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A Novel Strategy for the Direct Assessment and Improvement of Engineering Programs Developed and Implemented by Prairie View A&M University Paul O. Biney, Ph.D, P.E. Milton R. Bryant, Ph.D.

College of Engineering Prairie View A&M University P. O. Box 397, Prairie View, Texas 77446

Abstract This paper presents a new process for the assessment and improvement of engineering programs developed, tested, and successfully implemented at Prairie View A&M University (PVAMU). The new strategy is the result of meticulous plans developed at PVAMU in response to its preparations for the accreditation of its engineering programs based on the EC 2000 criteria. The first step of this new strategy is a critical evaluation of all courses in the program to identify those courses designed to provide the maximum training and experience to students in the various program outcomes. This makes it possible to truly identify particular courses in the program that can seamlessly be used to expand students’ knowledge in the various outcomes, allowing specific few outcomes to be taught in each course, and students’ performance in these outcomes directly assessed at course level. The results of these semester outcomes assessments are used to generate annual program level outcomes assessments that form the basis of the continuous improvement process. This novel approach to direct assessment also includes comprehensive plans for training faculty as well as the methods for documenting and addressing any perceived problems and for improving students’ performance in outcomes. Implementation of this novel approach to assessment and continuous improvement has lead to improvements in the engineering programs at PVAMU.

Introduction In the advent of EC 2000, several assessment methods have been published in the literature(1, 2, 3, 4). A review of some of these methods indicated heavy reliance on opinion survey results as the primary tool and minimal use of direct measurement of students’ performance in the program outcomes in the engineering courses for outcomes assessment. This paper presents an eight-step comprehensive process for developing and assessing program objectives and program outcomes. The eight-step process is in accord with the requirements of the new ABET 2000 criteria for accrediting Engineering and Technology programs. The process involves

1. Program objectives definition. 2. Primary assessment of Program objectives every two to three years. 3. Program outcomes definition and their relationship with program objectives. 4. Mapping program outcomes into the curriculum (courses). 5. Implementation of outcome competencies in courses and direct outcome assessment at course level each semester using direct measurement of student performance in each outcome measured in the course. 6. Direct semester program outcome assessment report using direct measurement of student performance in each outcome for all courses.

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Bryant, M., & Biney, P. (2005, June), A Novel Strategy For The Direct Assessment And Improvement Of Engineering Programs Developed And Implemented By Prairie View A&M University Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14402