Agenda for Breakout Sessions 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Get acquainted – be clear about the nature of your various institutions and your role in the engineering or science discipline, i.e. degrees you grant or preparation you provide for programs elsewhere. 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Consider what resources are available for discipline-specific learning outcomes.  Use prior ABET work as a starting point for engineering committees  What kind of process makes sense for your discipline to start work toward a common set of learning outcomes? 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Make assignments to representatives of departments to circulate their departmental learning outcomes to the entire disciplinary committee.  Make additional assignments to start work on a common set of discipline-specific learning outcomes as possible. 2/25/2011Texas Tuning Oversight Council for Engineering and Science 4

 Discuss the process you want to use to define assessable learning outcomes at the 2-year level for those who will transfer to an engineering or science program. Make assignments for next steps as possible. 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Review the general competencies on the proposed survey, and begin to reach agreement on what needs to be surveyed for students.  General competencies are essential characteristics of an educated person – skills and competencies that are important to the discipline but not specific to the discipline – often taught by other departments. 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Agree on a process to identify students, recent graduates, employers, and other faculty members (not on the committee) who should be asked to respond to the survey. 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Faculty members (not on the committee) will eventually be asked to respond to a faculty-only survey of discipline-specific competencies. This survey will provide responses from faculty peers as to whether the discipline committee has defined the discipline-specific descriptors, reference points, and outcomes appropriately. 2/25/ Texas Tuning Oversight Council for Engineering and Science

 Keep in mind during your work that Tuning’s faculty-driven paradigm responds to faculty perspectives beyond the committee. 2/25/2011Texas Tuning Oversight Council for Engineering and Science 9