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Session 1793

An Example of Course and Program Outcome Assessment Amir Karimi, Keith Clutter, and Alberto Arroyo College of Engineering The University of Texas at San Antonio

Abstract

This paper describes a process for systematic evaluation and updating of the undergraduate educational objectives and outcomes of the engineering programs at the University of Texas at San Antonio (UTSA). It describes a set of assessment tools, which includes survey questionnaires, test results, and interviews. The course objectives are defined and evaluated for each subject in the curriculum by the faculty on a regular basis to ensure that the program outcomes are being met. A group of three or four faculty members are assigned to evaluate each course outcome on a continual basis and their recommendations are used to make course improvements. This paper will discuss the course and program outcome assessments. It will explain how assessment data are collected, analyzed, and used in the enhancement of our undergraduate programs.

Introduction

The College of Engineering at UTSA offers three undergraduate degree programs in civil, electrical, and mechanical engineering (CE, EE, and ME). These programs started in 1982 and received their first accreditation from the Accreditation Board for Engineering and Technology, Inc. (ABET) in 1986. In preparation for the ABET accreditation under the Engineering Criteria 2000 (EC-2000)1, a set of educational objectives and outcome statements for each program was first developed in 1999 and refined in 20022-4. The program objectives are in line with the missions of the department, college of engineering, and the institution. In addition these objectives are consistent with the requirements for ABET accreditation under the Engineering Criteria 2000. These objectives have been reviewed and approved by the major constituencies of each department. A process is in place for systematic evaluation and updating of each department’s undergraduate educational objectives and outcomes and the engineering faculty are directly involved in the assessment process. Procedures have been developed to obtain feedback from all major constituencies, evaluate the inputs, and process the collected data for assessment. A set of assessment tools has been developed and is being used to evaluate program objectives and outcomes. The assessment tools include survey questionnaires, test results, and interviews. For each subject in the curriculum, the course objectives are defined and are being evaluated by the faculty on a regular basis to ensure that the program outcomes are being met. The following section describes the assessment process.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Clutter, J. K., & Arroyo, A., & Karimi, A. (2004, June), An Example Of Course And Program Outcome Assessment Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13395