Report to External Review Board Brigham Young University Civil & Environmental Engineering October 15, 2004.

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Presentation transcript:

Report to External Review Board Brigham Young University Civil & Environmental Engineering October 15, 2004

ABET Accreditation  ABET requires outcomes-based strategy with clear objectives and assessment tools  Passed review in Fall, 2002  Next review  2008

What Now?  Process is now established  Continue to collect assessment data  Tweak, refine program based on feedback

Program Educational Objectives  Provide our students with a broad-based educational experience including an exposure to the liberal arts and a strong foundation in basic math and science  Maintain a strong program built around four fundamental civil engineering disciplines: geotechnical engineering, structural engineering, transportation engineering, and water resources and environmental engineering  Develop civil engineering graduates with integrity and a commitment to the gospel of Jesus Christ and who are prepared for life-long service to community, church, and profession

Outcomes 1.An understanding of fundamental principles of mathematics and science 2.An understanding of fundamental engineering science 3.An understanding of geotechnical engineering 4.An understanding of structural engineering

Outcomes, pt II 5.An understanding of transportation engineering 6.An understanding of water resource and environmental engineering 7.The ability to design civil engineering systems and solve open-ended problems 8.The ability to communicate ideas effectively

Outcomes, pt III 9.The ability to use modern engineering tools 10.An understanding of professional practice and a commitment to life-long learning. 11.An awareness of cultural, societal, and environmental issues 12.A commitment to serve as professional engineers of integrity and faith

Sample Competencies

Assessment Tools  Exam-competency tracking  FE Exam  Exit Interviews  Student Evaluations  External Review Board  Alumni Survey

Exam Competency Data  Core component of assessment strategy  Significant drop in participation since Fall 2002

Exam Competency Data Archival

Participation vs. Semester

Exit Interview Data

Exit Interview Trends (1-4)

Exit Interview Trends (5-8)

Exit Interview Trends (9-12)

Student Evaluations  Participation good (in terms of collecting data)  Problems with following through on the analysis of the data

Student Evaluation Data

Alumni Surveys  Last survey Spring 2001  Next survey Fall 2004

FE Exam

FE Exam Trends

FE Results by Topic

Exam Categories

Exam Categories (sorted)

Results by Attribute

Results by Attribute (sorted)

FE Exam Trends (1-4)

FE Exam Trends (5-8)

FE Exam Trends (9-12)

Future Directions  Support university accreditation process  Restore faculty participation  Move to more automation in data collection and analysis