Year A Year B

Fall Semester Fall Semester

• Review constituent inputs • Review constituent inputs

and performance data and performance data

• Review current Program • Review current Program

Educational Objectives and Outcomes, Outcome Indicators

consider possible changes and Criteria and consider

• Evaluate candidate program possible changes

changes and plan for • Review progress in implementing

implementation of selected selected changes

changes

Spring Semester Spring Semester

• Conduct mid-career alumni • Conduct employer focus group

focus group session session

• Prepare summary report on • Prepare summary report on

program evaluation and program evaluation and

improvement efforts Improvement efforts

Summer Terms Summer Terms

• Provide inputs for college-wide • Provide inputs for college-wide

phone/FAX survey of employers phone/FAX survey of employers

and university-wide survey of and university-wide survey of

recent graduates recent graduates

(continued)

Discussion of suggested time schedule:

Year A: Fall Semester

At a retreat or extended faculty meeting before the start of the semester or very early in the semester: review constituent inputs and performance data, review current Program Educational Objectives and consider possible changes to this set of objectives, formally consider and evaluate candidate program changes, and adopt [if faculty agree to any] selected changes. Document inputs considered, performance data reviewed, deliberations concerning Program Educational Objectives and candidate program enhancements, and program changes selected [if any] in a set of retreat/faculty meeting minutes.

During the course of the Fall Semester, develop plan for the implementation of selected program changes [if any], and initiate implementation effort.

Year A: Spring Semester

At the beginning of the semester, the program liaison for focus group sessions should work with department chair [and curriculum or assessment committee--if program has such a committee] to determine the objectives for, and participants in, the employer focus group session. Working with the College focus group facilitator, the meeting should be scheduled for some time during the semester.

The department chair should assign to one or more faculty members the responsibility of preparing a brief summary report on program evaluation and improvement efforts. This report should be reviewed and approved by the faculty by the end of the semester.

Year A: Summer Terms

During these terms, the department chair or ABET Program Coordinator, if assigned that duty by the chair, should work with the CoES Dean's Office to select employers of program graduates to be surveyed in the phone/FAX survey of employers. The chair/coordinator should also work with the Office of the Dean of CoES and the Clemson University Office of Assessment in the review of questions [primarily the departmental insert] for the university-wide surveys of 1 and 3 year out graduates.

.

(continued)

Year B: Fall Semester

At a retreat or extended faculty meeting before the start of the semester or very early in the semester: review constituent inputs and performance data; review current Program Outcomes, Outcome Indicators and Criteria and consider changes to this set of outcomes, indicators and criteria; and review progress in implementing adopted program changes. Document inputs considered, performance data reviewed, deliberations concerning Program Outcomes, Outcome Indicators, Performance Criteria and findings from review of implemented program changes in a set of retreat/faculty meeting minutes.

Year B: Spring Semester

At the beginning of the semester, the program liaison for focus group sessions should work with department chair [and curriculum or assessment committee--if program has such a committee] to determine the objectives for, and participants in, a mid-career alumni focus group session. Working with the College focus group facilitator, the meeting should be scheduled for some time during the semester.

The department chair should assign to one or more faculty members the responsibility of preparing a brief summary report on program evaluation and improvement efforts. This report should be reviewed and approved by the faculty by the end of the semester.

Year B: Summer Terms

During these terms, the department chair or ABET Program Coordinator, if assigned that duty by the chair, should work with the CoES Dean's Office to select employers of program graduates to be surveyed in the phone/FAX survey of employers. The chair/coordinator should also work with the Office of the Dean of CoES and the Clemson University Office of Assessment in the review of questions [primarily the departmental insert] for the university-wide surveys of 1 and 3 year out graduates.

A chronological filing system is recommended for ABET accreditation-related

record keeping. The system should be partitioned by academic year, and

stored in a secure filing cabinet or in secure file boxes.

The segment of files devoted to each academic year should begin with a

Summary of Activity file. This file should contain the minutes of all

faculty meetings and retreats where accreditation-related activities were

discussed. Recommended contents of this Summary of Activity file also

include information such as is recorded in

Figure 1: Example Summary of Performance Data Collection

Figure 2: Example Summary of Comparison of Outcomes and

Figure 3: Example Summary Assessment Report: 1997-98.

The last entry in the Summary file should be a brief report reviewing the

academic year's progress in implementing program enhancements.

The other segments of the files for each academic year should be devoted to

items such as analysis of survey data, summaries of performance data [e.g.,

test scores, grades], assessments of student portfolios, and

transcripts/key points from focus group sessions. Where review of raw data

might be important, the accreditation-related files should be

cross-referenced to storage locations where source data is kept.

The key to creation and maintenance of the accreditation-related files is

to insure that the files are easy to use and that they provide an easy to

read and understand record of assessment activities.

Department: Industrial Engineering Date: August 28, 1997

Department Chair: J.P. Department

Department: Industrial Engineering Date: August 28, 1997

Department Chair: J.P. Department

Figure Three Goes here

EXCEL document

The following display shows an example presentation of Program Educational Objectives and Program Outcomes that might be posted on the "web" and/or published in a departmental guide for undergraduate students. It begins with a free-text statement of Program Educational Objectives; then gives Program Outcomes; and closes with a statement of ABET program-specific outcomes (Criterion 8) and the "ABET" outcomes (Criterion 3).

Industrial engineers design, install and improve the complex systems that provide goods and services vital to our society and economy. These systems integrate people, equipment and other resources, and place unique demands for breadth of preparation upon industrial engineers. Knowledge is required in mathematical, physical and social sciences; economic and engineering analysis; and the principles and techniques of engineering design.

The Department emphasizes quality engineering, ergonomics and systems design in manufacturing and production, as well as in the growing service sector. Due to the unique role of the industrial engineer in multi-disciplinary teams, the ability to communicate is stressed throughout the curriculum. The baccalaureate program prepares students for professional practice in manufacturing, service industries, and government, further post-graduate education, and life-long learning.

Clemson University baccalaureate degree graduates in industrial engineering will:

• Be able to demonstrate learning consistent with Accreditation Board for Engineering and Technology Engineering Criteria 2000 for industrial engineering programs
• Have special expertise in the industrial engineering practice areas of quality engineering, ergonomics, and system design
• Find themselves well prepared for post-graduate education
• Serve South Carolina, the nation as a whole, and the international community in a wide range of careers

Specifically, the Accreditation Board for Engineering and Technology Engineering Criteria 2000 requires that baccalaureate degree graduates in industrial engineering will be able to:

• Design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy

(continued)

• Integrate systems using appropriate analytical, computational and experimental practices

as well as the following which apply to all baccalaureate engineering graduates

• Apply knowledge of mathematics, science, and engineering
• Design and conduct experiments, as well as to analyze and interpret data
• Design a system, component, or process to meet desired needs
• Function on multi-disciplinary teams
• Identify, formulate, and solve engineering problems
• Understand professional and ethical responsibilities
• Communicate effectively
• Understand the impact of engineering solutions in a global and societal context
• Recognize the need for, and engage in life-long learning
• Understand contemporary engineering issues
• Use the techniques, skills, and modern engineering tools necessary for engineering practice

In the book, The Departmental Guide and Record Book for Student Outcomes

Assessment and Institutional Effectiveness, James Nichols suggests a very simple two step group process that Clemson University program faculty can use to choose Program Outcomes (see Chapter 2, pages 17 - 31).

Step 1: All faculty members are asked to consider the mission of the Institution and the needs of program constituents, and then identify Candidate Program Outcomes. These Candidate Program Outcomes are placed on a "long list."

Step 2: The curriculum or assessment committee [if the program has such a committee], or the faculty as a whole, selects a "short list" of Program Outcomes from the "long list" of Candidate Program Outcomes. A voting process such as the Nominal Group Technique can be used to make this selection.

Note that ABET Engineering Criteria 2000 mandates measurement of "outcomes important to the mission of the institution and the objectives of the program, including those listed [in Criterion 3(a) through 3(k)]." Program faculties are likely to feel the need to have many Program Outcomes. Be that as it may, in order to keep from being overwhelmed by assessment related activities, there is strong motivation to keep the number of Program Outcomes relatively small.

The example industrial engineering program described in Figures 1, 2, and 3 (pages 6-10), provides an overview level of detail in the specification of outcomes [a total of 4 outcomes]. The same example program with greater detail in the specification of program outcomes [a total of 16 outcomes-including 11 outcomes from ABET Criterion 3 and 2 outcomes from the ABET Industrial Engineering Program Criteria replacing the single overview outcome "Graduates will be able to demonstrate learning consistent with ABET 2000 for industrial engineering programs."] is illustrated by Figures 4, 5, 6, and 7 in Appendix D.

The table that appears on the next two pages identifies example Outcome Indicators and the literature source for each of the sets of listings. Copies of the citations are available in the CoES Office of the Dean. In Chapter 3 (pages 32-52) of The Departmental Guide,

(continued)

Nichols discusses the advantages and disadvantages of different types of outcome indicators. He also notes (on page 46) that, "To Program Planning Guide Suggested format for Process to Select Program Outcomes, Outcome Indicators and Criteria compensate for the relative immaturity of many of the means of assessment available, several means of assessment should be identified for each intended [Program Outcome]." In making the decision on the number of outcome measures to use for each Program Outcome, the concept of triangulation may be helpful. Stevens et al. define triangulation as

The curriculum or assessment committee [if the program has such a committee], or the department chair and the ABET Program Coordinator, should make the choice of outcome indicators for each Program Outcome.

The table that appears on the next page identifies example formats for criteria statements and example criteria. In Chapter 2 of The Departmental Guide, Nichols has a good deal to say concerning the choice of a Criterion for each Outcome Indicator. On pages 21 and 22 he responds to the question, "How high should intended educational student outcomes be set?"

The curriculum or assessment committee [if the program has such a committee], or the department chair and the ABET Program Coordinator, should make the choice of Criterion for each Outcome Indicator.

A statement which describes one facet of what the faculty of a program hope to achieve with their educational program.

ABET Engineering Criteria 2000 require that the set of educational objectives selected by a program faculty be consistent with the mission of the institution, the needs of the program's various constituencies, and with Criteria 2000.

A statement which describes one element of what the faculty of a program intend for program graduates to know, to think, or to be able to do when the students have completed program requirements.

ABET Engineering Criteria 2000 require that outcomes important to the mission of the institution and the objectives of the program, including the 11 outcomes listed in Criterion 3, be measured. Results from the efforts to measure outcomes must be applied to the further development and improvement of the program.

An [qualitative or quantitative] assessment device used to determine the degree to which one or more program outcomes have been achieved. Typical instruments include tests, questionnaires, and protocols)

The value (such as a particular test score or questionnaire response) of an outcome indicator which the program faculty have agreed to use to represent accomplishment of one or more program objectives.

The department chair has overall responsibility for managing accreditation-related activities for the engineering programs offered by his/her department. The chair initiates reviews of Program Educational Objectives, Program Outcomes, and Outcomes Assessment Data. The chair insures that the Curriculum or Assessment Committee [or if none, the program faculty as a whole] have the resources needed to establish, and to operate through time, the four processes mandated by ABET Criteria 2000.

The chair also insures that appropriate accreditation-related documentation is maintained and distributed for public review as required by the criteria.

The ABET Program Coordinator serves as the point of contact for communication among CoES engineering programs on accreditation-related activities. If the program does not have a curriculum or assessment committee, the Program Coordinator works with the department chair to make choices of outcome indicators and criteria. If assigned this duty by the chair, the Program Coordinator also works with the CoES Dean's Office in the conduct of the college-wide alumni and employer surveys.

Four assessment-related processes are mandated by ABET Engineering Criteria 2000. The Curriculum or Assessment Committee develops these processes for the program and, as appropriate, conducts the operation of these processes through time. The four processes are as follows:

1. ongoing review of program objectives,
2. ongoing outcomes assessment and continuous improvement efforts,
3. evaluating, advising, and monitoring students, and
4. insuring that all students meet all program requirements.

The Focus Group Liaison works with the Curriculum or Assessment Committee to develop agendas and to identify participants for focus group sessions. The Focus Group Liaison works with the College Focus Group Facilitator to schedule the sessions. The Liaison also works with the Facilitator in the conduct of the sessions.

This appendix includes

1. A one-page [questionnaire] insert to be mailed in the Fall 1997 Clemson University Survey of Graduates [one year after graduation and three years after graduation]. These Clemson alumni surveys (with our inserts for engineering graduates) will be mailed by the Clemson University Office of Assessment. Survey responses will be returned to individual engineering department chairs.

 

2. A one-page FAX questionnaire and a brief description of the process used to distribute this questionnaire to employers of Clemson University engineering graduates. The process of contacting employers and distributing questionnaires is administered by the College of Engineering and Science. Survey responses will be returned to individual engineering department chairs.

Your undergraduate major: ____ AgE ____CrE____ ChE ____ CE ____ CpE ____ EE ____ EA ____ IE____ME

1. Please rate your level of agreement with each of the following statements by circling the number of the

appropriate response:

As a result of my Clemson engineering education, I am well prepared to

Strongly Strongly Not

Ability Agree Agree Neutral Disagree Disagree Applicable

apply knowledge of mathematics, science, and

engineering skills 1 2 3 4 5 6

design systems, components, or processes to meet

my employer's needs 1 2 3 4 5 6

function on multi-disciplinary teams 1 2 3 4 5 6

understand my professional and ethical responsibilities 1 2 3 4 5 6

understand the impact of engineering solutions in a

global societal context 1 2 3 4 5 6

apply the techniques, skills, and modern engineering

tools necessary for good engineering practice 1 2 3 4 5 6

understand contemporary engineering issues 1 2 3 4 5 6

2. Which of the following general categories best describes your current work assignment?

___ (a) Design ___ (d) Sales/Marketing ___(g) Environmental

___ (b) Manufacturing ___ (e) Management ___(h) Unemployed

___ (c) Research and Development ___ (f) Graduate School ___ (i) Other

(field)_________ (specify) _________

3. What is your situation regarding the Fundamentals of Engineering Exam (formerly the E.I.T. Exam)?

___ (a) Have not taken the exam ___ (d) Taken once and failed

___ (b) Taken once and passed ___ (e) Taken more than once and failed

___ (c) Taken more than once and passed

4. What do you consider to be the greatest strength of your undergraduate program?

5. What do you consider to be the greatest weakness of your undergraduate program?

6. What one or two specific curriculum changes would you recommend? Why?

1. Please provide (on back if additional space is needed) any additional comments/suggestions concerning your undergraduate program or the College of Engineering and Science.

Each year CoES will conduct a telephone Survey for all engineering programs.

1. The set of companies to be contacted will be identified as follows:

 

Each ABET program coordinator/department chair will eb asked to identify the top three [or three most "significant"] employers of his/her recent program graduates. Information from the Clemson University Career Center will be available to help the coordinator/chair perform this task.

 

2. Each company on the master list will be contacted by phone.

 

For each program that listed this company as one if its major employers an appropriate individual willing to respond to a FAX survey will be identified. The identified individual will be given a brief [2 to 3 minutes] explanation of the purpose of the survey. Then a copy of the one page survey [prototype copy attached] will be FAXed to him/her with a request that the response be FAXed back to Clemson by the beginning of the next workday.

 

3. The responses to this survey will be summarized by program, and for Clemson University's engineering programs as a whole. Program and college-wide response summaries will be returned to the program faculty for formal consideration in program objectives and curriculum content reviews. In addition, these results will serve as an input to the development of agenda for program focus group sessions.