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Outcomes Assessment Plan

  
       
   
  1. To demonstrate that graduates have an ability to apply knowledge of mathematics, science, and engineering, they should:
    • Show that they can employ general principles, theories, concepts, and/or formulas from mathematics, science, and engineering in the solution of a wide range of industrial engineering problems (operational definition).

    Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Fundamentals of Engineering Examination AM General Part (subject areas: Mathematics, Chemistry, Statics, Material Science/Structure of Matter, Ethics, Computers, Electrical Circuits, Engineering Economics). Results will be reviewed once per year, starting 2001—performance criteria of “NCSU IE student performance equal to or better than national average for all IE students”.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  2. To demonstrate that graduates have an ability to design and conduct experiments as well as analyze and interpret data they should:
    • Show that they can define variable types (pertinent dependent and independent), and determine how many and where to take measurements based on a thorough understanding of accuracy and precision (operational definition).
    • Show that they can measure, record and present raw and summary data and analyze those data for the purposes of understanding and explaining the data (operational definition).

    Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Samples of student work (laboratory and project reports from courses such as IE 216, 316, 401, 441, 443, 452, 453, 498). While the program faculty reviews student work requirements almost continuously as part of the requirements for teaching courses, samples of student work will be collected and reviewed once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “outstanding” as majority responses from faculty sub-committee serving as reviewers.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  3. To demonstrate that graduates have an ability to design a system component or process to meet desired needs, they should:
    • Show that they can engage productively and creatively in the design process. Graduates should be able to: identify the project goal; define the project scope; search for alternatives for achieving the outcome; choose the best of the possible solutions; create a design plan, drawing, physical model or computer simulation; test and evaluate the recommended design; and justify the final design in written and oral form (operational definition).

    4. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Samples of student work (technical, laboratory or projects from courses, such as IE 401, 408, 416, 417, 430, 431, 441, 453, 498). While the program faculty reviews student work requirements almost continuously as part of the requirements for teaching courses, samples of student work will be collected and reviewed once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “outstanding” as majority responses from faculty sub-committee serving as reviewers.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from project sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  4. To demonstrate that graduates have an ability to function on multi-disciplinary teams, they must:
    • Show that they can participate effectively as members of multi-disciplinary teams, working, where appropriate, with people who bring different skills, expertise, and perspectives to a project; and with people from different sub-disciplines within industrial engineering or other disciplines (operational definition).

    5. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Student self-assessments of teamwork experiences in courses, such as IE 216, 316, 430, 431, 441, 452, 453, 498. Students are asked to respond to a self-assessment survey at the end of each semester in the above noted courses, and faculty review these results as needed or desired. A focused analysis of the results will be reviewed by a faculty subcommittee once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “positive” as majority responses to teamwork experiences from students.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from project sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  5. To demonstrate that graduates have an ability to define, formulate, and solve engineering problems, they should:
    • Show that they can define an industrial engineering problem by specifically describing the problem conditions—what is known or given, and what the unknowns are (operational definition).
    • Show that they can apply the appropriate industrial engineering principles to find the unknowns and arrive at correct and effective solutions to the problem (operational definition).

    6. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Samples of student work (homework and projects from IE courses such as IE 361, 401, 408, 453, 498 or other appropriate courses). While the program faculty reviews student work requirements almost continuously as part of the requirements for teaching courses, samples of student work will be collected and reviewed once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “outstanding” as majority responses from faculty sub-committee serving as reviewers.
    2. Fundamentals of Engineering Examination (IE subject areas in IE specific afternoon session). Results will be reviewed once per year, starting 2001—performance criteria of “NCSU IE student performance equal to or better than national average for all IE students”.
    3. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    4. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    5. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    6. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  6. To demonstrate that graduates have an understanding of professional and ethical responsibility, they should:
    • Show that they are familiar with the applicable professional codes of conduct for engineers and that they can apply the codes, where appropriate, to particular cases in which ethical issues arise and to their own work in design projects (operational definition).
    • Show that they understand the importance of professional registration (operational definition)

    7. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Fundamentals of Engineering Exam (subject area: Ethics). Results will be reviewed once per year, starting 2001—performance criteria of “NCSU IE student performance equal to or better than national average for all IE students”.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    4. Faculty Perception Survey. Results were reviewed in 2001 and provided valuable information on “ethics”. However, overall results of the survey were questionable, and survey was discontinued.
    5. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    6. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  7. To show that graduates have an ability to communicate effectively, they should:
    • Exhibit a mastery of the forms of discourse appropriate to industrial engineering, including laboratory reports, progress reports, technical reports, technical presentations, etc (operational definition).
    • Show that they can summarize technical material (mathematical solutions, charts, graphs, figures, tables, design drawings, etc) in ways appropriate to a particular audience (operational definition).

    8. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Samples of student work (technical reports from capstone and/or other courses as appropriate). While the program faculty reviews student work requirements almost continuously as part of the requirements for teaching courses, samples of student work will be collected and reviewed once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “outstanding” as majority responses from faculty sub-committee serving as reviewers.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators
    4. Faculty Perception Survey: Communication. Results will be reviewed once per year, starting 2003—performance criteria of “at least 75% of the faculty are satisfied that IE students have the ability to communicate effectively”.
    5. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    6. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”

  8. To demonstrate that graduates have the broad education to understand the impact of engineering solutions in a global and societal context, they should:
    • Show that they recognize and understand the nature of and significance of the vital interactions among science, technology, and social values, developing an understanding of the influence of science and technology on civilization and of the way science and technology have been applied to the betterment of humankind (operational definition).

    9. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Degree Audit and Advisement Reports. Student records for the May class of each year will be reviewed, starting May 2001. Performance criteria of “all graduating students, without exception, have met their GER in Science, Technology, and Society”.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Faculty Perception Survey: Global & Societal Context. Results will be reviewed once per year, starting 2003—performance criteria of “at least 75% of the faculty perceiving that IE students understand the impact of engineering solutions in a global and societal context”.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  9. To demonstrate that graduates recognize the need for and possess the ability to engage in life-long learning, they should:
    • Show that they understand the need for further education and self-improvement (operational definition).
    • Show that they recognize the necessity of continuing professional development as a requirement for maintaining professional registration (operational definition).
    • Show that they understand the value of membership in an appropriate professional organization (operational definition).

    10. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Membership in professional organizations. Results (from the IE Senior Exit Interview/Survey) will be reviewed once every other year, starting 2001—performance criteria of “at least 50% of the graduating NCSU IE students indicating that they plan to join an engineering society upon graduation”.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Percentage of majors taking the Fundamentals of Engineering Examination. Results will be reviewed once per year, starting 2001—performance criteria of “at least 50% of the graduating NCSU IE students take the FE exam”.
    4. Faculty Perception Survey: Life-long Learning. Results will be reviewed once per year, starting 2003—performance criteria of “at least 75% of the faculty perceiving that IE students recognize the need for and ability to engage in life-long learning”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  10. To demonstrate that graduates possess a knowledge of contemporary issues, they should:
    • Show that they recognize and understand the various modes of inquiry into human nature and experience, organization and change in human societies, and the nature of the world relevant to the field of industrial engineering (operational definition).

    11. Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Degree Audit and Advisement Reports. Student records for the May class of each year will be reviewed, starting May 2001. Performance criteria of “all graduating students have met their General Education Requirements in Humanities and Social Sciences”.
    2. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    3. Faculty Perception Survey: Contemporary Issues. Results will be reviewed once per year, starting 2003—performance criteria of “at least 75% of the faculty perceiving that IE students demonstrate knowledge of contemporary issues”.
    4. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    5. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

  11. To demonstrate an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice, they should:
    • Show that they can use computer-aided analysis, design, and presentation tools appropriate to industrial engineering (operational definition).
    • Show that they can apply classical and modern data-collection tools and techniques appropriate to current practice in industrial engineering analysis and design (operational definition).

    Evidence that may be used for outcome assessment, with anticipated frequency of review and performance criteria, to produce graduates who will meet and/or exceed the outcome and achieve the Program Educational Objectives following their graduation:

    1. Samples of student work (technical reports from capstone courses and/or laboratory reports). While the program faculty reviews student work requirements almost continuously as part of the requirements for teaching courses, samples of student work will be collected and reviewed once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “very good” or “outstanding” as majority responses from faculty sub-committee serving as reviewers.
    2. Fundamentals of Engineering Examination-AM General Part (subject area: Computers). Results will be reviewed once per year, starting 2001—performance criteria of “NCSU IE student performance equal to or better than national average for all IE students”.
    3. Graduating Senior Survey. Results will be reviewed once per year, starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.
    4. Project assessment by sponsors and/or departmental visitors. While input from sponsors and/or visitors is provided and assessed every semester, a focused analysis will be conducted once per 6 year ABET cycle, typically in the year of review, starting 2003/04. Performance criteria of “above average” or “excellent” as majority responses from evaluators.
    5. IE Senior Exit Interview/Survey. Results will be collected every semester and reviewed every other year, starting 2001—performance criteria of “% of IE students responding “agree” or “strongly agree” at 80% or above”.
    6. Alumni Survey. Results will be reviewed once every three years starting 2002—performance criteria of “% of IE students responding “good” and “excellent” equal or exceed the % for the College of Engineering students”.

Sources of Data for Assessment

Data to be collected for each six-year assessment cycle:

    1. Fundamentals of Engineering Examination scores
    2. Graduating Senior Survey
    3. Faculty Perception Survey
    4. Student self-assessment of teamwork experiences
    5. Membership in student professional organizations
    6. Evaluation of student presentations by departmental visitors (project assessment)
    7. Percentage of majors taking Fundamentals of Engineering Examination
    8. Employer survey
    9. Samples of student work
    10. Degree Audit and Advisement Reports

Key Personnel for ABET Assessment

    1. ABET College of Engineering Assessment Committee (to oversee assessment process)
    2. Outcomes Assessment Committees (to assess data related to particular outcomes)

Present Assessment Cycle: ABET Visit Fall 2004

Academic year 2001-2002: Gathering data.

    • Gather and organize all relevant data.
    • Outcomes Assessment Committees are responsible for gathering and maintaining appropriate samples of student work.
Academic year 2002-2003: Analyze and evaluate data and implement curricular changes.
    • Outcomes Assessment Committees consider data related to their outcomes and submit a report of their findings and recommendations for curricular changes.
    • All reports and recommendations sent to Undergraduate Curriculum Committee.
    • UCC considers recommended curricular changes and sends its own recommendations to appropriate faculty groups for advice.
    • UCC takes its revised recommendations to the full faculty.
    • UCC takes appropriate action on changes approved by full faculty, such as establishing new requirements, writing and submitting course action forms, and overseeing minor changes in syllabi.
Academic year 2003-2004: Preparing specific materials for ABET visit.
    • Fundamentals of Engineering Examination
    • Samples of student work
    • Graduating Senior Survey
    • Faculty Perception Survey
    • Degree Audit and Advisement Reports
    • Employer Survey
    • Evaluations of student presentations by visitors from industry (project assessment)
    • Student self-assessments of teamwork experiences
    • Membership in student professional organizations
    • Percentage of majors taking Fundamentals of Engineering Examination

Draft: June 1, 2001
Revised: March 19, 2004


 



  
   
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