CHEN Program
Assessment
Advisory Board
Meeting
May 21, 2013
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Outline
• ABET reaccreditation
• Assessment of CHEN performance
• Changes in undergraduate curriculum
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ABET Criteria
•
•
•
•
•
•
•
•
Students
Program Educational Objectives
Student Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
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ABET accreditation
– meaningful long-term objectives that alumni achieve 3-5
years after graduation;
– a set of measurable outcomes for students at the time of
graduation;
– a process in place for continuous assessment and
improvement;
– curriculum aligned with accepted standards.
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ABET reaccreditation
– Fall, 2014: TAMUQ programs will go for
reaccreditation:
• Self-study report;
• Supporting documentation;
• Visit of ABET reviewers.
– Fall, 2013: mock review with consultants.
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ABET accreditation: your role
•
IAB meeting
•
Help assess outcomes:
– Capstone project presentations
– Exit interviews
•
Meet with ABET reviewers during accreditation
and mock visits
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Program Educational Objectives
• Until recently: assessed via surveys
• Now: ABET no longer requires PEO
surveys
• IAB helps ensure PEOs remain relevant
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Program Educational Objectives
1.
Our graduates will apply the foundation, depth, and breadth of
knowledge for successful chemical engineering careers in industry or
government.
2.
Our graduates will apply effective communication, leadership and
teaming skills.
3.
Our graduates will have a sense of responsibility, be ethical in the
conduct of their profession, and have an appreciation for the impact
of their profession on society.
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CHEN Student Outcomes
• Knowledge and skills students should
have by the time they graduate;
• Program adopts ABET’s “A to K” list of
compulsory outcomes.
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CHEN Student Outcomes
• TAMUQ CHEN graduates will have the:
a)
Ability to apply knowledge of mathematics, science, and
engineering
b)
Ability to design and conduct experiments, as well as to
analyze and interpret data
c)
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
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CHEN Student Outcomes
• TAMUQ CHEN graduates will have the:
d)
Ability to function on multi-disciplinary teams
e)
Ability to identify, formulate, and solve engineering problems
f)
Understanding of professional and ethical responsibility
g)
Ability to communicate effectively
h)
Broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental,
and societal context
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CHEN Student Outcomes
• TAMUQ CHEN graduates will have the:
i)
Recognition of the need for, and an ability to engage in lifelong learning
j)
Knowledge of contemporary issues
k)
Ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
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Outcome Assessment
• Assessment tools;
• Selected, sampled activities map onto “A
to K” outcomes.
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Assessment Tools
– External:
• Capstone course evaluation form
• Senior exit interview
• Internship survey
– Internal:
• Course-based outcome assessment sheet
• Senior exit survey
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Capstone course evaluation
– External examiners
• IAB members
• Distinguished members of the professional
community in Qatar
– Based on students final project presentations
– Goal:
• At least 70% of all responses from all evaluators for each
outcome should be either “Exceed” or “Meet” expectations,
as opposed to “Needs Improvement”.
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Capstone course evaluation
100
90
80
% Success
70
60
A: math science
50
C: design
D: teamwork
40
E: formulation
30
F: ethics
20
10
0
2008/09
2009/10
2010/11
Academic year
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2011/12
2012/13
Capstone course evaluation
100
90
80
% Success
70
60
G: communication
50
H: broad education
I: lifelong learning
40
J: contemporary issues
30
K: modern tools
20
10
0
2008/09
2009/10
2010/11
Academic year
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2011/12
2012/13
Exit interviews
– External examiners
• IAB members
• Distinguished members of the professional
community in Qatar
– Goal:
• At least 70% of all responses from all evaluators
for each outcome should be either “Exceed” or
“Meet” expectations, as opposed to “Needs
Improvement”.
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Exit interviews
100
90
80
% Success
70
A: math science
60
B: experiments
50
C: design
40
D: teamwork
30
E: formulation
F: ethics
20
10
0
2008/09
2009/10
2010/11
Academic year
CHEMICAL ENGINEERING PROGRAM
2011/12
2012/13
Exit interviews
100
90
80
% Success
70
60
G: communication
50
H: broad education
I: lifelong learning
40
J: contemporary issues
30
K: modern tools
20
10
0
2008/09
2009/10
2010/11
Academic year
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2011/12
2012/13
Internship survey
– External examiners
• Internship supervisors
– Internships are voluntary, not compulsory
activities
– Goal:
• At least 70% of all responses from all evaluators for each
outcome should be either “Exceed” or “Meet” expectations,
as opposed to “Needs Improvement”.
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Internship survey
100
90
80
% Success
70
D: teamwork
60
F: ethics
50
G: teamwork
40
H: broad education
30
I: lifelong learning
20
J: contemporary issues
10
0
2008/09
2009/10
2010/11
2012/13
Academic year
2011/12 not conducted because few students
reported doing internships
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Course-based assessment
– Internal tools
• Course surveys
• Student performance in selected activities:
–
–
–
–
Exams
Projects
Quizzes
Homework
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Course-based assessment
Faculty members:
• Collect the data;
• Analyze them;
• Prepare a course report.
Faculty meeting to discuss the report:
•
•
Effect of implementing past recommendations is evaluated;
Recommendations for future course editions are recorded.
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Course-based assessment
– All courses pass the goal of at least 70% of
the students achieving the outcomes they
measure.
– 70% or more of the students achieve each
outcome.
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Senior exit survey
– Questions about:
• How the CHEN Program prepared;
• Student advising;
• Courses.
– Goal:
• At least 70% of all responses for each outcome
should be either “Well” or “Adequately” prepared.
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Senior exit survey
100
90
80
% Success
70
A: math science
60
B: experiments
50
C: design
40
D: teamwork
30
E: formulation
F: ethics
20
10
0
2008/09
2009/10
2010/11
Academic year
CHEMICAL ENGINEERING PROGRAM
2011/12
2012/13
Senior exit survey
100
90
80
% Success
70
60
G: communication
50
H: broad education
I: lifelong learning
40
J: contemporary issues
30
K: modern tools
20
10
0
2008/09
2009/10
2010/11
Academic year
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2011/12
2012/13
Summary of Assessment
• Results of the past five years show the:
– CHEN Program is accomplishing its PEOs;
– student outcomes are being fulfilled;
– system for continuous improvement is
functional.
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Upcoming curriculum changes
If the “customers” (graduates and their
employers) are happy, why change
anything?
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Upcoming curriculum changes
If the “customers” (graduates and their
employers) are happy, why change
anything?
– Fine tuning to local needs
– Fine tuning to peculiarities of TAMUQ
operation
– Profession gradually evolves
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Upcoming curriculum changes
Constraint
CHEN curricula at TAMUQ and TAMU:
– are similar;
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Upcoming curriculum changes
Constraint
CHEN curricula at TAMUQ and TAMU:
– are similar;
– should remain similar;
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Upcoming curriculum changes
Constraint
CHEN curricula at TAMUQ and TAMU:
– are similar;
– should remain similar;
– though not necessarily identical.
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Upcoming curriculum changes
Most relevant changes (pending final TAMU approval):
– CHEN 205: Chemical Engineering Thermodynamics I
• allow co-enrollment in MATH 251
– CHEN 313: Chemical Engineering Materials
• remove CHEN 204 and MATH 251 as prerequisites
– CHEN 320: Numerical Analysis for Chemical Engineers
• replace CHEN 205 with CHEN 204 as the prerequisite for CHEN 320
– CHEN 414: Chemical Engineering Laboratory I
• allow co-enrollment in CHEN 323 (Heat Transfer Operations)
– CHEN 433: Chemical Engineering Laboratory II
• make CHEN 424 (Mass Transfer Operations) or registration therein
with approval of instructor a prerequisite for TAMUQ only
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Upcoming curriculum changes
Most relevant changes (pending final TAMU approval):
– New course title for CHEN 464: Kinetics and Reactor Design
– Swap CHEN 461 and CHEN 464 in degree plan
• Students will take CHEN 464, Kinetics and Reactor Design, in their
7th semester, before doing their capstone project in the final semester.
• CHEN 461, Process Dynamics and Control, will be in the final
semester
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Upcoming curriculum changes
Most relevant changes (pending final TAMU approval):
– Include
• Special Topics in Engineering Biotechnology
• CHEN elective
• CHEN elective
– Exclude
•
•
•
•
CHEM 466 – Polymer Chemistry (3-0)
CHEM 316 – Quantitative Analysis (2-0)
CHEM 318 – Quantitative Analysis Lab (0-3)
One free elective (3-0)
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336F Texas A&M Engineering Building
Education City
PO Box 23874
Doha, Qatar
Tel. +974.423.0017
Fax +974.423.0065
chen@qatar.tamu.edu
http://chen.qatar.tamu.edu
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