CHEN Program Assessment Advisory Board Meeting May 21, 2013

1. CHEN Program Assessment Advisory Board MeetingMay 21, 2013

2. Outline ABET reaccreditation Assessment of CHEN performance Changes in undergraduate curriculum

3. ABET Criteria • Students • Program Educational Objectives • Student Outcomes • Continuous Improvement • Curriculum • Faculty • Facilities • Institutional Support

4. ABET accreditation • meaningful long-term objectives that alumni achieve 3-5 years after graduation; • a set of measurable outcomes for students at the time of graduation; • a process in place for continuous assessment and improvement; • curriculum aligned with accepted standards.

5. ABET reaccreditation • Fall, 2014: TAMUQ programs will go for reaccreditation: • Self-study report; • Supporting documentation; • Visit of ABET reviewers. • Fall, 2013: mock review with consultants.

6. ABET accreditation: your role • IAB meeting • Help assess outcomes: • Capstone project presentations • Exit interviews • Meet with ABET reviewers during accreditation and mock visits

7. Program Educational Objectives • Until recently: assessed via surveys • Now: ABET no longer requires PEO surveys • IAB helps ensure PEOs remain relevant

8. Program Educational Objectives • Our graduates will apply the foundation, depth, and breadth of knowledge for successful chemical engineering careers in industry or government. • Our graduates will apply effective communication, leadership and teaming skills. • Our graduates will have a sense of responsibility, be ethical in the conduct of their profession, and have an appreciation for the impact of their profession on society.

9. CHEN Student Outcomes Knowledge and skills students should have by the time they graduate; Program adopts ABET’s “A to K” list of compulsory outcomes.

10. CHEN Student Outcomes • TAMUQ CHEN graduates will have the: • Ability to apply knowledge of mathematics, science, and engineering • Ability to design and conduct experiments, as well as to analyze and interpret data • 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

11. CHEN Student Outcomes • TAMUQ CHEN graduates will have the: • Ability to function on multi-disciplinary teams • Ability to identify, formulate, and solve engineering problems • Understanding of professional and ethical responsibility • Ability to communicate effectively • Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

12. CHEN Student Outcomes • TAMUQ CHEN graduates will have the: • Recognition of the need for, and an ability to engage in life-long learning • Knowledge of contemporary issues • Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

13. Outcome Assessment Assessment tools; Selected, sampled activities map onto “A to K” outcomes.

14. Assessment Tools • External: • Capstone course evaluation form • Senior exit interview • Internship survey • Internal: • Course-based outcome assessment sheet • Senior exit survey

15. Capstone course evaluation • External examiners • IAB members • Distinguished members of the professional community in Qatar • Based on students final project presentations • Goal: • At least 70% of all responses from all evaluators for each outcome should be either “Exceed” or “Meet” expectations, as opposed to “Needs Improvement”.

16. Capstone course evaluation

17. Capstone course evaluation

18. Exit interviews • External examiners • IAB members • Distinguished members of the professional community in Qatar • Goal: • At least 70% of all responses from all evaluators for each outcome should be either “Exceed” or “Meet” expectations, as opposed to “Needs Improvement”.

19. Exit interviews

20. Exit interviews

21. Internship survey • External examiners • Internship supervisors • Internships are voluntary, not compulsory activities • Goal: • At least 70% of all responses from all evaluators for each outcome should be either “Exceed” or “Meet” expectations, as opposed to “Needs Improvement”.

22. Internship survey 2011/12 not conducted because few students reported doing internships

23. Course-based assessment • Internal tools • Course surveys • Student performance in selected activities: • Exams • Projects • Quizzes • Homework

24. Course-based assessment Faculty members: • Collect the data; • Analyze them; • Prepare a course report. Faculty meeting to discuss the report: • Effect of implementing past recommendations is evaluated; • Recommendations for future course editions are recorded.

25. Course-based assessment • All courses pass the goal of at least 70% of the students achieving the outcomes they measure. • 70% or more of the students achieve each outcome.

26. Senior exit survey • Questions about: • How the CHEN Program prepared; • Student advising; • Courses. • Goal: • At least 70% of all responses for each outcome should be either “Well” or “Adequately” prepared.

27. Senior exit survey

28. Senior exit survey

29. Summary of Assessment • Results of the past five years show the: • CHEN Program is accomplishing its PEOs; • student outcomes are being fulfilled; • system for continuous improvement is functional.

30. Upcoming curriculum changes If the “customers” (graduates and their employers) are happy, why change anything?

31. Upcoming curriculum changes If the “customers” (graduates and their employers) are happy, why change anything? • Fine tuning to local needs • Fine tuning to peculiarities of TAMUQ operation • Profession gradually evolves

32. Upcoming curriculum changes Constraint CHEN curricula at TAMUQ and TAMU: • are similar;

33. Upcoming curriculum changes Constraint CHEN curricula at TAMUQ and TAMU: • are similar; • should remain similar;

34. Upcoming curriculum changes Constraint CHEN curricula at TAMUQ and TAMU: • are similar; • should remain similar; • though not necessarily identical.

35. Upcoming curriculum changes Most relevant changes (pending final TAMU approval): • CHEN 205: Chemical Engineering Thermodynamics I • allow co-enrollment in MATH 251 • CHEN 313: Chemical Engineering Materials • remove CHEN 204 and MATH 251 as prerequisites • CHEN 320:Numerical Analysis for Chemical Engineers • replace CHEN 205 with CHEN 204 as the prerequisite for CHEN 320 • CHEN 414:Chemical Engineering Laboratory I • allow co-enrollment in CHEN 323 (Heat Transfer Operations) • CHEN 433:Chemical Engineering Laboratory II • make CHEN 424 (Mass Transfer Operations) or registration therein with approval of instructor a prerequisite for TAMUQ only

36. Upcoming curriculum changes Most relevant changes (pending final TAMU approval): • New course title for CHEN 464: Kinetics and Reactor Design • Swap CHEN 461 and CHEN 464 in degree plan • Students will take CHEN 464, Kinetics and Reactor Design, in their 7th semester, before doing their capstone project in the final semester. • CHEN 461, Process Dynamics and Control, will be in the final semester

37. Upcoming curriculum changes Most relevant changes (pending final TAMU approval): • Include • Special Topics in Engineering Biotechnology • CHEN elective • CHEN elective • Exclude • CHEM 466 – Polymer Chemistry (3-0) • CHEM 316 – Quantitative Analysis (2-0) • CHEM 318 – Quantitative Analysis Lab (0-3) • One free elective (3-0)

38. CHEMICAL ENGINEERING PROGRAM 336F Texas A&M Engineering Building Education City PO Box 23874 Doha, Qatar Tel. +974.423.0017 Fax +974.423.0065 chen@qatar.tamu.edu http://chen.qatar.tamu.edu