Implementing Outcomes Assessment: An Approach Based on Competencies

1. Implementing Outcomes Assessment:An ApproachBased on Competencies Steve Mickelson Agricultural and Biosystems Engineering

2. Agricultural & Biosystems Engineering Agricultural & Biosystems Engineering (ABE) • Two undergraduate majors • Agricultural Engineering (~150 students) • Agricultural Systems Technology (~150 students) • Industrial Technology (~220 students) • Two graduate majors (~90) • In two colleges: Engineering and Agriculture • 33 faculty • 22 involved in undergraduate teaching • Faculty are academic advisors • No teaching assistants

3. Agricultural & Biosystems Engineering Presentation Road Map • Our path to competencies • Our outcomes assessment plan • Implications and implementation • Now what?

4. Agricultural & Biosystems Engineering The Path to Competencies

5. Agricultural & Biosystems Engineering The Buzz: Outcomes Assessment! • ISU university-wide accreditation in 2005 • Evidence of active outcomes assessment programs is required. • ISU College of Engineering • ABET in 2000 & 2006 • ABE has been thinking and working a lot on this with mostly good faculty buy-in

6. Agricultural & Biosystems Engineering Our Outcomes via ABET • an ability to apply knowledge of mathematics, science, engineering and technology • an ability to design and conduct experiments, as well as to analyze and interpret data • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate, and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global and societal context • a recognition of the need for, and an ability to engage in life-long learning • a knowledge of contemporary issues • an ability to use the techniques, skills, and modern engineering tools necessary for engineering and technology practice * * * * * Alverno “ABET” Outcomes We don’t know how to measure an ability.

7. Agricultural & Biosystems Engineering OutcomesAbilitiesCompetencies • A complex abilitycannot be observed directly; it must be inferred from performance. • Abilities are complex combinations of competencies. • Competencies are the application of behavior and motivation to knowledge, understanding and skill. • Key actions that demonstrate workplace competencies can be measured.

8. Agricultural & Biosystems Engineering Identifying Workplace Competencies • Cooperative effort with Development Dimensions International, Inc. (DDI) • Stakeholder dialogue, faculty analysis • “Critical incident” stories of workplace success • Stories identified and validated 14 competencies mapped back to outcomes • Each competency has Key Actions that are definable and measurable

9. Agricultural & Biosystems Engineering ISU Engineering Competencies

10. ABET Outcomes – ISU Competency Matrix

11. Agricultural & Biosystems Engineering Competencies Have Meaning • “Transparent” to all participants • A great match with: • employers’ goals • student and faculty understanding • Provides a map and tools for students to achieve their goals in a meaningful way

12. Agricultural & Biosystems Engineering Our Outcomes Assessment Plan

13. Agricultural & Biosystems Engineering How Should We Assess Outcomes? • Actual student work is the primary evidence. • Exit interviews, post-graduate surveys, etc. are opinions and are only supporting evidence • ABE will use: • ePortfolios • Internship evaluations • Employer evaluations of alumni • FE exam

14. Agricultural & Biosystems Engineering What are ePortfolios? • Collection of artifacts for certain purposes displayed on the web • Our purpose: developing and demonstrating student competencies • It’s all about learning! • Reflection • Demonstration

15. Agricultural & Biosystems Engineering Why ePortfolios? (Students) • Student learning • Building an ePortfolio requires reflection Reflection → Learning! • Faculty can have access to student work for comment, review • Adds depth to resume for career search success • Highlight skills in ways not previously possible • Potential employers are interested

16. Agricultural & Biosystems Engineering Why ePortfolios? (Faculty) • Outcomes assessment • A tool to better manage, review, reflect, and comment on student work (class & advising) • Faculty learning • Building an ePortfolio requires reflection Reflection → Learning! • Adding access to student work to document teaching excellence

17. Agricultural & Biosystems Engineering On-line Competency Assessment • OPAL by DDI, Inc. • On-line Performance and Learning • Web-based assessment and learning tool built on competencies • Multiple uses for us • Internship evaluations by employers • Alumni evaluations by employers • Classroom (self and 360º)

18. Ind Advisory Board Curriculum Committee Strengths & Weaknesses DIRECT MEASURES INDIRECT MEASURES Recommendations Faculty (Individuals and as a Whole) ABE Outcomes Assessment Map Stakeholders Mission, Goals & Objectives Ind Advisory Board • Co-op & internship evaluations • ePortfolios • Employer evaluation of 5- year grads • FE exam • Senior exit surveys • SEI • 5 year post grad survey • CSREES review • Advisor evaluations • Placement statistics 6 years Faculty Outcomes & Competencies ABET / ASAE Classes mapped to outcomes & competencies Annually Key Assignments ePortfolios Co-op & Internships Extra-curricular activities

19. Agricultural & Biosystems Engineering TTYP – Turn to Your Partner • What are the barriers to implementing an outcomes assessment plan?

20. Agricultural & Biosystems Engineering Our Barriers • Faculty and administrative buy-in • Financial resources • Expertise • Clear vision • Time • Faculty development • Competing demands • Rewards • Champion(s)

21. Agricultural & Biosystems Engineering Implications and Implementation

22. 50% Stakeholders’ View of the Probability of Developing and Demonstrating the Communication Competency

23. Agricultural & Biosystems Engineering Competency-based Learning (CBL) • Learning outcomes in terms of competencies • curricula focus on competency development • “Transparent” to all participants • Great match with employers’ goals and student understanding • Provides a map and tools for students to achieve their goals in a meaningful way

24. Agricultural & Biosystems Engineering CBL demands change • Faculty must think, teach and assess in terms of competencies. • Our curriculum must evolve. • It can no longer be a series of requirements (or hurdles). • Opportunity to integrate previously disparate parts of the undergraduate experience.

25. Agricultural & Biosystems Engineering Assessment of Performance Demonstrations Acquired Skills, Abilities, and Knowledge Competencies ASSESSMENT Integrative Learning Experiences Developed in the Learning Process Skills, Abilities and Knowledge Learning Experiences Traits and Characteristics Foundation A CBL Model Voorhees et al, U.S. Dept. of Education, 2001

26. Agricultural & Biosystems Engineering Implementing CBL • Avoid “extra” work for faculty • Classes already mapped to outcomes • Map competencies to classes • Identify key assignments for student portfolios • Help faculty learn the “language” of competencies • Provide common rubrics

27. Agricultural & Biosystems Engineering Implementing CBL with Technology • ePortfolios to develop and demonstrate competencies • On-line case simulations to simulate the workplace • On-line assessment for internships, alumni and in the classroom

28. Agricultural & Biosystems Engineering ePortfolio Implementation • Freshman Learning Community • introduce competencies • start collecting and reflecting on artifacts • Sophomore and Juniors seminars • Start ePortfolios • Feedback from instructor and advisor • Senior seminar • Final ePortfolio required for graduation • Assessed by faculty and professionals

29. Agricultural & Biosystems Engineering ABE ePortfolio System • Database for holding multi-modal artifacts, reflections, and assessments • Student-designed, student-owned interface to display artifacts

30. Agricultural & Biosystems Engineering On-line Case Simulations • Case Studies • Promotes competencies and reflection • English 314 (Technical Writing) • Communication - the weakest competency

31. Agricultural & Biosystems Engineering Omega Molecular Feeding the world, better. One Instance: Omega Molecular • Students are employees of consulting firm • Client: Omega Molecular • Engagement with virtual biotech organization • Analyzing and producing recommendations and communications

32. Agricultural & Biosystems Engineering On-line Case Simulation

33. Agricultural & Biosystems Engineering Now What? • Our status today: • Students are collecting artifacts. • Pilot group is creating ePortfolios. • Faculty are designating key assignments and learning about CBL. • We’re assessing internships & alumni. • Just Completed: • Implement seminar classes (S’06) • Do a complete cycle (S’06) • Conducted ABET visit (F’06)

34. Agricultural & Biosystems Engineering