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					                                                                              2006-2007
                                                          CHEMICAL ENGINEERING (BS)
                                                                                      Methods of Assessment and Criteria for Success
           Intended Program Outcomes
                                                                          Direct Measures                                           Indirect Measures
1. Scientific Knowledge (1.a) and Problem                This outcome will be assessed by a departmental          Electronic survey questionnaires are to be administered
Solving (1.b) [Student Learning Outcome]                 Outcomes Assessment Committee, taking into               to graduating seniors (annually) and alumni (biennially)
Start Date: 08-25-06                                     account the following considerations:                    as additional measures for assessment of this student
End Date: 08-24-07                                                                                                learning outcome. In the Senior Exit Survey, the
                                                         1. Are the specific skills that correspond to this       outcome is assessed on a scale of 1 to 5 (poor to
Outcome Type: Critical Thinking Skills,                  Student Learning outcome appropriate? If not, how        excellent). In the Alumni Survey, a scale of 1 to 3 is
Content/Discipline Knowledge & Skills.                   should they be changed?                                  used. The outcome assessment committee then
                                                         2. Are the implementation strategies that                evaluates the surveys, ranking this outcome on a scale
Define Outcome:                                          correspond to this Student Learning outcome              of 1 - 5
                                                         appropriate? If not, how should they be changed?
Upon completion of the course of instruction, the        3. What are the student learning tasks in the            The criteria for success for this outcome are a minimum
student will be able to apply a knowledge of             relevant courses to achieve the specific skills?         average score of 3 out of 5 on the Senior Exit Survey, a
mathematics, physics, chemistry, and chemical            4. Are the student learning tasks appropriate? If        minimum average score of 2 out of 3 on the Alumni
engineering to identify, formulate, and solve chemical   not, how should they be changed?                         Survey, and a minimum of 3 out of 5 on the overall
engineering problems. (C3.a, C3.e)                       5. How well are the student learning tasks being         score of the outcome assessment committee.
                                                         implemented and assessed in these courses?
                                                                                                                  A Town Hall Meeting (focus group) for undergraduate
                                                         The Outcomes Assessment Committee is to submit           students will be held every year in the Spring, during
                                                         its findings, including recommendations for any          which verbal feedback from undergraduate students will
                                                         changes, if necessary, in a brief written report and a   be sought on topics such as academics and student
                                                         presentation at an annual departmental retreat held      welfare. The results will be compiled without attributing
                                                         after the end of the Spring Semester in May. Each        individual students' names to the comments, organized
                                                         of the courses relevant to this outcome is               into subject categories, analyzed, and discussed at the
                                                         individually evaluated by the committee, and an          Annual Faculty Retreat.
                                                         overall score is assigned as an assessment of how
                                                         well the student learning outcome is being
                                                         accomplished. The score is awarded on a scale of 1
                                                         to 5, with 1 corresponding to unsatisfactory
                                                         performance, 2 to acceptable performance, 3 to
                                                         good performance, 4 to very good performance, and
                                                         5 to excellent performance.

                                                         Recommendations made for changes in specific
                                                         skills or implementation strategies for a particular
                                                         outcome are considered for adoption by the faculty
                                                         at the annual retreat. Recommendations made for
                                                       changes in a course are considered for
                                                       implementation by the faculty member teaching the
                                                       course in the following academic year.

                                                       Method(s):
                                                       Project evaluations, course embedded assignments
                                                       (often in tandem with exam question banks),
                                                       department assessment, and problem-solving
                                                       exercises.

                                                       In the assessment of 2005-06, it was suggested that
                                                       more open-ended problems be introduced earlier in
                                                       the curriculum to better prepare the students for the
                                                       design courses. This recommendation will be
                                                       addressed in the evaluation of this objective.

2. Chemical Engineering Process                        The success criteria are 90% of the students scoring    Electronic survey questionnaires are to be administered
Experimentation [Student Learning Outcome]             Level 3 or higher (see File Bank below for rubric) on   to graduating seniors (annually) and alumni (biennially)
Start Date: 08-25-06                                   a laboratory report. Each student's abilities are       as additional measures for assessment of this student
End Date: 08-24-07                                     evaluated by his or her individual performance on a     learning outcome. In the Senior Exit Survey, the
                                                       major laboratory report incorporated into the senior-   outcome is assessed on a scale of 1 to 5 (poor to
Outcome Type: Content/Discipline Knowledge & Skills.   year course ECH 4404L, according to an assessment       excellent). In the Alumni Survey, a scale of 1 to 3 is
                                                       rubric for designing experiments, conducting            used.
Define Outcome:                                        experiments, and analyzing and interpreting data.
                                                                                                               The criteria for success for this outcome are a minimum
Upon completion of the course of instruction, the      Method(s): project evaluations, written report or       of 3 out of 5 on the overall score of the outcome
student will be able to design and conduct chemical    essay, course report, and faculty designed              assessment committee, a minimum average score of 3
engineering experiments, and analyze and interpret     comprehensive or capstone examinations and              out of 5 on the Senior Exit Survey, and a minimum
fundamental data of importance to the design and       assignments.                                            average score of 2 out of 3 on the Alumni Survey.
analysis of chemical processes. (C3.b)
                                                       In the assessment of 2005-06, a detailed evaluation     A Town Hall Meeting (focus group) for undergraduate
                                                       of the report scoring data indicate weaknesses in       students will be held every year in the Spring, during
                                                       the following areas:                                    which verbal feedback from undergraduate students will
                                                                                                               be sought on topics such as academics and student
                                                       1. The application of pertinent technical concepts      welfare. The results will be compiled without attributing
                                                       and literature.                                         individual students' names to the comments, organized
                                                       2. The ability to develop an experimental plan to       into subject categories, analyzed, and discussed at the
                                                       address design objectives.                              Annual Faculty Retreat.
                                                       3. Comparison of experimental results with
                                                       accepted models and literature data.

                                                       These weaknesses will be addressed in the
                                                       evaluation of this objective. We will continue to
                                                       further integrate the laboratory courses with the
                                                       theory courses.
3. Design and Analyze Chemical Processes               The criterion for success is that 90% of the student       Electronic survey questionnaires are to be administered
[Student Learning Outcome]                             teams score 50% or higher on a major design                to graduating seniors (annually) and alumni (biennially)
Start Date: 08-25-06                                   project in the senior-year capstone course ECH             as additional measures for assessment of this student
End Date: 08-24-07                                     4615. The assessment of each three-member                  learning outcome. In the Senior Exit Survey, the
                                                       student team is based on their design report,              outcome is assessed on a scale of 1 to 5 (poor to
Outcome Type: Content/Discipline Knowledge & Skills.   evaluated according to an assessment rubric for            excellent). In the Alumni Survey, a scale of 1 to 3 is
                                                       chemical process design.                                   used.
Define Outcome:
                                                       Method(s): project evaluations, written report or          The criteria for success for this outcome are a minimum
Upon completion of the senior-level Chemical           essay, capstone course evaluation, course report,          of 3 out of 5 on the overall score of the outcome
Engineering capstone design sequence of ECH4604 and    and faculty designed comprehensive or capstone             assessment committee, a minimum average score of 3
ECH4615, the student will be able to design and        examinations and assignments.                              out of 5 on the Senior Exit Survey, and a minimum
analyze new and existing chemical systems and                                                                     average score of 2 out of 3 on the Alumni Survey.
processes to meet desired needs. (C3.c)                In the assessment of 2005-06, areas of weakness
                                                       that were identified based on the reports are as           A Town Hall Meeting (focus group) for undergraduate
                                                       follows:                                                   students will be held every year in the Spring, during
                                                                                                                  which verbal feedback from undergraduate students will
                                                       1. About 50% of the teams needed the instructor's          be sought on topics such as academics and student
                                                       help in doing the hand calculations. This indicates        welfare. The results will be compiled without attributing
                                                       some weakness in material covered in earlier               individual students' names to the comments, organized
                                                       courses in the ChE curriculum. In particular,              into subject categories, analyzed, and discussed at the
                                                       students had difficulty in utilizing material covered in   Annual Faculty Retreat.
                                                       the Transport Phenomena sequence to do practical
                                                       design calculations. For instance, they had difficulty
                                                       in sizing pumps and doing fluid flow calculations.

                                                       2. About 33% of the teams were unable finish the
                                                       last two parts (out of nine) of the project. This
                                                       indicates that the teams did not manage their time
                                                       efficiently.

                                                       These weaknesses will be addressed in the
                                                       evaluation of this objective. It is suggested that the
                                                       assessment and evaluation process be slightly
                                                       modified to include qualitative measures for making
                                                       adjustments to the courses leading up to the design
                                                       sequence (ECH 4604 and 4615) to ensure that
                                                       specific skills that the students need to satisfy this
                                                       criterion are provided.




4. Professional and Ethical Responsibility             Each student's knowledge and performance in key          Electronic survey questionnaires are to be administered
[Student Learning Outcome]                             professional and ethical areas are evaluated by          to graduating seniors (annually) and alumni (biennially)
Start Date: 08-25-06                                   quizzes, reports, and faculty observation in pertinent   as additional measures for assessment of this student
End Date: 08-24-07                                     courses in process design, unit operations               learning outcome. In the Senior Exit Survey, the
                                                       laboratory, or other chemical engineering courses.       outcome is assessed on a scale of 1 to 5 (poor to
Outcome Type: Content/Discipline Knowledge & Skills.   Results of these indicators are compiled to provide      excellent). In the Alumni Survey, a scale of 1 to 3 is
                                                       an overall assessment.                                   used.
Define Outcome:
                                                       Professional and ethical responsibility will be          The criteria for success for this outcome are a minimum
Upon completion of the course of instruction, the      assessed using a scoring rubric (see attached file in    of 3 out of 5 on the overall score of the outcome
student will be able to demonstrate an understanding   the file bank). Scores of 0 - 5 will be assigned to      assessment committee, a minimum average score of 3
of professional and ethical responsibility. (C3.f)     each of 12 sub-tasks within the major headings           out of 5 on the Senior Exit Survey, and a minimum
                                                       Professional Behavior; Objective Criticism; and          average score of 2 out of 3 on the Alumni Survey.
                                                       Professional Ethics, Lab Safety, Student Advising. A
                                                       maximum score of 60 is possible in the scoring           A Town Hall Meeting (focus group) for undergraduate
                                                       rubric.                                                  students will be held every year in the Spring, during
                                                                                                                which verbal feedback from undergraduate students will
                                                       These raw scores are then converted into                 be sought on topics such as academics and student
                                                       assessment levels of from 1 - 5 using methodology        welfare. The results will be compiled without attributing
                                                       shown in the scoring rubric. A score of Level 1 (16      individual students' names to the comments, organized
                                                       or fewer points) indicates a "Novice" assessment,        into subject categories, analyzed, and discussed at the
                                                       while a score of Level 5 (greater than 40 points)        Annual Faculty Retreat.
                                                       indicates an "Exemplary" assessment.

                                                       This assessment will require a score of Level 3 or
                                                       higher (see File Bank for scoring rubric) as
                                                       determined by the above assessment standards.

                                                       Method(s): project evaluations, written report or
                                                       essay, instructor constructed exams, judged
                                                       performances, public performance or presentation
                                                       (juried), behavioral observations, course embedded
                                                       assignments (often in tandem with exam question
                                                       banks), course report, class performance or
                                                       presentation, and problem-solving exercises.

                                                       In the assessment of 2005-06, based on the
                                                       assessment rubric, the weakest areas were:

                                                       1. Honor code knowledge.
                                                       2. Honor code performance.
                                                         3. Attendance and punctuality performance.
                                                         4. Classroom performance.

                                                         These weaknesses will be addressed in the
                                                         evaluation of this objective. We will continue to
                                                         emphasize the importance of ethics in the
                                                         curriculum. In particular, the consequences of
                                                         copying in home assignments and exams will be
                                                         emphasized repeatedly in every course.


5. Effective Communication, and                          The success criteria are 90% of the students scoring    Electronic survey questionnaires are to be administered
Multidisciplinary Teams [Student Learning                Level 3 or higher (see File Bank below for rubric) on   to graduating seniors (annually) and alumni (biennially)
Outcome]                                                 the technical writing of a major report.                as additional measures for assessment of this student
Start Date: 08-25-06                                                                                             learning outcome. In the Senior Exit Survey, the
End Date: 08-24-07                                       Each student's abilities are evaluated by his or her    outcome is assessed on a scale of 1 to 5 (poor to
                                                         individual writing performance on a major laboratory    excellent). In the Alumni Survey, a scale of 1 to 3 is
Outcome Type: Communication Skills.                      report incorporated into the senior-year course ECH     used.
                                                         4404L, according to an assessment rubric for
Define Outcome:                                          written technical communication.                        The criteria for success for this outcome are a minimum
                                                                                                                 of 3 out of 5 on the overall score of the outcome
Upon completion of the course of instruction, the        Students must work together in teams of three or        assessment committee, a minimum average score of 3
student will be able to demonstrate effective written    four to complete the laboratory assignment from         out of 5 on the Senior Exit Survey, and a minimum
and verbal communication skills, and will be able to     which results the report is written. Team members       average score of 2 out of 3 on the Alumni Survey.
communicate chemical engineering topics effectively in   take different responsibilities in performing the
written reports (C3.g). Furthermore, they will be able   laboratory, using skills in many disciplines            A Town Hall Meeting (focus group) for undergraduate
to demonstrate the ability to work effectively in        (chemistry, physics, mathematics, computer              students will be held every year in the Spring, during
multidisciplinary teams (C3.g, C3.d).                    science, etc.), ensuring a multidisciplinary            which verbal feedback from undergraduate students will
                                                         experience.                                             be sought on topics such as academics and student
                                                                                                                 welfare. The results will be compiled without attributing
                                                         Method(s): project evaluations, written report or       individual students' names to the comments, organized
                                                         essay, and course report.                               into subject categories, analyzed, and discussed at the
                                                                                                                 Annual Faculty Retreat.
                                                         In the assessment of 2005-06, it was recommended
                                                         that:

                                                         1. Students that were provided with a prior lab
                                                         report to be used as a model for writing their lab
                                                         reports has proven effective.

                                                         2. Specific criteria should be written in the Lab
                                                         Manual in order to characterize the meaning of the
                                                         terms "outstanding", "good", "fair" and "poor" on
                                                         the evaluation worksheet for lab reports.

                                                         These recommendations will be addressed in the
                                                            evaluation of this objective. An effort will be made
                                                            to ensure that student's reports written for the
                                                            Design I (ECH 4604) course will be of a higher
                                                            quality through instructional changes.


6. Life-Long Learning [Student Learning                     The success criteria are 90% of the students scoring      Electronic survey questionnaires are to be administered
Outcome]                                                    80% or higher on a written report.                        to graduating seniors (annually) and alumni (biennially)
Start Date: 08-25-06                                                                                                  as additional measures for assessment of this student
End Date: 08-24-07                                          Each student's abilities in life-long learning are        learning outcome. In the Senior Exit Survey, the
                                                            evaluated by his/ her individual performance on an        outcome is assessed on a scale of 1 to 5 (poor to
Outcome Type: Content/Discipline Knowledge & Skills.        assignment requiring independent learning. The            excellent). In the Alumni Survey, a scale of 1 to 3 is
                                                            assignment, which is incorporated into the senior-        used. The outcome assessment committee then
Define Outcome:                                             year course ECH 4404L, involves the investigation of      evaluates the surveys, ranking this outcome on a scale
                                                            a major accident and the identification of its root       of 1 - 5
Upon completion of the course of instruction, the           causes. See File Bank below for the assignment
student will be able to assess the need for, and attain     statement and the rubric therein.                         The criteria for success for this outcome are a minimum
an ability to engage in, lifelong learning in engineering                                                             average score of 3 out of 5 on the Senior Exit Survey, a
safety. (C3.i)                                              Another measure of student ability to engage in life-     minimum average score of 2 out of 3 on the Alumni
                                                            long learning is the Senior Plant Trip to an industrial   Survey, and a minimum of 3 out of 5 on the overall
                                                            plant located near Tallahassee. This trip is much         score of the outcome assessment committee.
                                                            more than a "show-and-tell" visitation; students are
                                                            required to research the particular plant beforehand,     A Town Hall Meeting (focus group) for undergraduate
                                                            be prepared to engage the plant staff in pertinent        students will be held every year in the Spring, during
                                                            technical discussions, and write a well-constructed       which verbal feedback from undergraduate students will
                                                            report highlighting the workings of the plant.            be sought on topics such as academics and student
                                                                                                                      welfare. The results will be compiled without attributing
                                                            Method(s): written report or essay and course             individual students' names to the comments, organized
                                                            report.                                                   into subject categories, analyzed, and discussed at the
                                                                                                                      Annual Faculty Retreat.
                                                            In the assessment of 2005-06, it was recommended
                                                            that the scoring rubric for the Challenger accident
                                                            assignment be used again with slight modifications.
                                                            This assignment will be continued next year as a
                                                            good benchmark for student's ability to engage in
                                                            life-long learning. The Plant Trip to Buckeye
                                                            Cellulose in Perry, FL, was an excellent tool in
                                                            teaching students the concept of life-long learning.
                                                            This exercise should be continued barring
                                                            complications due to plant scheduling issues.

                                                            These recommendations will be addressed in the
                                                            evaluation of this objective. Life-long learning
                                                            concepts should be introduced into other courses in
                                                            the curriculum, especially the senior elective
                                                            courses.
7. Modern Engineering Skills and Tools, and               This outcome will be assessed by a departmental          Electronic survey questionnaires are to be administered
Knowledge of Contemporary Issues in Chemical              Outcomes Assessment Committee, taking into               to graduating seniors (annually) and alumni (biennially)
Engineering [Student Learning Outcome]                    account the following considerations:                    as additional measures for assessment of this student
Start Date: 08-25-06                                                                                               learning outcome. In the Senior Exit Survey, the
End Date: 08-24-07                                            1. Are the specific skills that correspond to this   outcome is assessed on a scale of 1 to 5 (poor to
                                                                 Student Learning outcome appropriate? If          excellent). In the Alumni Survey, a scale of 1 to 3 is
Outcome Type: Content/Discipline Knowledge & Skills.             not, how should they be changed?                  used.
                                                              2. Are the implementation strategies that
Define Outcome:                                                  correspond to this Student Learning               The criteria for success for this outcome are a minimum
                                                                 outcome appropriate? If not, how should           of 3 out of 5 on the overall score of the outcome
Upon completion of the course of instruction, the                they be changed?                                  assessment committee, a minimum average score of 3
student will be able to use the techniques, skills, and       3. What are the student learning tasks in the        out of 5 on the Senior Exit Survey, and a minimum
modern engineering tools necessary for chemical                  relevant courses to achieve the specific          average score of 2 out of 3 on the Alumni Survey.
engineering practice (C3.k). Furthermore, the student            skills?
will demonstrate a knowledge of contemporary issues           4. Are the student learning tasks appropriate?       A Town Hall Meeting (focus group) for undergraduate
in chemical engineering (C3.k).                                  If not, how should they be changed?               students will be held every year in the Spring, during
                                                              5. How well are the student learning tasks           which verbal feedback from undergraduate students will
                                                                 being implemented and assessed in these           be sought on topics such as academics and student
                                                                 courses?                                          welfare. The results will be compiled without attributing
                                                                                                                   individual students' names to the comments, organized
                                                          (Please refer to the File Bank for specifics on Skills   into subject categories, analyzed, and discussed at the
                                                          and Learning Tasks.)                                     Annual Faculty Retreat.

                                                          The Outcomes Assessment Committees is to submit
                                                          its findings, including recommendations for any
                                                          changes, if necessary, in a brief written report and a
                                                          presentation at an annual departmental retreat held
                                                          after the end of the Spring Semester in May. Each
                                                          of the courses relevant to this outcome is
                                                          individually evaluated by the committee, and an
                                                          overall score is assigned as an assessment of how
                                                          well the student learning outcome is being
                                                          accomplished. The score is awarded on a scale of 1
                                                          to 5, with 1 corresponding to unsatisfactory
                                                          performance, 2 to acceptable performance, 3 to
                                                          good performance, 4 to very good performance, and
                                                          5 to excellent performance.

                                                          Recommendations made for changes in specific
                                                          skills or implementation strategies for a particular
                                                          outcome are considered for adoption by the faculty
                                                          at the Annual Retreat. Recommendations made for
                                                          changes in a course are considered for
                                                          implementation by the faculty member teaching the
                                                          course in the following academic year.

                                                          Method(s): project evaluations, written report or
essay, course embedded assignments (often in
tandem with exam question banks), department
assessment, class performance or presentation, and
problem-solving exercises.

In the assessment of 2005-06, it was noted that
overall the students show proficiency in use of
lower-end computer tools, such as EXCEL and
graphics packages. Some (but not all) students
seem proficient at use of MATLAB; more students
should work on this aspect. CHEMCAD is
emphasized as an engineering tool in the Design
classes, but it could be more fully utilized.

These recommendations will be addressed in the
evaluation of this objective. We will continue to
emphasize the use of computational tools in the
chemical engineering curriculum.

				
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