SECCM Assessment Plan - Roger Williams University
SECCM Assessment Plan - Roger Williams University SECCM Assessment Plan - Roger Williams University
Figure 1.3 SECCM Change Processes Changes and refinements as a result of assessment processes may take the form of: 1. Course adjustments (objectives, content, focus) 2. Curriculum changes 3. Budget requests or modifications 4. Space requests or modifications 5. Faculty requirements 6. Program resource needs 7. Program modifications. Depending on the nature of the change or refinement, a different process at the faculty, committee, program, School or University level is launched to support the change proposal. Some changes and refinements are easily handled at the School level, whereas others involving programmatic changes may require Faculty Senate approval. Still others involving capital expenditures or budget requests must follow the University budgeting system. Assessment Instruments Included in SECCM Assessment Plan Assessment Instruments Several types of assessment instruments, materials and feedback opportunities are integrated into our Assessment Framework. To facilitate the assessment process, these assessments instruments have been developed and continuously refined to capture the numerous data that are required for analysis. The assessment instruments provide the structure that permits for quantifiable measurement of performance indicators that are used to assess program objectives and outcomes. Table 1.2, Instruments and Materials Used to Assess and Refine Educational Objectives and Outcomes, outlines the specific tools used to gain feedback from our constituencies and the associated types of information collected from these tools. 7
Table 1.2 Instruments and Materials Used to Assess and Refine Educational Objectives and Outcomes Instruments/Materials Used to Assess and Refine Educational Objectives (Frequency) Alumni Survey (Bi-annual) Associate Constructor Exam (Annual) Course Assessment Report (Semester) Course Binder (Documentation year) Course Student Survey (Semester) Fundamentals of Engineering Examination (Annual) Graduate Employers (Continuous) Professional Advisory Board Meetings (Semi-Annual) Senior Design and Construction Showcase (Annual) Senior Job Placement Survey (Annual) Senior Skills Inventory (Annual) Student Club Activities Report (Annual) Information Collected Curricular review Professional preparation Success metrics Licensure Life-long learning Gap analysis Curricular strengths and weaknesses National comparative benchmarking Licensure of graduates Student rating of course and program objectives Faculty rating of course and program objectives Faculty subjective evaluation Identification of deficiency area Examples of student work Course objectives and organization Course content Course rigor Numerical and subjective evaluation of course content Numerical and subjective evaluation of instructor performance Educational value Prerequisite deficiencies Resource deficiencies Course impact on program Curricular strengths and weaknesses National comparative benchmarking Licensure of graduates Recruitment and hiring Feedback on preparation for the workplace Feedback on program strengths and weaknesses Review of curriculum Review of student work Industry trends Determinants of engineering success in the workplace Review of professional component Monitor industry trends Assessment of workplace readiness Assessment of communication skills Identify number of job offers Derive benchmark data on job placement Identify gaps in career advising and placement services Assess workplace readiness Identify skill gaps Determine requirements for personal career plan Enrichment activities Professional interactions 8
- Page 1 and 2: School of Engineering, Computing an
- Page 3 and 4: Section 4 - Assessment Plan for the
- Page 5 and 6: Correlation of SECCM’s Goals and
- Page 7 and 8: Figure 1.1 Assessment Plan Interrel
- Page 9: Program Educational Objectives and
- Page 13 and 14: • Course Assessment Report One of
- Page 15 and 16: • Student enrollment trends • F
- Page 18 and 19: Section 2 Assessment Plan for the E
- Page 20 and 21: The Engineering program was origina
- Page 22 and 23: 6. Core Education Courses These cou
- Page 24 and 25: Table 2.7 RWU Engineering Program E
- Page 26 and 27: Relationship between Engineering Cu
- Page 28 and 29: Seminar Business elective Engineeri
- Page 30 and 31: Bloom’s taxonomy and derived from
- Page 33 and 34: Table 2.12 Course Mapping to Expect
- Page 35 and 36: Outcome Courses ENGR 300 Mechanics
- Page 37 and 38: Outcome Courses ENGR 424 Digital Si
- Page 39 and 40: Outcome Courses CORE 103 Human Beha
- Page 41 and 42: Metric Goals for Each a-k Engineeri
- Page 43 and 44: Table 2.15 Outcome “c” Metrics
- Page 45 and 46: Table 2.18 Outcome “f” Metrics
- Page 47 and 48: Table 2.20 Outcome “h” Metrics
- Page 49 and 50: Table 2.23 Outcome “k” Metrics
- Page 51 and 52: Table 3.1 General Program Breakdown
- Page 53 and 54: Table 3.5 Concepts of Programming L
- Page 55 and 56: Senior Capstone Sequence The hallma
- Page 57 and 58: Computer Science Program Outcomes C
- Page 59 and 60: Table 3.12 Sample of Outcomes Works
Table 1.2 Instruments and Materials Used to Assess and Refine<br />
Educational Objectives and Outcomes<br />
Instruments/Materials Used to<br />
Assess and Refine<br />
Educational Objectives<br />
(Frequency)<br />
Alumni Survey<br />
(Bi-annual)<br />
Associate Constructor Exam<br />
(Annual)<br />
Course <strong>Assessment</strong> Report<br />
(Semester)<br />
Course Binder<br />
(Documentation year)<br />
Course Student Survey<br />
(Semester)<br />
Fundamentals of Engineering<br />
Examination<br />
(Annual)<br />
Graduate Employers<br />
(Continuous)<br />
Professional Advisory Board<br />
Meetings<br />
(Semi-Annual)<br />
Senior Design and<br />
Construction Showcase<br />
(Annual)<br />
Senior Job Placement Survey<br />
(Annual)<br />
Senior Skills Inventory<br />
(Annual)<br />
Student Club Activities Report<br />
(Annual)<br />
Information Collected<br />
Curricular review<br />
Professional preparation<br />
Success metrics<br />
Licensure<br />
Life-long learning<br />
Gap analysis<br />
Curricular strengths and weaknesses<br />
National comparative benchmarking<br />
Licensure of graduates<br />
Student rating of course and program objectives<br />
Faculty rating of course and program objectives<br />
Faculty subjective evaluation<br />
Identification of deficiency area<br />
Examples of student work<br />
Course objectives and organization<br />
Course content<br />
Course rigor<br />
Numerical and subjective evaluation of course content<br />
Numerical and subjective evaluation of instructor performance<br />
Educational value<br />
Prerequisite deficiencies<br />
Resource deficiencies<br />
Course impact on program<br />
Curricular strengths and weaknesses<br />
National comparative benchmarking<br />
Licensure of graduates<br />
Recruitment and hiring<br />
Feedback on preparation for the workplace<br />
Feedback on program strengths and weaknesses<br />
Review of curriculum<br />
Review of student work<br />
Industry trends<br />
Determinants of engineering success in the workplace<br />
Review of professional component<br />
Monitor industry trends<br />
<strong>Assessment</strong> of workplace readiness<br />
<strong>Assessment</strong> of communication skills<br />
Identify number of job offers<br />
Derive benchmark data on job placement<br />
Identify gaps in career advising and placement services<br />
Assess workplace readiness<br />
Identify skill gaps<br />
Determine requirements for personal career plan<br />
Enrichment activities<br />
Professional interactions<br />
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