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Fall 2016 Canino School of Engineering and Technology Assessment Report

Evaluation of student learning outcomes in the department, including design critique, design brief, portfolio, professional detail, interpretation, design process, and content knowledge.

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Fall 2016 Canino School of Engineering and Technology Assessment Report

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  1. Program/DepartmentCanino School of Engineering TechnologyFall 2016 Assessment Report Curriculum Coordinator: Christopher Sweeney Date of Presentation: 1/18/2017

  2. What was assessed? Student learning outcomes list: • Departmental Outcomes: • Design Critique • Design Brief • Portfolio • Professional Detail • Interpretation • Design Process • Content Knowledge

  3. How was the assessment accomplished? • Student work assessed: Most courses rely on student artifacts, with occasional exams • Measurement strategy: Student artifacts are rated via instructor design rubrics; some objectives were additionally rated using the AACU VALUE rubrics for Critical Thinking or Communication • Sample size: All students in all sections of participating courses were used

  4. Actual assessment data • Outcome 1: Design Critique

  5. Actual Assessment Data • Outcome 2: Design Brief

  6. Actual Assessment Data • Outcome 3: Portfolio

  7. Actual Assessment Data • Outcome 4: Professional Detail

  8. Actual Assessment Data • Outcome 5: Interpretation

  9. Actual Assessment Data • Outcome 6: Design Process

  10. Actual Assessment Data • Outcome 7: Content Knowledge

  11. Assessment results: What have the data told us? • Program objectives are assessed in multiple places throughout the curriculum • Programs objectives are sometimes assessed in multiple methodologies within the same course

  12. Data-driven decisions: How the department has or plans to “close the loop” based on these results. • This report will be shared on the department BB site

  13. What resources were used or have been requested to close the loop? • We may discuss the possibility of a course fee for GMMD 102 to address the poor completion rate of the final printed assignment, or discuss an alternate assessment artifact

  14. What changes would you make to the Assessment Process? • As mentioned above, as each objective appears in multiple courses, it is unnecessary to assess each objective each time.

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