|
IE Program Goals & Evaluation
Undergraduate Program
Graduate Program
Undergraduate Program
BS Industrial Engineering
Given that the undergraduate IE program falls under the purview of ABET, the assessment process is tightly linked to the ABET criteria. During AY2007-08, the ISE department focused on redefining the program educational objectives and program outcomes for the undergraduate program. These objectives and outcomes were developed based on input from key constituents, including the advisory board members, alumni, employers, and ISE faculty. The objectives are reviewed by the faculty and advisory board every three years. The program outcomes also be reviewed every three years, and revised if necessary to ensure achievement of the program objectives.
IE Program Educational Objectives: broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.
U.1. “Systems Integrators” – Produce graduates who will draw upon broad knowledge to develop integrated systems-based engineering solutions that include the consideration of realistic constraints within contemporary global, societal, and organizational contexts.
U.2. “Life-Long Learners” – Produce graduates who will develop engineering solutions using the skills and knowledge acquired through formal education and training, independent inquiry, and professional development.
U.3. “Graduate Education” – Produce graduates who will successfully pursue graduate degrees.
U.4. “Engineering Professionals” – Produce graduates who will work independently as well as collaboratively with others, and demonstrate leadership, accountability, initiative, and ethical and social responsibility.
IE Program Outcomes: what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.
U.a. “Engineering Foundations” - an ability to apply knowledge of mathematics, science, and engineering
U.b. “Experimentation” - an ability to design and conduct experiments, as well as to analyze and interpret data
U.c. “Design” - 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
U.d. “Multidisciplinary Teamwork” - an ability to function on multidisciplinary teams
U.e. “Problem Solving” - an ability to identify, formulate, and solve engineering problems
U.f. “Professional Responsibility” - an understanding of professional and ethical responsibility
U.g. “Communication” - an ability to communicate effectively
U.h. “Broad Education” - the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
U.i. “Life-Long Learning” - a recognition of the need for, and an ability to engage in life-long learning
U.j. “Contemporary Issues” - a knowledge of contemporary issues
U.k. “Modern Tools” - an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
U.l. “Systems Education” – an ability to design, develop, implement, and improve integrated systems that include people, materials, information, equipment and energy.
U.m. “Experiential Education” - an ability to immediately contribute to industrial, service, and/or government organizations based on at least one year of industrial engineering-related experiential education.
Program Outcomes |
IE |
Required ABET Outcomes |
a |
b |
c |
d |
e |
f |
g |
h |
I |
j |
k |
l |
Engineering Foundations |
• |
|
|
|
|
|
|
|
|
|
|
|
Experimentation |
|
• |
|
|
|
|
|
|
|
|
|
|
Design |
|
|
• |
|
|
|
|
|
|
|
|
|
Multi-disciplinary Teamwork |
|
|
|
• |
|
|
|
|
|
|
|
|
Problem Solving |
|
|
|
|
• |
|
|
|
|
|
|
|
Professional Responsibility |
|
|
|
|
|
• |
|
|
|
|
|
|
Communication |
|
|
|
|
|
|
• |
|
|
|
|
|
Broad Education |
|
|
|
|
|
|
|
• |
|
|
|
|
Life-Long Learning |
|
|
|
|
|
|
|
|
• |
|
|
|
Contemporary Issues |
|
|
|
|
|
|
|
|
|
• |
|
|
Modern Tools |
|
|
|
|
|
|
|
|
|
|
• |
|
Systems Education |
|
|
|
|
|
|
|
|
|
|
|
• |
Experiential Education |
• |
• |
• |
• |
• |
• |
• |
• |
• |
• |
• |
• |
IE Program Outcomes |
IE Program Educational Objectives |
Systems
Solutions |
Life-Long Learners |
Graduate Education |
Engineering
Professionals |
Engineering Foundations |
• |
|
• |
|
Experimentation |
• |
|
• |
|
Design |
• |
|
• |
|
Multi-disciplinary Teamwork |
• |
|
|
• |
Problem Solving |
• |
|
• |
|
Professional Responsibility |
|
• |
• |
• |
Communication |
• |
|
• |
• |
Broad Education |
• |
|
|
• |
Life-Long Learning |
• |
• |
• |
|
Contemporary Issues |
• |
• |
|
• |
Modern Tools |
• |
• |
• |
|
Systems Education |
• |
|
• |
|
Experiential Education |
• |
|
|
• |
Assessment and Evaluation of Objectives and Outcomes. The ISE department has continued to assess and evaluate the IE program with respect to the IE undergraduate program objectives and outcomes. While a majority of the assessment instruments have been in place for several years, the assessment instruments were reviewed and adapted in the summer of 2008, so they are tightly linked to the current objectives and outcomes that were revised in AY 2007-08.
All quantitative data is collected on an on-going basis and evaluated every other year. Any data that falls below the desired evaluation metric, triggers continuous improvement actions (unless otherwise noted, all survey data uses a 5-pt. scale). All qualitative data is summarized annually and evaluated every other year. Actions are acted upon when deemed appropriate by the faculty.
Assessment and Evaluation of Program Educational Objectives
Constituent Group |
Assessment Method(s) |
Data Collection |
Evaluation Metric |
Advisory Board – Comprised of employers and alumni |
Meetings
Email communications |
Annually
Quarterly |
Review of qualitative feedback and action on items deemed appropriate by the faculty |
Alumni |
Alumni Survey |
Annually to alumni 3 yrs. after graduation |
90% of alumni with rating of ≥3 on each objective |
Employers |
Focus Groups |
1-2 times per year |
Review of qualitative data/action on items deemed appropriate by the faculty |
Graduate School Faculty (both external/internal) |
Meetings Communication via email |
Annually
On-going |
Review of qualitative data/action on items deemed appropriate by the faculty |
Assessment and Evaluation of Program Outcomes
Constituent Group |
Assessment Method(s) |
Data Collection |
Evaluation Metric |
Employers |
Co-op Reports |
Quarterly |
90% of graduates with rating of ≥3 on each outcome |
|
Focus Groups |
1-2 times per year |
Review of qualitative data and action on items deemed appropriate by faculty |
Students |
Co-op Reports |
Quarterly |
90% of graduates with rating of ≥3 on each outcome |
|
Course Materials |
Quarterly – specific course assignments, across the curriculum, linked to outcomes |
90% of students with grade of ≥ 60 on each assignment |
|
Co-op Orientation Sessions
College Writing Exam |
Quarterly
Quarterly – test results graded by Academic Support Center (ASC) |
Graduation requirement
Any conditional “fails” are referred to ASC for remedial action |
|
Focus Groups /
Course Evaluation Feedback |
Annually /
Quarterly |
Review of qualitative feedback and action on items deemed appropriate by faculty |
Graduates |
Exit Survey |
Annually |
90% of graduates with rating of ≥3 on each outcome |
Advisory Board |
Meetings |
Annually |
Review of qualitative feedback and action on items deemed appropriate by faculty |
|
Email communications |
On-going |
|
Graduate Programs
There are several graduate programs within the ISE Department that share similar coursework, are administered collectively, and utilize the same assessment and evaluation plan; namely:
MS Industrial Engineering MEng. Engineering Management
MEng. Industrial Engineering MEng. Systems Engineering
In Fall of AY2008-09, the ISE department redefined the graduate program objectives. These objectives were developed based on input from key constituents, including the ISE faculty, students, employers, and advisory board members. The graduate programs are not accredited by ABET and thus do not need to be tightly linked to the ABET criteria. Since the graduate program objectives were refined in Fall of AY2008-09, the assessment instruments have been reviewed and adapted, so they are linked to the newly refined program objectives.
Program Objectives: broad statements that describe the accomplishments that the program is preparing graduates to achieve.
G.1. “Systems Integrators” - Produce graduates who will draw upon broad knowledge to develop integrated systems-based engineering solutions that include the consideration of realistic constraints within contemporary global, societal, and organizational contexts.
G.2. “Life-Long Learners” - Produce graduates who will develop engineering solutions using the skills and knowledge acquired through formal education and training, independent inquiry, and professional development.
G.3. “Graduate Education” - Produce graduates who will successfully pursue graduate degrees.
G.4. “Integrated Advanced Knowledge” – Produce graduates who will draw upon and integrate advanced knowledge in industrial engineering.
Assessment and Evaluation of Program Educational Objectives
Constituent Group |
Assessment Method(s) |
Data Collection |
Evaluation Metric |
Advisory Board - Comprised of employers and alumni |
Meetings
Email communications |
Annually
Quarterly |
Review of qualitative feedback and action on items deemed appropriate by faculty |
Alumni |
Alumni Survey |
Annually to alumni 3 yrs. after graduation |
90% of alumni with rating of ≥3 on each objective |
Employers |
Focus Groups |
1-2 times per year |
Review of qualitative data and action on items deemed appropriate by faculty |
Graduates |
Placement / Salary survey |
Annually |
100% Placement
Salary > National means |
Students |
Graduate seminar attendance
Capstone Projects
Focus Groups
Theses Completion |
Quarterly
Quarterly
Annually
On-going |
100% of MS students > 90% attendance
100% of MEng. students
Review of qualitative data and action on items deemed appropriate by faculty
100% of MS students |
[ Back to top ] |
