the classroom.”
Dr Vincent Tinto. Student Success, in the Classroom
http://www.insidehighered.com/views/2011/11/03/essay-focus-student-success-effortswhat-happens-classroom
Read more:
http://www.insidehighered.com/views/2011/11/03/essay-focusstudent-success-efforts-what-happensclassroom#ixzz1ceep6sOz
Inside Higher
Ed
This newsletter
is published by the assessment office:
Kay Schneider, Director
303-273-3087
kmschnei@mines.edu
http://inside.mines.edu/assessment