Assessment is one or more processes that identify, collect and prepare data to evaluate the achievement of program outcomes and program educational objectives.

Assessment of Program Objectives

Alumni Survey

Once at end of ABET cycle: About one year before submitting the self-study, a survey of the graduates of our IE program is conducted. Among the data collected from the graduates of our program is their assessment of individual achievement of each of the Program Educational Objectives. This data is collected and summarized by the Office of the Dean of Engineering and is provided to the ISE Department for our use in measuring achievement of our Program Educational Objectives.

Alumni Focus Group

Once at end of ABET cycle: A focus group of alumni is convened and provided the response of the general alumni survey. The group considers the data and provides input to the faculty regarding conclusions drawn from the data. At the same time, the group may make recommendations for program changes to improve achievement levels of our graduates.

Assessment of Student Outcomes

Assessment of student outcomes in industrial engineering core courses

Alternating years: Each core course is assigned about three student outcomes to assess within that course. For each assessment a course-specific skill or set of skills have been defined to measure the outcome in that course. Faculty plan what student work product(s) will be used to measure the assigned student outcome. They record the performance of students in a standardized assessment workbook for their course. Competency is defined for each skill measured, and the instructor assigns one of four levels of competency demonstrated by the students: (a) beginning competency (b) approaching competency (c) competency or (d) exemplary competency. The workbooks along with supporting student work products are collected by the chair of the Undergraduate Curriculum Committee at the end of the semester, and the results are imported into the IE Assessment and Evaluation database. A histogram of achievement and the fraction of the class in the two categories (c) competency or (d) exemplary competency is computed. In the current ABET cycle, this was done each semester. In the next ABET cycle this will be done in alternating years.

Assessment of Outcomes in Capstone Design experience (at the end of each Capstone cycle)

Annually: The Capstone Design project gives us a unique opportunity to assess the skills of our students in an experience simulating professional practice. We are able to measure skills here that are difficult in more traditional courses. The assessment specifically targets: system design (or redesign), teaming, professional responsibility, needs-driven learning required to solve problems, and an ability to apply the tools and techniques learned in the program to solve real world problems.

Curricular Experiences

Six-year cycle: Outcome (h) The broad education necessary to understand the impact of engineering solutions in a global and societal context, does not describe a skill, but expresses a curriculum experience. For this outcome we assess the content of the curriculum in meeting this outcome.

Extra Curricular Activities in which our students are involved. This includes the activities of our Student Chapter of IIE (annually)

Annually: We have a very active student chapter of the IIE. Each year the chapter files a report describing its activities. This data is used as a supplement to hard assessment data we collect in our IE courses.

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