SJSU Annual Program Assessment Form
Academic Year 2013-2014
<Please replace the <...> in this template with the requested text, and then delete these instructions prior
to submission. The completed forms will be posted under Annual Assessment Reports on the Program
Records webpage (http://www.sjsu.edu/ugs/faculty/programrecords/index.html) for your department.
Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies
(academicassessment@sjsu.edu), with cc: to your college’s Associate Dean and college Assessment
Facilitator. List of AFs is found at http://www.sjsu.edu/ugs/faculty/programs/committee/index.html>
Department: Biomedical, Chemical and Materials Engineering
Program:
Materials Engineering
College: Engineering
Website: http://bcme.sjsu.edu/
X Check here if your website addresses the University Learning Goals.
https://bcme.sjsu.edu/content/mate-abet-student-outcomes
Program Accreditation (if any): ABET through 2016
Contact Person and Email:Stacy.Gleixner@sjsu.edu
Date of Report: June 1, 2014
Part A
<In the 2013-14 AY, we would like to establish a baseline for all degree programs on campus, and we ask
that you fill out Items 1 – 5 for all degree programs in your department. In subsequent years, you will
only need to note changes from the baseline year.>
1. List of Program Learning Outcomes (PLOs)
Student Outcome
1.1
a. Ability to apply knowledge of
1.2
mathematics, science and engineering
1.3
b. Ability to design/conduct
experiments and analyze/interpret
data
2.1
2.2
c. Ability to design system,
3.1
component or process to meet desired
Performance Criteria
Utilize the structure-properties relationship to predict
the properties of a material.
Select the materials and properties appropriate for a
specific application.
Apply thermodynamics and kinetics in the process
design of materials system in order to produce desired
structure and properties.
Select appropriate materials characterization tools,
utilize the tool safely, and interpret experimental
results.
Design and analyze appropriate experiments to
measure or optimize specific engineering properties,
incorporating statistical procedures.
Select and evaluate appropriate materials and
processing methods based on desired performance.
needs
d. Ability to function on multidisciplinary teams
4.1 Contribute unique expertise to a multifaceted team
Assess needs, formulate problem statement, structure
5.1 and evaluate solutions in solving real-world materials
engineering problems.
f. Understanding of professional and
Formulate and address ethical issues which arise in
6.1
ethical responsibility
solving engineering problems and in the workplace.
Communicate effectively through formal and informal
g. Ability to communicate effectively 7.1
written and oral means.
h. Understand the impact of
Optimize materials engineering products and
engineering solutions in a
8.1 processes to positively impact global and societal
global/societal context
issues.
Recognize that materials engineering is diverse and
9.1 continuously evolving and that finding solutions may
i. Recognition of the need for and an
involve exploring new knowledge.
ability to engage in life-long learning
Uncover, critically evaluate, and synthesize
9.2
knowledge from multiple sources.
Demonstrate use of materials engineering in emerging
j. Knowledge of contemporary issues 10.1
applications.
Utilize modern tools and techniques to alter,
k. Ability to use the techniques, skills 11.1 characterize, and measure materials properties and to
design processes according to accepted standards.
and modern tools necessary for
engineering practice
Demonstrates advanced proficiency in pertinent
11.2
software.
e. Ability to identify, formulate and
solve engineering problems
These were written by all program faculty at an assessment retreat. They are reviewed annually at
an assessment retreat.
2. Map of PLOs to University Learning Goals (ULGs)
The connection of learning objectives to University learning goals were reviewed by faculty at an
assessment retreat.
3. Alignment – Matrix of PLOs to Courses
The table on the next shows the alignment of the program learning outcomes to courses. Level 1
indicates lower levels of Bloom taxonomy (level 1-2), level 3 mid-level (level 3-4), and 5 is high level
(level 5-6). The highlighted ones indicate the course the PLO is assessed in.
ABET Criteria
Ability to apply
knowledge of
mathematics,
science and
engineering
Ability to
design/conduct
experiments and
analyze/interpret
data
Ability to design
system, component
or process to meet
desired needs
Ability to function on
multi-disciplinary
teams
Ability to identify,
formulate and solve
engineering
problems
Understanding of
professional and
ethical responsibility
Ability to
communicate
effectively
Understand the
impact of
engineering
solutions in a
global/societal
context
Recognition of the
need for and an
ability to engage in
life-long learning
Performance Criteria
1.1
1.2
1.3
Utilize the structure-properties relationship to predict the properties of a material.
Select the materials and properties appropriate for a specific application.
Apply thermodynamics and kinetics in the process design of materials system in order to
produce desired structure and properties.
2.1
Select appropriate materials characterization tools, utilize the tool safely, and interpret
experimental results.
2.2
Design and analyze appropriate experiments to measure or optimize specific engineering
properties, incorporating statistical procedures.
MatE
153:
Electroni
MatE
MatE
ChE
ChE
MatE
c,
155:
115:
MatE
MatE
161:
162:
151:
Optical
Material
Structur
141:
154:
Safety Enginee
Process
and
s
e and Material
Metals
and
ring
Enginee Magneti
Selectio
Properti
s
and
Ethics in Statistic
ring
c
n and
es of Analysis
Alloys
Enginee
s&
Thermo. Properti
Process
Solids
ring
Analysis
es of
Design
Material
s
1
1
3
3
1
3
3
3
Select and evaluate appropriate materials and processing methods based on desired
performance.
4.1
Contribute unique expertise to a multifaceted team
1
Assess needs, formulate problem statement, structure and evaluate solutions in solving
real-world materials engineering problems.
1
5.1
6.1
Formulate and address ethical issues which arise in solving engineering problems
and in the workplace.
3
3
3
3
1
3
1
1
1
3
3
3
MatE
191
3
3
3
3
3
3
3
5
3
3
3
5
3
5
3
5
1
1
1
3
3
3
3
3
3
5
3
3
3
5
3
1
3
3
3
3
3
1
3
5
3
3
3
1
1
3
3
1
1
3
3
1
3
3
1
3
5
1
3
MatE
145
3
1
3
MatE
144
3
1
3.1
7.1
3
MatE
143
MatE
195:
MatE
MatE
MatE
MatE Mechani 198AB:
152:
185:
186:
cal
Senior
Sr. Core Solid
Ceramic Polymer Behavio Researc
State
s
s
r of
h
Kinetics
Material Project
s
1
1
3
5
3
1
1
1
1
3
3
3
3
5
3
3
3
1
3
3
3
3
5
1
3
3
3
3
5
3
3
3
3
5
3
3
3
5
3
5
Communicate effectively through formal and informal written and oral means.
1
8.1
9.1
9.2
Knowledge of
contemporary issues 10.1
Ability to use the
techniques, skills
11.1
and modern tools
11.2
necessary for
Optimize materials engineering products and processes to positively impact global
and societal issues.
Recognize that materials engineering is diverse and continuously evolving and
that finding solutions may involve exploring new knowledge.
Uncover, critically evaluate, and synthesize knowledge from multiple sources.
1
3
1
3
1
1
5
Demonstrate use of materials engineering in emerging applications.
Utilize modern tools and techniques to alter, characterize, and measure materials
properties and to design processes according to accepted standards.
Demonstrates advanced proficiency in pertinent software.
3
3
3
3
3
3
3
3
3
3
3
4. Planning – Assessment Schedule
With our ABET process, all PLOs are assessed in at least one course per a year (the highlighted
courses in the table above). The assessment results are written in a brief document that includes a
description of the assignment, the performance criteria, the level at which the program outcome
was met, and recommendations for changes. These assessment documents are reviewed by the
program faculty at an annual assessment retreat. In this manner, we are collecting data on,
reviewing as a department the implications, and implementing changes on all the program learning
outcomes on an annual cycle. A sub-set of 5-6 of them will be reported in the University annual
assessment report in a three year rotating cycle.
Year 1: (13-14): 2.2, 5.1, 6.1, 7.1, 9.2
Year 2: (14-15): 1.1, 2.1, 3.1, 8.1, 9.1, 10.1
Year 3: (15-16): 1.2, 1.3, 4.1, 11.1, 11.2
5.
Student Experience
http://bcme.sjsu.edu/content/mate-abet-program-educational-objectives
https://bcme.sjsu.edu/content/mate-abet-student-outcomes
Part B
6.
Graduation Rates for Total, Non URM and URM students (per program and degree)
First-time Freshmen: 6
Year Graduation Rates
Academic Programs
Materials Engineering
New UG Transfers: 3 Year
Graduation Rates
Fall 2007 Cohort
Grads : 3 Year
Graduation Rates
Fall 2010 Cohort
Fall 2010 Cohort
Entering
% Grad
Entering
% Grad
Entering
% Grad
Total
4
0.0%
7
28.6%
17
64.7%
URM
1
0.0%
2
0.0%
2
100.0%
Non-URM
2
0.0%
4
50.0%
8
62.5%
Other
1
0.0%
1
0.0%
7
57.1%
7. Headcounts of program majors and new students (per program and degree)
New Students
Materials Engineering
Cont. Students
Total
1st Fr.
UG Transf
New Creds
1st Grads
UGs
Creds
Grads
UGs
Creds
Grads
Total
4
22
0
13
28
0
37
54
0
50
BS
4
22
0
0
28
0
0
54
0
0
MS
0
0
0
13
0
0
37
0
0
50
Degree
8. SFR and average section size (per program)
Fall 2013
Student to
Faculty
Ratio (SFR)
Average
Headcount
per Section
Total
17.3
24.7
Lower Division
21.7
75.7
Course Prefix
Course Level
MATE - Materials Engineering
Upper Division
15.9
23.8
Graduate Division
13.9
11.5
9. Percentage of tenured/tenure-track instructional faculty (per department)
Fall 2013
Chemical and Materials
Engineering
% Tenured/Prob
Tenured
Probationary
Temp Lecturer
45.5%
3.692
5.8
1.149
Part C
Closing the Loop/Recommended Actions
Per recommendations from previous program planning cycles, we have started an industry advisory
board for the program to both strengthen the industry input into our learning outcomes and curriculum
and to provide a stronger connection to industry for students. We have also begun to strengthen our
ties with our program alumni including hosting two alumni functions and starting an alumni Google
group.
10. Assessment Data
11. Analysis
Note: sections 11 and 12 are presented together for each of the six program learning outcomes
being assessed in this cycle.
ABET Outcome: 2.0 Ability to design/conduct experiments and analyze/interpret data
SJSU Materials Engineering Performance criteria
2.2 Design and analyze appropriate experiments to measure or optimize specific engineering
properties, incorporating statistical procedures. (Level 5)
Assessed in MatE 198 A and B
Assignment
To achieve mastery of this outcome, students must design a year long senior design project to optimize
specific properties.
Their ability to design and analyze the experiment was assessed in multiple points long the year long
process. Reported here are scores for the first semester proposal presentation and report and their
final proposal and report. These all included significant sections on the design and analysis of the
experiment. Also included are specific assignments where the students explained there experimental
matrix and how the design process was used in their project to optimize certain properties.
First
Semester First Semester
Written
Final Oral
Report
Presentation
Experimental
Matrix and
Milestones
Design
Report
Final Design
Report
Final
Presentation
90
90
80
90
89
95
90
89
95
81
70
85
87
95
87
89
95
95
90
90
93
98
100
87
89
95
Inc
87.5
87.5
87.5
Inc
85
87.5
97.5
0
87.5
85
85
93
95
93
95
Inc
75
85
93
90
93
90
95
93
97
90
93
Performance criteria is all students achieving a C (74%) on all assignments. With the exception of one
student who got a C- (70) on the experimental matrix report and one student who earned a 0 on the
design process report, all students achieved mastery of designing and analyzing appropriate
experiments. However, none of these assignments specifically assessed the incorporation of statistical
procedures in the senior design project. This will be included as a separate assignment in future years.
ABET Outcome: 5.0 Ability to identify, formulate and solve engineering problems
SJSU Materials Engineering Performance criteria
5.1 Assess needs, formulate problem statement, structure and evaluate solutions in solving real world
engineering problems. (Level 3)
Assessed in MatE 152
Nucleation Project assignment
In Spring 2014, students were assigned a project where they needed to assess the issue of nucleation
and growth in a certain manufacturing process of their choice, determine the desired nucleation or
growth conditions, establish manufacturing conditions to accomplish the desired results, and
mathematically model their results based on selecting the proper model. The table below shows the
grades for the 10 Materials Engineering undergraduates in the class in Spring 2014. 9 students met the
criteria of passing (75 or above). (One student has an incomplete in the class.)
Nucleation
Project
Current
Score
90
86
94
Inc
89
89.5
79
97
95
76
90
86
ABET Outcome: 6.0 Understanding of Professional and Ethical Responsibility
SJSU Materials Engineering Performance criteria
6.1 Formulate and address ethical issues which arise in solving engineering problems and in the
workplace. (Level 5)
Assessed in MatE 198A
Assignment
This is a 10-20 minute presentation on engineering ethics using the assertion/evidence style of
presentation format. Your talk should be rehearsed; part of your grade will be based on the
effectiveness of your speaking style.
Your presentation should include:


Title slide (stay on it for at least a minute to set the big picture)
Outline (be creative, go beyond a bulleted list of text to map out the story you will be
staying)



3 Main components of codes of ethics, for each of these give an example that you have
encountered or could foresee in your own project or current or future career. For each of
these components, detail ways to address the situation correctly and possible
consequences if it is not dealt with.
Review a case study that involved engineering ethics (one that was either handled
correctly or incorrectly): state what the situation was and give any history of the
industry/issue needed. Discuss how the issues were dealt with, what the consequences
were and what alternative options may have been.
Summary slide (get creative beyond a bulleted list, bring the listener back to your main
overarching message)
Grades:
Engineering
Ethics
92
95
95
95
97
100
100
97
85
Performance criteria is all students achieving a C (74%) on all assignments. All nine students in the
class achieved mastery of this learning outcome.
ABET Outcome: 7.0 Ability to communicate effectively
SJSU Materials Engineering Performance criteria
7.1 Communicate effectively through formal and informal written and oral means. (Level 5)
Assessed in MatE 198A and B
Throughout senior design project, students had multiple experiences with formal and informal written
and oral reports. These are detailed below.
First semester (198A)

7 short, written workshop reports

4 short oral presentations

1 formal written project proposal

1 formal presentation at local professional society meeting

1 formal proposal presentation
Second Semester (198B)

3 short oral presentations

3 one-on-one mock business meetings

5 short, written reports

1 formal poster presentation at local professional society meeting

1 formal written final project report

1 formal final project presentation
Extensive feedback was given on written and oral abilities throughout the courses. These included
instructor, peer, and industry feedback using formal assessment rubrics. These assignments composed
a majority of the course grade and successful mastery of the learning outcome is reported using the
overall course grades. The performance criteria is C (73%). Eight students achieved mastery of C or
better (one student has an incomplete).
198A
198B
90.8
87.5
90.5
92.4
92.2
92.4
Inc
Inc
90.4
82.9
91.5
91.9
92.1
91.8
94.3
90.9
91.5
91.9
ABET Outcome: 9.0 Recognition of the need for and ability to engage in life-long learning
SJSU Materials Engineering Performance criteria
9.2 Uncover, critically evaluate, and synthesize knowledge from multiple sources. (Level 3)
Assessed in MatE 152
Assignment
Students needed to develop an experimental plan to measure the diffusion coefficient in a chosen
materials system. The experimental plan needed to be based on a literature review of at least three
different research groups. The assignment required them to find, critically evaluate, and synthesize
diffusion work of different research groups.
9 students met the criteria of passing (75 or above). One student has an incomplete.
90
86
94
Inc
89
89.5
79
97
95
76
12. Proposed changes and goals (if any)



In the coming year, we will be working to understand more the factors that contribute to
the low headcount of majors in materials engineering. This will include a survey of students
admitted into the major who choose not to come to SJSU and students who switch out of
the major. A recruitment plan will be developed using information learned in the surveys as
well as ideas from other universities that have recruited for their materials engineering
programs.
Changes to the curriculum to meet the 120 unit requirement will be implemented in the
coming year. The impact of these curriculum changes will be assessed by monitoring that
students are still successfully meeting all program learning outcomes.
Assignments will be developed to assess the use of statistics in senior design projects
(program learning outcome 2.2).