Introduction To Engineering

Assessment Plan

Panel 3

 

 

 Measurement Focus

 Measurement Tool

 or Method

 Action

 

Timetable

 Evaluation Decision(s)

A)

Student performance in each of the four course components, based on objectives developed by faculty:

1.       Basic Skills (lecture)

 

2.       Single-Use Camera (lab) (181)

 

3.       Bicycle (lab) (181)

 

4.       Design-Build Project- Conveyor Sorter (lab) (182)

1.       Course evaluations (scaled items) with room for brief written comments

 

2.       Standard test methods

 

 

3.       Oral presentations

 

 

4.       Lab & project reports

 

1.       Students complete evaluations at the end of each lab sequence.

 

2.       Students are tested on content, per syllabus schedule.

 

3.       Faculty evaluate and grade oral presentations.

 

4.       Faculty evaluate and grade lab and project work.

 

5.       Faculty and evaluator(s) review comments.

 

Per Syllabus

1.       Determine if any course component needs to be modified at the end of a given quarter;

 

2.       Weekly review meetings by Instructional Team (faculty, TAs, peer mentors, and staff);

 

3.       At the end of academic year, determine if any course component needs to be modified, dropped, or replaced.

B)

Quality of instructional materials and delivery methods:

1.       Basics: large group presentations & workshops

2.       Labs

3.       Assignments

4.       Course packet & reference materials

5.       Online resources

 

1.       Faculty evaluations (SEI)

 

2.       Online course evaluations

 

 

3.       Scheduled observations as needed

 

4.       Online student journals

 

5.       Sharing notes with course development teams.

1.       Students complete SEI & online course evaluation at the end of each quarter.

2.       Staff members analyze and summarize observations.    

3.       Staff members analyze and summarize data. 

4.       Staff members present observations at team meetings.

 

Per Syllabus and through weekly team meetings.

 

1.       Determine if any course component needs to be modified at the end of a given quarter;

 

2.       At the end of the academic year, determine if any course component needs to be modified, dropped, or replaced.

 

 


 

 Measurement Focus

 

 Measurement Tool / Method

 

 Action

 

Timetable

 Evaluation Decisions

C)

Basic visualization skills

 

 

 

 

Purdue Visualization Test

 

 

Use as pretest / posttest measure with 181 students.

 

Enter data in tracking system.

 

Share results with instructional team.

 

 

First and Tenth weeks

 

Review data for significant differences; determine if results indicate a need for course modification.

 

D)

Increased comprehension of important math concepts as a result of study tables and mentors.

 

 

Comparison of end-of-course grades in math .

 

Review of course grades by Instructional Team.

 

Information stored in database.

 

Review conducted as soon as end-of- quarter grades are available. 

 

Determine if study tables & mentoring were effective interventions. 

E)

Students’ attitudes regarding the engineering discipline and their first-year experience.

 

Online survey developed at The University of Pittsburgh: The Freshman Attitudes Survey.

 

 

 

Early Autumn, late Spring

 

Present data to Core Committee in College Services.

 


 

 Measurement Focus

 

 Measurement Tool / Method

 

Action

 

Timetable

 Evaluation Decisions

F)

Attitudes among faculty, GTAs, and peer mentors regarding their experience with the pilot program.

 

 

1.       Faculty and staff survey.

2.       Selected interviews with participating faculty and staff.

3.       Weekly instructional team meetings.

 

1.       Surveys conducted at end of program participation with a focus on course content and student attitude.

2.       Interview data shared at team meetings. 

 

Dates TBD

 

Attitudes among participating faculty, staff, and advisors to be a major factor in any redesign of format, content, and scope of program; and in recommending continuation or expansion of the program. 

G)

Selection of major by students. (May be merged with Attitudinal survey.)

 

 

Use of MARX system and online journal entries by students.

 

 

1.       Data entered into tracking system;

2.       Data compiled, and shared with teams and College office.

 

Beginning of first quarter and end of second quarter (of the two-quarter sequence)

Survey data will be compared with historical data to evaluate impact of pilot program on student selection of major.

 

H)

Retention of students in the program compared with historical data.

 

1.       Tracking students who leave pilot prior to its conclusion;

2.       Student exit interviews, as needed;

3.       Data on selection of major;

4.       Enrollment

 

1.       Students entered into longitudinal tracking database;

2.       Data compiled and shared with teams and College office.

3.       Report out of retention results.

 

Quarterly as needed;

 

Annual Report

Target is "high retention"

(Note: Retention data for subsequent years to be tracked until graduation.)


 

 

 

 Measurement Focus

 

 Measurement Tool / Method

 

 Action

 

Timetable

 Evaluation Decisions

I)

ABET Competencies - Core and Technical

(Criterion 3, a-k).

 

 

 

 

1.       Program Evaluation at end of quarter among 182 students.

 

1.       Each course (or course component) has objectives in a matrix to show linkage with ABET competencies.

2.       Evaluation data shared with teams and College Office.

 

End of each quarter.

 

Students' perceptions regarding opportunity to practice and their level of proficiency will be reviewed in light of ABET competencies to determine the need for course modification.

 

 

J)

Technical writing skills for lab and project reports.

 

 

 

Guidelines developed and provided by instructor(s);  assistance available through the College Technical Communications Resource Center.

 

 

Instructor collects, grades, and provides feedback to the students.

 

Per syllabus.

 

Determine if technical writing component is satisfactory or needs to be strengthened.

K)

Oral presentation skills

(group presentations with individual contributions)

 

 

Skills checklist used by independent observer(s) and/or faculty/TA’s.

 

(Students provided with skills checklist in advance.)

 

 

Instructor observes, analyzes, and grades.

 

 

End of quarter, during class times scheduled for each group.

 

Determine if opportunity for oral presentations is satisfactory or if this component needs to be strengthened.


 

Measurement Focus

 

Measurement Tool or Method

 Action

  

Timetable

 Evaluation Decisions

L)

Teamwork skills.

 

 

 

 

1.       Peer and team evaluation using “Team Developer.”

 

2.       Faculty observations, impressions.

 

(Students provided with team guidelines at the beginning of the first quarter.)

 

Faculty & TA’s observe throughout the two-quarter sequence.  

 

Analysis of data and debriefing with faculty to further assist them in guiding team development in the second quarter with each group.

 

 

“Team Developer” used in 4th and 9th week of second quarter (of each sequence) when students are in set teams for completion of design project.

 

Individual and team profiles returned to each student to assist them in further developing their teamwork skills.

M) Project Management Skills

1.       Peer & team evaluation using “Team Developer”

 

2.       Faculty observations, impressions.

 

 

3.       Design/build project reports

Faculty observes throughout the academic year.

 

Analysis of data and debriefing at Instructional Team meetings to further assist students with project management.

 

 

Ongoing

Individual and team profiles returned to each student top assist them in further developing their management skills.