Assessment Plan: Chemical and Biological Engineering
o Chemical Engineering
• Name, phone, and e-mail of primary assessment contact
o Ronald W. Larsen, Department Head
• Assessment Management Structure
o Summative Data
• data form creation and analysis – Ron Larsen
• contact with alumni to encourage response – Shelley Thomas
• Script development – Ron Larsen
• Interview – Shelley Thomas
Senior Exit Survey and Interview – Ron Larsen
Assessment of Summative Data – Faculty, Technical Advisory Committee
o Course Data
• Preparation – Shelley Thomas
• Distribution – Faculty (collected by student, returned to ChBE Office)
• Assessment – Ron Larsen, Faculty member
Instructional Objective (IO) Surveys
• Preparation of Instructional Objectives for Each Course – Faculty
• Preparation of IO Survey Forms – Ron Larsen, Shelley Thomas
• Distribution of IO Surveys – Faculty (collected by student)
• Data extraction – Shelley Thomas
• Assessment – Faculty member, Faculty Committee, TAC
• Degree Objectives
• Graduates of the Department of Chemical and Biological Engineering will be well
prepared to pursue successful professional careers, either in direct practice or
following post-graduate education, based on a broad education grounded in chemical
• Graduates of the Department of Chemical and Biological Engineering will be
effective team contributors, communicators, and capable of independent learning.
• Graduates of the Department of Chemical and Biological Engineering, with
specialization in a focus area (bioengineering, materials, chemical engineering, or
environmental engineering), will be well prepared through coursework and/or
research opportunities to contribute in their focus area professionally.
• Expected Competencies
a. Graduates will have the ability to apply knowledge of mathematics, science, and
b. Graduates will have the ability to design and conduct experiments as well as to analyze
and interpret data.
c. Graduates will have the ability to design a system, component, or process to meet desired
d. Graduates will have the ability to function on multidisciplinary teams.
e. Graduates will have the ability to identify, formulate, and solve engineering problems.
f. Graduates will have an understanding of professional and ethical responsibility.
g. Graduates will have the ability to communicate effectively.
h. Graduates will have the broad education necessary to understand the impact of
engineering solutions in a global/societal context.
i. Graduates will have a recognition of the need for and an ability to engage in lifelong
j. Graduates will have a knowledge of contemporary issues.
k. Graduates will have the ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
• Additional Goals
l. Graduates will be able to quickly contribute in their focus area.
m. Graduates will be team contributors.
• Plan for Gathering and Summarizing Data
Two levels of data are gathered annually:
o Course-level data
Standard student evaluations are supplemented by Instructional Objective (IO)
Surveys. We have a three-year rotation that ensures that IO Surveys are collected in
each course at least once every three years.
o Summative data
Graduating seniors are asked to complete a senior exit survey. This survey is used as
the basis for an interview with the department head.
Alumni surveys are used each summer to collect data from students who graduated 2
and 4 years ago. The alumni are asked to provide the name of a supervisor who can
comment on their performance. These individuals are contacted for a phone employer
• Plan for Utilizing Data
The collected data are evaluated by a subcommittee of the faculty who make proposals for
any changes to Program Objectives, Program Outcomes, curriculum, etc. Proposals related to
specific courses are returned to the course instructor as part of his/her assessment of the
course. More general proposals are presented to the Technical Advisory Committee (TAC)
along with the original assessment data. The TAC makes recommendations on the proposals
(and may add their own proposals). All proposals are presented to students for their input.
Ultimately, the subcommittee proposals, TAC recommendations and student input are sent to
the entire department faculty for decision. The whole process is repeated on an annual cycle.