Biological Engineering Undergraduate Program Assessment Plan/Process
The Biological Engineering program utilized three assessment processes in the 2013-2015 academic year. These processes are shown in the Table 1 below.
Table 1. Biological Engineering Assessment Plan
|IAB jury, Capstone Design Projects||IAB judges Capstone Design presentations and written reports relative to specific Student Outcomes||Yearly, every Spring Semester|
|IAB jury, confidential senior interviews||Seniors complete confidential survey and are interviewed by the IAB. IAB judges interviews relative to specific Student Outcomes||Yearly, every Spring Semester|
|Fundamentals of Engineering Exam Results||BE students are required to take the FE exam prior to graduation from the Program||Required before Graduation|
Each spring the Program’s Industry Advisory Board (IAB) judges the Capstone Design projects, both presentations and written reports, with regard to Student objectives (a) through (k). The IAB also conducts confidential senior exit interviews at that time and is asked to judge the students’ responses relative to Student objectives (a) through (k). Tables 2 and 3 are the forms used by the IAB for the collection of data.
Table 2. Biological Engineering Industry Advisory Board
CAPSTONE DESIGN FORM
Design Project Title: ______________________________
Students (Design Team): ______________________________
IAB Member Name: _______________________________
The purpose of this form is to determine a percentage of attainment of Student learning objectives using the Capstone Design Presentations and Written Reports. The Industry Advisory Board members are encouraged to ask the students questions they feel will indicate a measureable level of attainment of the objective.
|Student Objective||Objective Description||Suggested Evaluation Questions|
|a||An ability to apply knowledge of mathematics, science, and engineering||Why did you choose this alternative? Explain why this alternative is the best choice? What would other alternatives provide?|
|b||An ability to design and conduct experiments, as well as to analyze and interpret data||What were the criteria for acceptability? Were statistics tools used for designing experiments and/or interpreting results?|
|c||An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability||How is this design different from an experiment?|
|d||An ability to function on multidisciplinary teams||How did you work as a team? What was the division of labor? How did you integrate data to make decisions?|
|e||An ability to identify, formulate, and solve engineering problems||What kind of accuracy is associated with your analytical, experimental, and numerical methods? Can you clearly articulate the engineering problem?|
|f||An understanding of professional and ethical responsibility||What code of ethics was applied to this project?|
|g||An ability to communicate effectively||What courses did you take that helped you write and organize your report?|
|h||The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context||Did you consider economic, environmental, and societal factors of your project? What were the factors?|
|i||A recognition of the need for, and an ability to engage in, life-long learning||How does your project connect with life-long learning?|
|j||A knowledge of contemporary issues||How does your project relate to contemporary issues? How do you stay informed regarding contemporary issues?|
|k||An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice||What modern tools did you use for this project? Did you use modern tools for your presentation, including graphing programs?|
IAB Member General Comments:
Table 3. Biological Engineering Industry Advisory Board
CONFIDENTIAL SENIOR INTERVIEW WORKSHEET
Dear BE Graduating Seniors:
Please carefully complete the below worksheet, print it, and take it with you to the Industry Advisory Board meeting on (date of meeting). This worksheet is entirely confidential and is between you and the Board. The BE Department will never see this completed worksheet, so please express yourself openly. The Board will consolidate your worksheets and interview information and provide a report to the Department that is completely anonymous. Your inputs will be used to improve our Program.
Student Name: ______________________________
Today’s Date: ______________________________
Table 3. How well did the Biological Engineering program prepare you to attain Student learning objectives?
|a||An ability to apply knowledge of mathematics, science, and engineering|
|b||An ability to design and conduct experiments, as well as analyze and interpret data|
|c||An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability|
|d||An ability to function on multidisciplinary teams|
|e||An ability to identify, formulate, and solve engineering problems|
|f||An understanding of professional and ethical responsibility|
|g||An ability to communicate effectively|
|h||The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context|
|i||A recognition of the need for, and an ability to engage in, life-long learning|
|j||A knowledge of contemporary issues|
|k||An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice|
- Student’s Scoring Instructions: Using a scale of 1 to 10, 1 being failure and 10 being excellent, please answer the following question:
- How did you do on the Fundamentals of Engineering Exam? What sections were the best for you and what sections were you not prepared for?
- What are your immediate plans upon graduation?
- What are your long term plans?
- What is the most positive aspect of the Biological Engineering Program?
- What are your suggestions for strengthening the Program?
- Do you have any general comments?
Individual members of the IAB provide written responses to the Chair of the Industry Advisory Board. The Chair of the IAB consolidates the responses, calculates percentage of attainment of the Student Objectives, and provides a written report to the Department Head of Biological Engineering.
Students in the Biological Engineering Program are required to take the Fundamentals of Engineering (FE) national test prior to graduation from the program. The College of Engineering receives detailed examination results.
BE courses mapped a - k table
|BENG 1880||Engineering Quantification of Biological Processes||X||X||2|
|BENG 1890||Intro to Undergrad Research & Engr Design||X||X||X||3|
|BENG 2330||Properties of Biomaterials||X||X||X||3|
|BENG 2400||Biological & Environmental Thermodynamics||X||X||2|
|BENG 3000||Biological Instrumentation||X||X||X||3|
|BENG 3200||Intro to Unit Operations in Biological Engineering||X||X||2|
|BENG 3670||Transport Phenomena in Bio-Environmental Systems||X||X||2|
|BENG 3870||Biological Engineering Design I||X||X||X||3|
|BENG 4880||Biological Engineering Design II||X||X||X||3|
|BENG 4890||Biological Engineering Design III||X||X||X||3|
|BENG 5020||Biological Systems Modeling and Controls||X||X||X||3|
|BENG 5600||Downstream Processing||X||X||X||3|
|BENG 5610||Food and Bioprocess Engineering||X||X||2|
|BENG 5620||Metabolic Engineering I||X||X||2|
|BENG 5630||Synthetic Biological Engineering||X||X||2|
|BENG 5680||Soil-Based Waste Management||X||X||2|
|BENG 5660||Environmental Quality Analysis||X||X||2|
|BENG 5670||BioMEMS and Micro Medical Devices||X||X||2|
|BENG 5810||Biochemical Engineering||X||X||2|
|BENG 5830||Management and Utilization of Biological Solids and Wastewater||X||X||2|
|BENG 5840||Introduction to Biophotonics||X||X||2|
|BENG 5850||Biomaterials Engineering||X||X||2|
|BENG 5890||Tissue Engineering||X||X||2|
|BENG 5910||Introduction to Biosensors||X||X||2|
|BENG 5930||Introduction to Modeling Biological Networks||X||X||2|
|BE PROGRAM TOTALS||10||6||9||3||10||2||5||2||2||4||5||58|