ABET ASSESSMENT FORMS Our assessment forms are how

ABET ASSESSMENT FORMS Our assessment forms are how we capture data about our courses and students that feed into our continuous improvement processes (Criteria 5 in our ABET self studies) We’ve been using a set of forms that originated around the year 2000 and have gradually been updated a little bit at a time There are really two types of assessment that are taking place in the same form: § Course Assessment – Assessment of the individual courses for our internal discussions in our curriculum committees. There are no ABET specifications for how we have to do this § ABET Student Outcomes Assessment – Assessment of specific ABET Student Outcomes within selected courses. ABET has very specific requirements for how we have to do this.

WVU COURSE LEARNING OUTCOMES All of our course syllabi contain several outcomes for what students are expected to learn in that course.

ABET STUDENT OUTCOMES For each program, ABET specifies an verbatim list of broad student outcomes that our students should achieve by graduation These are the assessments that our ABET visitor will be concerned with! For BSE, EE, and Cp. E: 1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics 2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors 3. an ability to communicate effectively with a range of audiences 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions 7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

WHAT HAS CHANGED ABET Outcomes have changed from (a)-(k) to (1)-(7) § New ABET Student Outcomes are even broader and more disconnected from specific WVU course learning outcomes than before ABET Student Outcomes assessment require quantitative analysis § Course assessment doesn’t ABET now requires numerical analysis of students by individual major – a huge burden on faculty We now have 5 different degree programs and 5 different assessment matrices

WHAT WE PROPOSE A WVU Course Assessment Form (FORM A) to be filled out by each instructor of an undergraduate course at the conclusion of each semester § Asks for short answers to a few simple questions § Analysis based on instructors observations, not necessarily numerical analysis § Will be used internally for our committee discussions An ABET Student Outcomes Assessment Form (FORM B) § Will be used only for specific courses that appear in our course assessment matrices § Usually will be filled out for only one offering of the course per year § Will usually focus on one significant assignment (Performance Indicator) which helps demonstrate one of the broad ABET outcomes § Requires numerical breakdown of scores for that assignment, like in the past

EXAMPLE: CPE 271 (TAKEN BY ALL OF OUR STUDENTS)

OLD ASSESSMENT FORM FOR CPE 271 A section with General Course Information:

OLD ASSESSMENT FORM FOR CPE 271 A section with Instructor Comments

OLD ASSESSMENT FORM FOR CPE 271 We perform numerical assessment for every single course learning outcome, even those that don’t lead into ABET student outcomes

NEW WVU COURSE ASSESSMENT FORM (FORM A)

SOME NOTES ABOUT THE NEW FORM A This will be a Word Document This course assessment form is to be filled out by the course instructor of record each semester. The purpose of this form is to create a simple record of student preparation, student achievement of individual course outcomes, and suggested changes to the course over time for: you, other instructors who teach the course, and program area curriculum committee. If student performance is satisfactory, comments can be brief: § “I rewrote the lectures for the topic on combinatorial design and the additional examples seemed to improve student understanding” § “Most students had the appropriate mathematical background for the course” § “This objective was achieved by the large majority of students” You may reference student quantitative data if you find that helpful but detailed analysis is not necessary. Your observations as the course instructor are what is important in this form: § “Students struggled to master AC circuit analysis. In past years the average for Exam #2 has been in the mid-70 s, but in this course section it was 68/100.

NEW ABET STUDENT OUTCOMES ASSESSMENT FORM (FORM B)

SOME NOTES ABOUT THE NEW FORM B This will be an Excel Document For classes that are used to assess multiple ABET student outcomes, we will include multiple student sheets within one Excel workbook We need to select Performance Indicators for each class assessed in this manner which are representative of the ABET student outcome that is being assessed

NEXT STEPS Comments on these forms? Form A can be generalized to every undergraduate class § All we need to do is add the specific course learning outcomes § A good opportunity to review course learning outcomes and make sure they are correct § We should am to have Form A to you by next week Form B will require a discussion with each instructor to determine the assignment that each selected for ABET Student Learning outcome assessment within that course § One significant assignment for each out is enough and makes faculty work easier § We should aim to distribute this forms by end of first week of November We will ask that forms for 2019 -20 classes be returned by 3 r d week of November Curriculum committees should schedule an assessment meeting for 2019 -20 at that point