A Novel Strategy For The Direct Assessment And Improvement Of Engineering Programs Developed And Implemented By Prairie View A&M University

This paper presents a new process for the assessment and improvement of engineering programs developed, tested, and successfully implemented at Prairie View A&M University (PVAMU). The new strategy is the result of meticulous plans developed at PVAMU in response to its preparations for the accreditation of its engineering programs based on the EC 2000 criteria. The first step of this new strategy is a critical evaluation of all courses in the program to identify those courses designed to provide the maximum training and experience to students in the various program outcomes. This makes it possible to truly identify particular courses in the program that can seamlessly be used to expand students’ knowledge in the various outcomes, allowing specific few outcomes to be taught in each course, and students’ performance in these outcomes directly assessed at course level. The results of these semester outcomes assessments are used to generate annual program level outcomes assessments that form the basis of the continuous improvement process. This novel approach to direct assessment also includes comprehensive plans for training faculty as well as the methods for documenting and addressing any perceived problems and for improving students’ performance in outcomes. Implementation of this novel approach to assessment and continuous improvement has lead to improvements in the engineering programs at PVAMU. Introduction In the advent of EC 2000, several assessment methods have been published in the literature (1, 2, 3, 4) . A review of some of these methods indicated heavy reliance on opinion survey results as the primary tool and minimal use of direct measurement of students’ performance in the program outcomes in the engineering courses for outcomes assessment. This paper presents an eight-step comprehensive process for developing and assessing program objectives and program outcomes. The eight-step process is in accord with the requirements of the new ABET 2000 criteria for accrediting Engineering and Technology programs. The process involves 1. Program objectives definition. 2. Primary assessment of Program objectives every two to three years. 3. Program outcomes definition and their relationship with program objectives. 4. Mapping program outcomes into the curriculum (courses). 5. Implementation of outcome competencies in courses and direct outcome assessment at course level each semester using direct measurement of student performance in each outcome measured in the course. 6. Direct semester program outcome assessment report using direct measurement of student performance in each outcome for all courses. P ge 1.68.1 7. Direct annual program outcome assessment report using direct measurement of student performance in each outcome for all courses taught in the year. 8. Secondary Annual outcomes assessment from survey instruments. The process is described in details in the rest of this paper, and several implementation tables are given as examples for each step. 1. Program Educational Objectives Definition The first step requires each engineering program to define its objectives with input from defined constituents which should include (as a minimum) the faculty, students, alumni and employers. The objectives are statements that describe the expected accomplishments of graduates during the first few years after graduation. They are unique to the program and institution, and in consonant with the institutions goals and objectives. The objectives, as a minimum are published in the catalog, website, and in all course syllabi, and are consistent in all publications. When defining the program objectives, it is important to ensure that each objective is measurable since a quantitative or qualitative means of measuring the success of each objective would have to be formulated. Typical objective statements shown in Table 1 will be used to show how questionnaires can be developed to measure each of the objectives Table 1 Typical Measurable Set of Program Objectives 2. Process for Primary Assessment of Program Educational Objectives The program objectives should be assessed once every two or three years. A facts finding questionnaire, (not an opinion survey) reviewed annually by each constituent that captures factual information for use in assessing the program objectives are developed by each program. Here, it is important to note that the program outcomes cannot be used to assess the objectives because the program outcomes are skills the student will have by the time they graduate. The questionnaire should contain a set of factual questions that provide the data for assessing each objective. A typical questionnaire used to assess the program objectives listed in Table 1 is shown in Table 2. MECHANICAL ENGINEERING PROGRAM OBJECTIVES The goal of the Mechanical Engineering Program is to produce industrial, scientific, and technological leaders capable of systematically identifying, addressing, and solving technical problems whose solutions will benefit society. Specific objectives of the Mechanical Engineering Program are to produce graduates who will: 1. have successful careers in engineering and related fields, thereby, fulfilling the special purpose mission of the university in serving a diverse ethnic and socioeconomic population; 2. be capable of advancing their careers by moving into other lucrative professions and leadership positions; 3. successfully obtain admissions to pursue graduate degrees, and 4. understand and maintain professional ethics and the need to safeguard the public, the environment, and the natural resources of the nation