Outline Introduction Engineering context School of Engineering - - PDF document

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Outline Introduction Engineering context School of Engineering - - PDF document

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2014-10-20 Faculty Panels: Enabling Learning Outcomes Assessment Dr. John Donald. P.Eng., Dr. Karen Gordon, P.Eng. School of Engineering, University of Guelph COU Symposium - Learning Outcomes: A Toolkit for Assessment Toronto, Ontario

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Faculty Panels: Enabling Learning Outcomes Assessment

  • Dr. John Donald. P.Eng., Dr. Karen Gordon, P.Eng.

School of Engineering, University of Guelph

COU Symposium - Learning Outcomes: A Toolkit for Assessment Toronto, Ontario October 16-17, 2014

Outline

Introduction Engineering context School of Engineering (SOE) process Review Panel assessment activity

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Engineering Context

Engineering is a professional program

  • All undergrad programs undergo

accreditation

  • Canadian Engineering Accreditation Board

(CEAB)

Accreditation issues

  • Data-informed curriculum improvement

process

  • CEAB defined 12 Graduate Attributes

Engineering Context

“There must be processes in place that demonstrate that program outcomes are being assessed in the context of the graduate attributes, and that the results are applied to the further development of the program.” *

*2013 Canadian Engineering Accreditation Board – Accreditation Criteria and Procedures

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Adapted from Engineering Graduate Attribute Development (EGAD) Project (http://egad.engineering.queensu.ca/?page_id=857)

  • 1. Evaluate

Program

  • 2. Map

Curriculum

  • 3. Identify and

Collect Data

  • 4. Analyze and

Interpret Data

  • 5. Data-Informed

Curriculum Improvement

Engineering Context

Faculty Panels

Adapted from Engineering Graduate Attribute Development (EGAD) Project (http://egad.engineering.queensu.ca/?page_id=857)

  • 1. Evaluate

Program

  • 2. Map

Curriculum

  • 3. Identify and

Collect Data

  • 4. Analyze and

Interpret Data

  • 5. Data-Informed

Curriculum Improvement

Engineering Context

Faculty Panels

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SOE Process

SOE Governance (Dean, Director, Associate Directors) Accreditation Committee Curriculum Committee Faculty Council (All faculty) Graduate Attributes Committee Faculty Panel 1 (GA1) Faculty Panel 2 (GA2) Faculty Panel 3 (GA3) Faculty Panel `n` (GA`n`)

Governance and GA Review Panels

Engineering programs “must demonstrate that the graduates of a program possess the graduate attributes under the following headings” *

  • 1. A knowledge base for engineering
  • 7. Communication skills
  • 2. Problem analysis
  • 8. Professionalism
  • 3. Investigation
  • 9. Impact of engineering on society

and the environment

  • 4. Design
  • 10. Ethics and equity
  • 5. Use of engineering tools
  • 11. Economics and project management
  • 6. Individual and team work
  • 12. Life-long learning

*2012 Canadian Engineering Accreditation Board – Accreditation Criteria and Procedures

SOE Process

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Graduate Attribute 2 - PROBLEM ANALYSIS “An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems in

  • rder to reach substantiated conclusions.”*

Defining Measurable Learning Outcomes

*2012 Canadian Engineering Accreditation Board – Accreditation Criteria and Procedures

SOE Process

What does PROBLEM ANALYSIS mean in our Engineering Programs?

  • Define “Indicators” for each attribute to articulate the meaning
  • 41 indicators total
  • 5 indicators developed by SOE faculty for Problem Analysis

Problem Analysis Indicators for the SOE: Graduates of the program will have demonstrated the ability to: 2.1 Formulate a problem statement in engineering and non-engineering terminology 2.2 Construct a conceptual framework 2.3 Identify, organize and justify appropriate information 2.4 Execute an engineering solution 2.5 Critique and appraise results

Defining Measurable Learning Outcomes

SOE Process

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2014-10-20 6 Background

  • Problem analysis indicator statements

Materials

Course Data – Student Performance

  • Engineering Design IV (ENGG*41x0) – Rubric - Mastery
  • Thermodynamics (ENGG*3260) – Grades - Mastery
  • Fluid Mechanics (ENGG*2230) – Grades - Reinforce
  • Mechanics 1 (ENGG*1210) – Grades – Introduce
  • Assessment Instruments

Student Exit Survey Data

  • Survey Results

Review Panel Activity

Faculty Panel Review – Example Questions

  • 1. Comment on the performance of the

students from the introductory through to the mastery level.

  • 2. Consider recommendations for curriculum

improvement based on review of the presented data.

  • 3. Comment on the Student Survey Responses
  • 4. Comment on the quality of the data used.

What additional data could be helpful?

Review Panel Activity

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