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EET Vision & Mission
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Program
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Performance Criteria
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Outcomes
º EETA (the EET student club)
At
the program level the assessment effort in part
reflects on the efforts at the University level and in part by what
is required by ABET, Inc. The
assessment philosophy of EET is based on the idea that teaching and
learning
need a process of quality control and
that student learning and
improvement in student learning are two distinct measurements, the
former
having to do primarily with course learning outcomes and the later
primarily
with program outcomes
and the quality and integration of the program.
Since it is
quality control of the program it is a continuous and an active process
in
which monitoring and adjustment are an integral part of the process.
Where
possible multiple measures will be used and also whenever possible
direct
measures will be preferred.
The
EET faculty has worked on an assessment process
which is summarized in Figure 1 on the next page . In the figure boxes
with
light green background are the tasks in the assessment and evaluation
process.
The cyan box and arrows indicate the process of “closing the loop”
without
which there would be no improvement in the program.
The
boxes over the solid tan background are for tasks
that have been completed in the first cycle of assessment. (The various
cycles
are defined in the table after Figure 1) The box over the course tan
hatching
is where the efforts are concentrated right now. The boxes over the
fine tan
hatching consist of processes that have been started. From the
assessment data
that has been collected up to now preliminary evaluations and
preliminary
recommendations for change are documented later in this self-report .
We
have worked on identifying and
implementing the process. The following table illustrates the
implementation of
the process and the various cycles in it.
Table 4-1.
Assessment Plan
|
Cycle
1 (Year 1) |
Cycle
2 (Year 2) |
Cycle
3 (Year 3) |
|
1.
Define Objectives |
1.
Make adjustments based on the pilot |
1.
Collect data to evaluate improvements |
|
2.
Define Outcomes |
2.
Measure, collect data |
2.
Analyze data. |
|
3.
Develop Performance Criteria |
3.
Analyze data |
3.
Evaluate improvements |
|
4.
Map the Curriculum |
4.
Identify improvements |
4.
Evaluate process |
|
5.
Identify when to measure |
5.
Start implementing improvements |
5.
Make adjustments where needed. |
|
6.
Data collection and analyses; Identify shortcomings in instruments,
data collection, performance criteria, analyses, etc., and other
procedures. Pilot study |
|
|
Once
the process goes through one
cycle then the following will be followed annually.
|
Summer
session: |
Reports
prepared after the evaluation of the analyzed data. |
|
Fall
Semester: |
Recommendation
and Implementation of changes |
|
Spring
Semester: |
Data
collection and analyses to see the impact of changes. |