SECCM Assessment Plan - Roger Williams University

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Seminar Business elective Engineering Educational Objective Engineering Program Outcomes Engineering program outcomes correspond to the knowledge, skills and behavior that are we expect our engineering graduates to possess at the time of their graduation. These outcomes are established and periodically updated based on constituency input. The outcomes for engineering program that we expect our graduates to possess at graduation are: a. an ability to apply knowledge of mathematics, science, and engineering b. ability to design and conduct experiments, as well as to analyze and interpret data c. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability d. an ability to function on multi-disciplinary teams e. an ability to identify, formulate and solve engineering problems f. an understanding of professional and ethical responsibility g. an ability to communicate effectively h. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i. a recognition of the need for, and an ability to engage in lifelong learning j. a knowledge of contemporary issues k. an ability to use the techniques, skills and modern engineering tools necessary for engineering practice. These program outcomes are related to the engineering program educational objectives as presented in Table 2.10, Engineering Program Educational Objectives linked to Engineering Program Outcomes. 25
Table 2.10 Program Educational Objectives linked to Engineering Program Outcomes • = Weak Relationship • = Moderate Relationship • = Strong Relationship a – k Outcomes Inquisitive mind, excellence in technical skills and knowledge, success, high ethical standards Lifelong intellectual growth Advance the engineering profession, service, role model, assist <strong>SECCM</strong> a. an ability to apply knowledge of mathematics, science, and engineering • • • b. an ability to design and conduct experiments, as well as to analyze and interpret data • • • c. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, • • • health and safety, manufacturability and sustainability d. an ability to function on multi-disciplinary teams • • • e. an ability to identify, formulate and solve engineering problems • • • f. an understanding of professional and ethical responsibility • • • g. an ability to communicate effectively • • • h. the broad education necessary to understand the impact of engineering solutions in a global, economic, • • • environmental, and societal context i. a recognition of the need for, and an ability to engage in lifelong learning • • • j. a knowledge of contemporary issues • • • k. an ability to use the techniques, skills and modern engineering tools necessary for engineering practice • • • Assigning Metrics to Outcomes All engineering program outcomes are operationalized through a process where each faculty member analyzes his or her courses and assigns a measure to the amount of material in the course that corresponds to each outcome. This process is further articulated by having each faculty member review a series of operationalized items associated with each outcome and determining whether certain learning objectives and competencies associated with the specific outcome are covered. The learning objectives presented to the faculty in the operationalization process are defined according to 26
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 and 10: Program Educational Objectives and
Page 11 and 12: Table 1.2 Instruments and Materials
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 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
Page 61 and 62: Table 3.12b Sample of Outcomes Work
Page 63 and 64: Table 3.12e Sample of Outcomes Work
Page 65 and 66: Table 3.12g Sample of Outcomes Work
Page 67 and 68: Metric Goals for Each a-g Computer
Page 69 and 70: Table 2.16 Outcome “d” Metrics
Page 71 and 72: Table 2.19 Outcome “g” Metrics
Page 73 and 74: Table 4.1 General Education Courses
Page 75 and 76: Table 4.5 Construction Course Numbe
Page 77 and 78: Table 4.8 Alignment and Mapping of
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Table 4.9 Construction Management P
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Table 4.13 Outcome “b” Metrics
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Table 4.17 Outcome “f” Metrics
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Table 4.20 Outcome “i” Metrics
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Engineering Senior Exit Survey Scho
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Programs/Services/Individuals Extre
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5. Were there any activities, progr
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Construction Management Senior Exit
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7. What would you say is the greate
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SECCM Course Assessment Report Cont
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Student assessments of course objec
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e. Average Time Data ENGR 330 Time
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d. Development of a written assessm
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computers imaged the same as those
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18. How long did it take you to fin
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ROGER WILLIAMS UNIVERSITY SCHOOL OF
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ENGR 490 Skills Inventory School of
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School of Engineering, Computing, a
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Student ___________________________
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Student ___________________________
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SECCM Assessment Plan - Roger Williams University

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