effective and efficient use of the fundamentals of engineering exam for outcomes assessment

1. ASEE Annual Conference � June 23, 2008 John Steadman, PE David Whitman, PE Walt LeFevre, PE University of University of University of South Alabama Wyoming Arkansas Davy McDowell, PE Lehmon Dekle, PE NCEES NCEES Effective and Efficient Use of the Fundamentals of Engineering Exam for Outcomes Assessment

2. History of FE Exam FE Exam Format Exam Results Available for Use Various Methods to Use FE Exam Results for Outcomes Assessment �Stitching� together of the old and new specifications Questions and Answers Overview

3. 1990 Early use of FE as outcomes measure NCEES makes the FE results available at no cost Task force is created to develop a new exam format Survey of ABET/EAC programs for content 1994 New format approved History of the FE Exam

4. 1996 First administration of new exam format 2003 New survey was sent to Engineering Department Chairs to assess any necessary changes in exam content 2005 New specifications implemented (beginning with Oct 2005 exam) More on �stitching� the old and new specs together will come later in the presentation History of the FE Exam (Cont)

5. Goal and objective driven Continuous improvement Outcomes assessment ABET EC Criteria 2000

6. (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs ABET Outcomes Assessment Possible with FE Exam

7. (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice ABET Outcomes Assessment Possible with FE Exam (Cont)

8. Knowledge-based Eight-hour, multiple-choice Supplied Reference Concept of �minimum competency� Administered twice each year About 45,000 examinees annually General Description of Current FE Examination

10. Topic % of Questions Chemistry 9% Computers 7% Electricity & Magnetism 9% Engineering Economics 8% Ethics & Business Practices 7% Fluid Mechanics 7% Material Properties 7% Mathematics 15% Strength of Materials 7% Probability & Statistics 7% Statics & Dynamics 10% Thermodynamics 7% Morning Section(common to all exams)

12. For example, Civil Engineering % of Questions Construction Management 10% Environmental Engineering 12% Hydraulics & Hydrologic Systems 12% Materials 8% Soil Mechanics & Foundations 15% Structural Analysis 10% Structural Design 10% Surveying 11% Transportation 12% Afternoon Section(varies by discipline)

14. Getting the data: Reports sent directly to institution Sent as electronic files via email Reports now include information on graduates from the specific institution who took the FE or the PE If you don�t know, NCEES can tell you who is getting the data at your institution Available Data (Cont)

15. A recent survey was sent to institutions that receive the Subject Matter Report 115 institutions responded At 107 of those institutions, the FE is used by all or some of the programs for ABET assessment. Of the other 18, 13 are still considering using it. What's the current usage of the FE for assessment purposes?

16. 1 institution indicated that students must pass the FE in order to graduate 27 institutions indicated that students must take, but not pass, the FE in order to graduate 76 institutions encourage students to take the FE 11 institutions indicated that students who wish to take the FE do so at their own discretion Current usage (cont)

23. Results of Faculty Involvement

25. Choose Your Presentation Method % Correct Scores Ratio Scores �Scaled Score� Some Analysis Techniques (Cont)

29. Red represent topics where there may be a problem.Red represent topics where there may be a problem.

38. Some of the new specifications are similar enough to the old specifications that results from the Oct 2005 exam can be compared to previous exams. For example, consider Electrical Circuits (old specs) to Electricity & Magnetism (new specs) in the am module: The differences are that the new specs added complex algebra and dropped ideal transformers, operational amplifiers, and Fourier & Laplace transforms. �Stitching� together the old and new specifications

39. In other cases, topics cannot be compared from the old specs to the new specs For example, the new specs for the am module include Probability & Statistics as a separate topic. In the old specs, it was included in the mathematics topic. These decisions can be made by each individual institution, depending on the level of detail that they are searching for in terms of assessment.

40. Continue to directly compare: Chemistry, Computers, Engineering Econ, Ethics, Fluids, Mathematics, Thermodynamics Continue to directly compare, but with a note on name change: Elect Circuits/Electricity & Magnetism Material Science/Material Properties Mech of Materials/Strength of Materials One suggestion for �stitching� �am Module

41. Combine old specs and compare to new specs: Combine Statics & Dynamics together for the pre-Oct 2005 exams and a new comparison started Begin a new comparison: Probability & Statistics (in the old specs, this subject was part of Mathematics) One suggestion for �stitching� �am Module (Cont)

42. Continue to directly compare: Communication Theory, Control Systems, Digital Systems, Electromagnetics, Power Systems, Signal Processing Combine old specs and compare to new spec: Combine Computer & Numerical Methods, Computer Hardware Engr and Computer Software Engr and compare to Computer Systems One suggestion for �stitching� �EE pm Module

43. Continue to directly compare, but with a note on name change: Network analysis (old spec) to be compared with Circuits (new spec) Discontinue analysis: Analog Circuits Solid State Electronics One suggestion for �stitching� �EE pm Module (Cont)

44. Detailed specifications (both old and new) are available One proposal to �stitch� together other pm modules (except for Industrial) is provided in a handout Other pm Modules

47. Scaled Score approach allows the evaluator to account for uncertainty due to both the range of scores earned by the takers (via standard deviation) and by the number of takers at your institution (accounts for small number statistics) There is enough commonality between the old and the new specifications that some longitudinal comparisons can be continued The FE Exam is one effective assessment tool to be used as part of your institution�s full assessment package

49. Questions?