Gateway Evaluation Information Matrix

Table of Contents:

CID - Lower Division
CID - Upper Division
Educational Methodology

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Program Goal and Key Concepts Objectives Evaluation Questions* Source of Data** Data Collector***

Goal: To continue the emphasis on adopting/adapting E4 foundations in undergraduate courses throughout the Coalition.

Key Concepts:
* engineering up-front;
* students as emerging professionals;
* engineering is the intellectual centerpiece throughout the program;
* integration of basic math and sciences into engineering courses;
* integration of non-technical/non scientific topics into engineering courses (emphasis on the economic, political and societal impacts of the engineering profession);
* interdisciplinary faculty teaming to plan and teach the program;
* emphasis on experiential learning;
* emphasis on developing leadership, communication, and problem solving skills;
* early design experience to enhance student motivation/learning;
* development of student teamwork skills as well as independent work;
* dissemination of program ideas/materials within the Coalition and to the wider engineering community
* institutionalization of program principles/practices in other engineering courses

Students:
1. To develop students' concept of themselves as professional engineers prepared to engage in lifelong learning. 1. To what extent did students develop a concept of themselves as professional engineers prepared to engage in lifelong learning? I
documents/other LE
PAL

2. To enhance students' satisfaction with the learning process in engineering courses. 2. To what extent were students satisfied with the learning process in their Gateway courses? I
documents/other LE
PAL

3. To enhance students' motivation/interest in engineering early on. 3. To what extent did students develop leadership skills in their engineering courses?
3a. Communications skills?
3b. Problem solving skills?
I
I
documents/other LE
LE
PAL

4. To develop leadership, communication, and problem solving skills. 4. How did design experience early on affect student interest/motivation in engineering? I
documents/other LE
PAL

5. To enhance students' skills in using computers/other technologies. 5. To what extent did students develop skills in using computers/other technology? I
CE
documents/other LE
LE
PAL

6. To develop teamwork skills as well as independent work skills. 6. To what extent did students develop teamwork skills?
6a. Independent work skills? I
documents/other LE
PAL

7. To develop skills in non-technical / non-scientific areas (emphasis on economic, political, and societal impacts of the engineering profession). 7. To what extent did students develop non-technical / non-scientific skills? I
documents/other LE
PAL

8. To develop professional attitudes and skills for lifelong learning. 8. How many Gateway students continued in engineering compared to non-Gateway students? T IAL

9. To increase academic performance and retention of all students. 9. What was the comparison of academic performance between Gateway students and non-Gateway students? T IAL

Faculty:
1. To foster interdisciplinary faculty teaming in planning and teaching integrated courses. 1. To what extent did interdisciplinary faculty work together to plan and teach courses? How effective was their collaboration? I
I
documents/other LE
PAL
PAL

2. To enhance faculty interest in undergraduate education. 2. To what extent did faculty enhance their interest in undergraduate education? I LE

Program:
1. To implement engineering courses "up-front."
1. To what extent were students exposed to engineering in the lower division?
1a. How central were engineering concepts in these courses? documents/other PAL

2.To integrate basic math and science into engineering courses. 2.To what degree were basic math and science integrated into lower division engineering courses? documents/other PAL

3.To incorporate active learning strategies in the classroom to make learning more meaningful and exciting. 3.To what extent were active learning strategies incorporated in Gateway courses? I
documents/other LE
PAL

4.To incorporate engineering design early on to make learning more meaningful and exciting. 4. To what extent was engineering design incorporated in Gateway courses? I
documents/other LE
PAL

5.To incorporate industry quality measures into the curriculum to enhance curriculum relevancy.

5. What industry quality measures were identified?
5a. To what extent were they incorporated into engineering courses?
5b. What was the impact?
documents/other PAL

Program Goal and Key Concepts	Objectives	Evaluation Questions*	Source of Data**	Data Collector***
Goal: To continue the emphasis on adopting/adapting E4 foundations in undergraduate courses throughout the Coalition. Key Concepts: * engineering up-front; * students as emerging professionals; * engineering is the intellectual centerpiece throughout the program; * integration of basic math and sciences into engineering courses; * integration of non-technical/non scientific topics into engineering courses (emphasis on the economic, political and societal impacts of the engineering profession); * interdisciplinary faculty teaming to plan and teach the program; * emphasis on experiential learning; * emphasis on developing leadership, communication, and problem solving skills; * early design experience to enhance student motivation/learning; * development of student teamwork skills as well as independent work; * dissemination of program ideas/materials within the Coalition and to the wider engineering community * institutionalization of program principles/practices in other engineering courses	Students: 1. To develop students' concept of themselves as professional engineers prepared to engage in lifelong learning.	1. To what extent did students develop a concept of themselves as professional engineers prepared to engage in lifelong learning?	I documents/other	LE PAL
2. To enhance students' satisfaction with the learning process in engineering courses.	2. To what extent were students satisfied with the learning process in their Gateway courses?	I documents/other	LE PAL
3. To enhance students' motivation/interest in engineering early on.	3. To what extent did students develop leadership skills in their engineering courses? 3a. Communications skills? 3b. Problem solving skills?	I I documents/other	LE LE PAL
4. To develop leadership, communication, and problem solving skills.	4. How did design experience early on affect student interest/motivation in engineering?	I documents/other	LE PAL
5. To enhance students' skills in using computers/other technologies.	5. To what extent did students develop skills in using computers/other technology?	I CE documents/other	LE LE PAL
6. To develop teamwork skills as well as independent work skills.	6. To what extent did students develop teamwork skills? 6a. Independent work skills?	I documents/other	LE PAL
7. To develop skills in non-technical / non-scientific areas (emphasis on economic, political, and societal impacts of the engineering profession).	7. To what extent did students develop non-technical / non-scientific skills?	I documents/other	LE PAL
8. To develop professional attitudes and skills for lifelong learning.	8. How many Gateway students continued in engineering compared to non-Gateway students?	T	IAL
9. To increase academic performance and retention of all students.	9. What was the comparison of academic performance between Gateway students and non-Gateway students?	T	IAL
Faculty: 1. To foster interdisciplinary faculty teaming in planning and teaching integrated courses.	1. To what extent did interdisciplinary faculty work together to plan and teach courses? How effective was their collaboration?	I I documents/other	LE PAL PAL
2. To enhance faculty interest in undergraduate education.	2. To what extent did faculty enhance their interest in undergraduate education?	I	LE
Program: 1. To implement engineering courses "up-front."	1. To what extent were students exposed to engineering in the lower division? 1a. How central were engineering concepts in these courses?	documents/other	PAL
2.To integrate basic math and science into engineering courses.	2.To what degree were basic math and science integrated into lower division engineering courses?	documents/other	PAL
3.To incorporate active learning strategies in the classroom to make learning more meaningful and exciting.	3.To what extent were active learning strategies incorporated in Gateway courses?	I documents/other	LE PAL
4.To incorporate engineering design early on to make learning more meaningful and exciting.	4. To what extent was engineering design incorporated in Gateway courses?	I documents/other	LE PAL
5.To incorporate industry quality measures into the curriculum to enhance curriculum relevancy.
5. What industry quality measures were identified? 5a. To what extent were they incorporated into engineering courses? 5b. What was the impact?	documents/other	PAL

Program Goal and Key Concepts	Objectives	Evaluation Questions*	Source of Data**	Data Collector***
Goal: To engage junior and senior students in a broader intellectual level of engineering science tied to interdisciplinary themes. Key Concepts: * interdisciplinary faculty teaming; * interdisciplinary courses/modules developed that are relevant and critical to all engineering disciplines; *students engaged in interdisciplinary courses/modules regardless of disciplinary interests, thereby getting the full advantage of the basic E4 philosophy;	Students: 1. To broaden upper division students' understanding of the engineering profession (with emphasis on the economic, political and societal impacts)	1. To what extent did students broaden their understanding of the engineering profession and its economic, social and political impacts?	I documents/other	LE PAL
	2.To enhance upper division student motivation / satisfaction with the learning process in engineering courses.	2.To what extent were upper division Gateway students satisfied with/motivated by the learning process in their Gateway courses?	I documents/other	LE PAL
	Faculty: 1.To foster interdisciplinary faculty teaming in planning and teaching integrated courses (with emphasis on the economic, political and societal impacts of the engineering profession).	1. To what extent did faculty work together in planning and teaching integrated courses? 1a. How effective was their collaboration?	I I documents/other	LE PAL PAL
	2. To develop faculty capacity for using multimedia teaching software in delivering instruction.	2. What opportunities did faculty to learn how to use multimedia teaching software in delivering instruction?	documents/other	PAL
Key Concepts: * integrating engineering design as part of the course/module content; * emphasis on the economic, political and societal impacts of the engineering profession. * curriculum modernization (incorporation of new technologies and information) * electronic teacher * dissemination of program ideas/materials within the Coalition and to the wider engineering community * institutionalization of program principles/practices in other engineering courses	Program: 1.To integrate non-technical / non-scientific topics (emphasis on the economic, political and societal impacts of the engineering profession) into upper division engineering courses	1. What non-technical / non-scientific topics were integrated into upper division Gateway courses? 1a.To what degree were they integrated?	I I documents/other	LE LE PAL
	2.To develop interdisciplinary sequences / courses / modules relevant to all engineering programs.	2.What interdisciplinary sequences / courses / modules were developed? 2a.How relevant were they to all engineering programs?	documents/other	PAL
	3.To integrate engineering design throughout the interdisciplinary sequences.	3.To what degree was engineering design integrated into the interdisciplinary sequences/courses? 3a.What was the effect on student motivation/learning?	I documents/other I	LE PAL LE
	4.To modernize the curriculum through incorporation of new technologies and information, particularly multimedia teaching software in the delivery of instruction.	4.How was the curriculum modernized through incorporation of new technologies and information (particularly use of multimedia teaching software) in delivering instruction?	I documents/other	LE PAL

Program Goal and Key Concepts	Objectives	Evaluation Questions*	Source of Data**	Data Collector***
Goal: To enhance the learning process through development of the necessary infrastructure for the successful implementation of Cooperative Team Learning. Key Concepts: * experiential learning, particularly students working cooperatively in teams, enhances the learning process; * frequent faculty and student interaction; * focus on student satisfaction with the learning environment/learning process; * ongoing student assessment and feedback. * dissemination of program ideas/materials within the Coalition and to the wider engineering community * institutionalization of program principles/practices in member school engineering programs	Program: 1. To develop models for defining, forming, organizing, managing, and assessing the Team.	1. What Cooperative Team Learning models were developed?	documents/other	PAL
	2. To develop support for promoting student/student and student/instructor interaction.	2. What support was developed for supporting student/student and student/instructor interaction?	documents/other	PAL
	3. To develop support for resources to aid and assist the Team approach to learning.	3. What resources were developed to aid the Team approach to learning?	documents/other	PAL
	4. To develop a coaching pedagogy for Cooperative Team Learning.	4. What coaching pedagogy was developed?	documents/other	PAL
	5. To develop student assessment procedures.	5. What student assessment procedures were developed?	documents/other	PAL
	6. To develop criteria for forming Teams.	6. What criteria for forming a Team were developed?	documents/other	PAL
	7. To develop an inter-institutional dialogue on the use of Team Learning.	7. To what extent was an inter-institutional dialogue on the use of Team Learning developed?	documents/other	PAL
	8. To produce a software instrument to include the necessary infrastructure to successfully support and implement Cooperative Team Learning in the classrooms and laboratories.	8. To what extent was an inter-institutional dialogue on the use of Team Learning developed?	documents/other	PAL
	Students: 1. To enhance student satisfaction with the learning process.	1. To what extent were students satisfied with the learning process?	I documents/other	LE PAL
		2. What did they like/dislike about Cooperative Team Learning?	documents/other	PAL
	Faculty: 1. To enhance faculty capability for facilitating Cooperative Team Learning in the classroom.	1. To what extent did faculty facilitate Cooperative Team Learning in their courses?	documents/other	PAL
		2. To what extent were they satisfied with the process?	documents/other	PAL

Program Goal and Key Concepts	Objectives	Evaluation Questions*	Source of Data**	Data Collector***
Goal: To develop non-technical / non-scientific skills needed by students as emerging professional engineers through use of resources outside the classroom. Key Concepts: * students as emerging professionals; * students using resources beyond the formal curriculum; * heavy focus on human potential development (e.g., providing students with opportunities to work in teams, communication skills development, leadership development, etc.); * emphasis on developing professional attitudes and skills for lifelong learning; * developing linkages with industry and professional engineering societies; * faculty awareness of outside resources * dissemination of program ideas/materials within the Coalition and to the wider engineering community * institutionalization of program principles/practices in other engineering courses	Program: 1. To identify non-technical skills needed by students as emerging professionals for development through extra-curricular means.	1. What non-technical skills were identified as being needed by students as emerging professional engineers?	documents/other	PAL
	Students: 1. To make students aware of opportunities for professional growth outside the formal curriculum.	1. To what extent were students made aware of resources outside the formal curriculum that provide opportunities for professional growth?	I documents/other	LE PAL
	2. To enhance students' communication skills.	2. What resources outside the formal curriculum were most helpful in helping students develop non-technical/non-scientific skills?	documents/other	PAL
	3. To foster development of professional attitudes and skills for lifelong learning.	3. What extra-curricular activities did students become involved in?	documents/other	PAL
		4. To what extent did students learn non-technical skills as a result of using resources outside the classroom?	documents/other	PAL
		5. To what extent did students enhance their communication skills as a result of using resources outside the classroom?	I documents/other	LE PAL
		6.To what extent did students develop professional attitudes and skills for lifelong learning?	I documents/other	LE PAL
	Faculty: 1. To enhance faculty awareness of outside resources useful for students in developing non-technical skills needed as emerging professionals	1. To what extent did faculty enhance their awareness of outside resources to develop non-technical skills needed by students as emerging professionals?	I documents/other	LE PAL

*   EVALUATION QUESTIONS USED AS A BASIS FOR DEVELOPING MORE SPECIFIC
INTERVIEW/SURVEY/COURSE EVALUATION QUESTIONS
**  DATA SOURCE:
I         Interview
CE        Course Evaluation
T         Tracking System
s         student
f         faculty
AS        Administrator Survey 
documents (project reports, syllabi, deliverables, newspaper articles 
             about projects, etc.)
other     (PAL-designed surveys, course evaluations, etc.)
*** DATA COLLECTOR:
LE         Local Evaluator
PAL        Program Area Leader
IAL        Institutional Activity Leader
GCE        Gateway Central Evaluator