CHEN Program Assessment
Advisory Board Meeting
June 3rd, 2012
Outline
•
•
•
•
ABET
Role of the Advisory Board
Accreditation of CHEN Program
CHEN Program Objectives and Student
Outcomes:
– Assessment Tools and Processes
– Assessment Results
– Recommendations and implemented actions
• Program Educational Objectives Surveys
• Discussion and Comments
ABET
• Accreditation means the program has:
– meaningful long-term objectives that its alumni
achieve;
– a set of measurable outcomes for its students at
the time of graduation;
– a process in place for continuous assessment and
improvement.
Role of the Advisory Board
•
•
Meet with CHEN faculty members to discuss
Program assessment results and
recommendations (1-2 times a year);
Help assess CHEN Program outcomes:
– Evaluation of students capstone project
presentations (once a year)
– Exit interviews of graduating students (twice a
year)
•
Meet with ABET reviewers during
accreditation and mock visits (once every 56 years)
Accreditation of CHEN Program
• ABET-accredited in Fall 2009 for six years –
Next General Review (NGR)
– ABET team visited TAMUQ in Oct. 2008
– Evaluator’s feedback was very favorable (no
deficiencies, weaknesses, or concerns)
• Next visit will be in Fall 2014
CHEN Program Educational
Objectives
• Educational objectives are few and broad, yet
measurable, statements about the skills
alumni should have some (e.g., five) years
after graduation.
New CHEN Program Educational
Objectives
• For CHEN at TAMUQ, they are:
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.
CHEN Program Educational
Objectives – Assessment Tools
• The Program objectives are assessed using:
– Alumni Survey
– Employer Survey
– Surveys conducted every two years – next in the
Fall, 2012.
• Survey Results:
– Most recent 2009-10.
CHEN Program Educational
Objectives – Assessment Results
• Alumni Survey Results Summary:
CHEN Program Educational
Objectives – Assessment Results
• Employer Survey Results Summary:
CHEN Student Outcomes
–
Outcomes involve skills and knowledge students
should have by the time they graduate;
–
ABET has an “A to K” list of compulsory outcomes.
Programs may choose to have more.
–
We use “A to K”.
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
d)
Ability to function on multi-disciplinary teams
e)
Ability to identify, formulate, and solve engineering problems
CHEN Student Outcomes
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
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.
CHEN Student Outcomes Assessment Tools
• Program outcomes are assessed using
several tools:
– External:
• Capstone course evaluation form
• Senior exit interview
• Internship survey
– Internal:
• Course-based outcome assessment sheet
• Senior exit survey
CHEN Student Outcomes Assessment Tools
• Capstone Project Evaluation Form (External):
– Conducted by external examiners
– 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”.
CHEN Student Outcomes Assessment Results
• Capstone Project Evaluation Form (External):
– Outcome B (“design and conduct experiments”) is
not assessed in the capstone project evaluation.
Success %
2010/11 2011/12
Average
87
88
Lowest
81 - c
79 - j
c) Ability to design a system, component, or process…
j) Knowledge of contemporary issues
CHEN Student Outcomes Assessment Tools
• Senior Exit Interview (External):
– Conducted by external examiners
– Two examiners jointly interviewed each senior
student
– Goal:
• At least 70% of all responses to each outcome should be
either “Well” or “Adequately” prepared, as opposed to
“Needs Improvement”.
CHEN Student Outcomes Assessment Tools
• Senior Exit Interview (External):
Success %
2010/11 2011/12
Average
96
96
Lowest
71 - b
80 - f
b) Ability to design and conduct experiments…
f) Understanding of professional and ethical responsibility
CHEN Student Outcomes Assessment Tools
• Internship Survey (External):
– Supervisors of trainees are asked questions about
the performance of our students.
– Does not assess all outcomes – conducted usually
after sophomore or junior year
– Goal:
• At least 70% of all responses to each outcomes should
be either “Exceed” or “Meet” expectations, as opposed to
“Needs improvement.
CHEN Student Outcomes Assessment Results
• Internship Survey (External):
Few students reported doing internship in the Summer,
2011.
A survey of internships in the Summers of 2011 and 2012
will be conducted in the Fall, 2012.
CHEN Student Outcomes Assessment Tools
• Course-Based Outcome Assessment Sheet
(Internal)
– Prepared by faculty members
– Each “A to K” outcome is assessed using 2-3
courses
– Specific tools, e.g., exam question, project, etc.
are used
– Goal:
• At least 70% of all students should pass each outcome in
all courses assessed
CHEN Student Outcomes Assessment Results
• Course-Based Outcome Assessment Sheet
(Internal)
– A lot of data is generated and analyzed in this
process;
– All courses pass the goal of at least 70% of the
students achieving the outcomes they measure.
CHEN Student Outcomes Assessment Tools
• Senior Exit Survey (Internal):
– Students are asked how they feel the CHEN
Program prepared them with respect to the
outcomes.
– Students are also asked questions related to other
areas, such as advising, courses, etc.
– Goal:
• At least 70% of all responses for each outcome should
be either “Well” or “Adequately” prepared.
CHEN Student Outcomes Assessment Results
• Senior Exit Survey (Internal):
Success (A-K) %
Average
2010/11
2011/12
100
100
CHEN Student Outcomes Assessment Results
• Senior Exit Survey (Internal):
• Recent answers to survey questions allowed
us to detect a specific issue: several students
have concerns about career mentoring.
• Action: every semester, when students come
for academic advising, faculty members
discuss with them career options and
opportunities.
Continuous Improvement:
Recommendations and Actions Taken
Based on 2010/2011 Cycle
At the end of each semester, faculty members submit their
course reports. Among other items, these reports contain:
–
–
recommendations for future course editions;
comments on compliance with previous recommendations.
Courses are well established - typical recommendations are:
• Minor changes in the number hours dedicated to a topic;
• Inclusion/exclusion of specific examples;
• Changes in work load (home works, number of exams).
Summary of Program Assessment
Results – 2011/2012 Cycle
• Program Objectives:
– The process of changing the CHEN Program
Educational Objectives, now approved, delayed
our surveys: will take place in the Fall, 2012.
• Student Outcomes:
– All external assessment tools of Student outcomes
demonstrate satisfactory performance with respect
to all outcomes.
– Internal tools (course-based and exit survey)
reinforce the same conclusion.
New tools to assess the Program
Educational Objectives
• We have new surveys to assess the Program
Educational Objectives, not used yet.
• We tried to keep the surveys short, yet
informative, with three open questions.
• We would like to have your feedback on
them.
CHEN Program Educational
Objectives
• For CHEN at TAMUQ, they are:
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.
Employer survey
On average, approximately how many graduates from Texas A&M
University at Qatar, Chemical Engineering Program, does your
company hire per year? ______________
TAMUQ graduates have the foundation, depth, and breadth of
knowledge for successful chemical engineering careers in industry
or government.
strongly agree
agree
disagree
strongly disagree
no basis for answering
TAMUQ graduates communicate effectively and have leadership
and teaming skills.
strongly agree
agree
disagree
strongly disagree
no basis for answering
TAMUQ graduates have a sense of responsibility, are ethical in the
conduct of their profession, and have an appreciation for the impact
of their profession on society.
strongly agree
agree
disagree
strongly disagree
no basis for answering
Employer survey
• What qualities do you like about our
graduates?
• Have you identified areas in which
improvements are needed? If so, what are
these areas?
• Based on the performance of TAMUQ
graduates, would you be willing to hire more
in the future?
Alumni survey
I have the foundation, depth, and breadth of knowledge for a
successful chemical engineering career in industry or government.
strongly agree
agree
disagree
strongly disagree
no basis for answering
I can communicate effectively and have leadership and teaming
skills.
strongly agree
agree
disagree
strongly disagree
no basis for answering
I have a sense of responsibility, am ethical in my professional
conduct, and have an appreciation for the impact of my profession
on society.
strongly agree
agree
disagree
strongly disagree
no basis for answering
The educational experience at TAMUQ prepared me well for a
successful professional career.
strongly agree
agree
disagree
strongly disagree
no basis for answering
Alumni survey
• What skills you gained at TAMUQ that you found
most useful in your professional career?
• What recommendations would you make to the
Chemical Engineering Program at TAMUQ to
improve the preparation of its graduates for
successful professional careers?
• Would you recommend the Chemical
Engineering Program at TAMUQ to a friend or
family member?
Comments or Suggestions?
Thank you