SJSU Annual Program Assessment Form Academic Year

Transcription

1 SJSU Annual Program Assessment Form Academic Year Department: Industrial and Systems Engineering Program: B.S. ISE College: Engineering Program Website: ise Link to Program Learning Outcomes (PLOs) on program website: student outcomes Program Accreditation (if any): ABET accredited through 2017 Contact Person and Minnie Patel; Date of Report: May 10, 2016 Part A 1. List of Program Learning Outcomes (PLOs) (PLOs should be appropriate to the degree and consider national disciplinary standards, if they exist. Each outcome should describe how students can demonstrate learning.) a Have an ability to apply knowledge of mathematics, science and industrial and systems engineering. b c d e f g h i j k Have an ability to design and conduct experiments, as well as to analyze and interpret data. Have an 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 Have an ability to function on multi-disciplinary teams. Have an ability to identify, formulate and solve engineering problems. Have an understanding of professional and ethical responsibility. Have an ability to communicate effectively. Have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context Have a recognition of the need for, and an ability to engage in, life-long learning. Have the knowledge of contemporary issues. Have an ability to use the techniques, skills, and modern industrial and systems engineering tools necessary for industrial and systems engineering practice. 2. Map of PLOs to University Learning Goals (ULGs) (Please indicate how your PLOs map to the University Learning Goals below by listing the PLO under each relevant ULG, or including this map in table form (see examples here). Use the link above for a full description of each ULG.) ULG 1 Specialized Knowledge ULG 2 Broad Integrative Knowledge ULG 3 Intellectual Skills

2 SJSU Annual Program Assessment Form Academic Year ULG 4 Applied Knowledge ULG 5 Social and Global Responsibilities The following table shows mapping of each PLO of the BS ISE program to each of the five ULGs. The department faculty members collaboratively worked on the mapping. Specialized knowledge PLO/ULG a. Disciplinary Knowledge x x b. Proficiency with experiments x x c. Design x x d. Multidisciplinary teamwork x x e. Problem solving x f. Ethics x g. Communication skills x h. Broad impacts of engineering x i. Life long learning x j. Contemporary issues of engineering x k. Modern Tools x Broad Integrative knowledge Intellectual Skills Applied Knowledge Social and Global Responsibilities

3 3. Alignment Matrix of PLOs to Courses (Please show in which courses the PLOs are addressed and assessed. The curriculum map should show increasing levels of proficiency and alignment of curriculum and PLOs. See examples here) Each ISE course coordinator applied Bloom s Taxonomy of learning levels (Table 3.1) to characterize the expected level of learning for each course topic. Table 3.1 Bloom s Taxonomy Bloom s Taxonomy Active Description Verbs Level of Learning Remembering Understanding Applying Analyzing Evaluating Creating Retrieving, recognizing, and recalling relevant knowledge from long-term memory.. Constructing meaning from oral, written, and graphic + messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Carrying out or using a procedure through executing, or implementing. Breaking material into constituent parts, determining how the ++ parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Making judgments based on criteria and standards through checking and critiquing. +++ Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Matrix mapping of course topics to Program Outcomes Each ISE course coordinator applied Bloom s Taxonomy of learning levels (Table 3.1) to characterize the expected level of learning for each course topic. The Table 3.2 summarizes program learning outcomes mapped to each course in the program at appropriate leaning levels of Bloom s Taxonomy. Program Outcome: Table 3.2 ISE Program Outcome Mapping Matrix Outcome Mapping Matrix 2010/11 a b c d e f g h i j k Required Courses (Engineering Core) Engr ME CmpE Engr. 100W MATE 25 +

4 ISE CmpE 131 ISE ISE ISE ISE ISE ISE ISE ISE ISE ISE ISE ISE Capstone Courses ISE 195A ISE 195B Elective Courses ISE ISE ISE ISE ISE ISE ISE Skill level 1 or 2 in Bloom s Taxonomy ++ Skill level 3 or 4 in Bloom s Taxonomy +++ Skill level 5 or 6 in Bloom s Taxonomy Skills relevant but not presently assessed The Outcome Mapping Matrix in Table 3.2 above indicates across the ISE curriculum, each outcome is addressed many times at all levels of Bloom s Taxonomy. The table also points out the contributions of the Engineering Core and Technical Writing course to the achievement of program learning outcomes.

5 4. Planning Assessment Schedule We have an assessment cycle for performance criteria with an alternating data collection and analysis period of one academic year and an implementation of assessment data analysis results in the following academic year period for each student outcome. See Table 4.1 for the assessment schedule. The impact of the change is assessed the following year after the implementation year. Table 4.1: Assessment Schedule Data F15 S16 F16 S17 F 17 S 18 F18 S18 F18 S19 Collection Analysis Recommendations Implementation Performance measure: 80% of the students score 80% or above. Interpretation of the performance measure is as follows: The instructors use the holistic rubric included in the Appendix of this document to grade students performance. One or more criteria of the rubric may be used, depending on the type of assignment and the requirement of the performance criterion that is being evaluated. Finally, students performance is scaled and converted to a percentage. A score of 80% reflects meeting expectations. A description of meets expectation for each criterion is given in the corresponding row under the meets expectations column of the rubric. See Table 4.2 summarizing performance criteria for each program learning outcome, corresponding courses used to assess and evaluate student outcomes, and semester in which data are collected and results analyzed every two years. Table 4.2: Student Outcome and Corresponding Performance Criteria along with the Course Numbers ABET Outcome Performance Criteria Assessment F S a An ability to apply knowledge of mathematics, science, and engineering Solve statistical decision making engineering problems (Apply knowledge of mathematics) ISE 130 Solve management decision making engineering problems (Apply knowledge of math, science, and engineering) ISE 170 Solve engineering economic problems (Apply knowledge of mathematics) ISE 102 b An ability to design and conduct experiments, as well as to analyze and interpret data Solve statistical decision making engineering problems (Analyze and interpret data) ISE 130

6 Design experiments and collect, analyze, and interpret data to solve engineering problems Collect, analyze, and interpret data in simulation studies ISE 135 ISE 167 c An 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 Design and plan process, facilities ISE 195B Develop a strategic and management plans ISE 195B d An ability to function on multi-disciplinary teams Collaboration and conflict management: team development, interpersonal style, conflict management, participation ISE 151 Team Communication: ISE 151 Active listening, feedback, influencing others, sharing information Team decision making: ISE 151, Defining a problem, innovation and idea generation, judgment/ using facts, reaching consensus Team performance on a multidisciplinary project ISE 195A and ISE 195B e An ability to identify, formulate, and solve engineering problems Formulate and solve engineering economic analysis problems ISE 102 Demonstrate improvement of process strategies, cycle time, and WIP reduction ISE 140 Formulate and solve operations research/management decision making problems ISE 170 f An understanding of professional and ethical Demonstrates an ability to make ISE 151, 105

7 responsibility informed ethical choices Demonstrates knowledge of professional code of ethics ISE 151, ISE 195A g An ability to communicate effectively Communicate in small teams, writing and in variety of other ways ISE 120 Develop technical writing skills ENGR 100W Demonstrates effective technical presentations and writing senior design report ISE 195A and ISE 195B h Understanding of the impact of engineering solutions in global/societal context Evaluate society context of poor quality ISE 131 Demonstrate approaches to improve quality ISE 131 Demonstrate the impact and benefits of moving to a leaner production system ISE 140 Develop green system solutions ISE 195B i Recognition of the need for, and an ability to engage in lifelong learning Learn to use a ProModel, and excel for solving operational problems ISE 140 Learn to use MINITAB and Microsoft Excel to for solving statistical quality problems ISE 131 Research and present on contemporary topics ISE 195A Research and analyze new IE topics ISE 195A j Knowledge of contemporary issue Use of current financial data/parameters to solve engineering decision-making problems ISE 102 Develop an understanding of the "state of the art" of service management thinking Remember/recognize the benefits of a well-defined and integrated supply chain and the technical benefits and impact of an ERP system ISE 142 ISE 155

8 Research and present contemporary topics ISE 195A k Ability to use the techniques, skills and modern engineering tools necessary for engineering practice Learn to use LINDO optimization software to do sensitivity analysis ISE 170 Learn to use a simulation software PROMODEL to do the analysis of the existing systems/processes ISE Student Experience The PLOs are posted on the ISE webpage. Here is a link The PLOs are also listed and mapped to course learning outcomes/objectives in green sheet of each course offered starting spring The students feedback is considered in defining and improving program objectives via alumni survey. The program learning outcomes are then revised accordingly since they map to program objectives. Thus students feedback is considered indirectly. Part B 6. Assessment Data and Results No data collected during this academic year. See assessment schedule Table Analysis No analysis performed this year since no data was collected. See assessment schedule Table Proposed changes and goals (if any) Part C No proposed changes as no assessment data was collected and analyzed this year. See assessment schedule Table 4.1. We will spend time in this activity as well as preparing the Self Study Report for upcoming visit of ABET for accreditation of the BS ISE program in fall We were on implementation cycle of our assessment schedule during (see Table 4.1). Therefore, actions implemented during this period are reported below for those PLOs that were partially achieved as reported in BS ISE annual assessment report. According to this report, outcomes d and h were partially achieved and appropriate actions were recommended in BS ISE assessment report for these two PLOs. All other PLOs were achieved. All the outcomes of the BS ISE program have been assessed two times since fall The impact of the change is assessed in the following year. Program Learning Outcome a b c Assessment Activities (e.g., data collected, analysis/reporting, improvements recommended, changes implemented)

9 d e f g h i j k In ISE 151 team decision making was emphasized and homework was assigned covering this topic in fall 2015 Integrated supply chain topic was covered in depth emphasizing risk inherent in implementing IT system in ISE 155 in Spring 2016

10 Appendix : Holistic Rubric Criteria 1. Reading and Interpretation (The student accurately and appropriately reads and interprets data found in various quantitative formats.) 2. Representation (The student accurately represents the quantitative analysis to be accomplished.) 3. Evaluation of the Data (The student considers quantitative information critically. E.g., the student evaluates the efficacy of the data using criteria such as limitations, source of the data, potential bias, timeliness, credibility, relevance, usefulness, etc.) 4. Assumptions and Data Limitations (The student evaluates assumptions in given quantitative situations.) 5. Process Modeling (The student utilizes the appropriate model for completing a quantitative task.) 6. Data Manipulation (The student manipulates data into alternate formats for given purposes.) 7. Raw Computation (The student accurately performs arithmetic, algebraic, geometric, etc. calculations.) 8. Decision Making (The student makes decision/conclusions that are consistent with the data and situation.) Well Below Expectations 1 Does not read and interpret the meaning of data found in written, symbolic, tabular, and/or graphic form. Translates words into numbers. Does not question the data (assumes the data are valid). Does not mention any assumptions. Determine if/when computations are necessary. Does not attempt to manipulate the data to meet given purposes. Do not attempt to perform computations. Does not make decisions that are consistent with the data and situation. Below Expectations 2 Attempts to read and interpret the meaning of data found in written symbolic, tabular, and/or graphic form but makes significant Uses proper notation, conventions, etc. Identifies some questions about the data but does not answer them. Meets Expectations 3 Usually read and interpret the meaning of data found in written symbolic, tabular, and/or graphic form but might make minor Accurately converts words into symbolic frameworks or equations. Asks useful questions about the data and attempts to answer them. Identifies assumptions. Evaluates assumptions. Set up the necessary computations. Attempts to manipulate data into alternate formats for given purposes but makes significant Attempt to perform computations but exhibit many Attempts to make decisions that are consistent with the data and situation but makes significant Select the appropriate mathematical model to use in given computational situations. Accurately manipulates data into alternate formats for a given purpose. Perform calculations (arithmetic, algebraic, geometric, etc.) with minor Usually makes decisions that are consistent with the data and situation but might make minor Exceeds Expectations 4 Consistently and accurately read and interpret the meaning of data found in written symbolic, tabular, and/or graphic form. Accurately represents necessary work in symbolic, tabular, and/or graphic form. Asks insightful questions about the data and uses quantitative reasoning to discuss the strengths and weaknesses in the data. Provides rationale for why each assumption is appropriate. Design a strategy for completing a quantitative task. Selects the best method for manipulating data to address a given purpose. Accurately perform calculations (arithmetic, algebraic, geometric, etc.) Consistently and accurately makes decisions that are consistent with the data and situation. Score 0=N/A

11 9. Validation (The student judges the soundness of conclusions or decisions.) 10. Results Representation (The student organizes and represents information in quantitative formats.) 11. Process Description (The student provides a written description of the quantitative process employed.) 12. Make Meaning (The student makes meaning out of quantitative information (e.g., computations, results, graphs, etc.) Does not judge the soundness of conclusions or decisions. Does not organize and represents information in quantitative formats Does not provide written description of the quantitative process used. Lists the numeric results or provides a graphic, but does not describe the meaning of the data. Attempts to judge the soundness of conclusions or decisions but makes significant Attempts to organize and represents information in quantitative formats but makes significant Attempts to provide written description of the quantitative process used but makes significant Provides a written description of the quantitative information but provides limited explanation of the meaning. Usually judges the soundness of conclusions or decisions but might make minor Usually organizes and represents information in quantitative formats but might make minor Provides an understandable narrative description of the quantitative process used. Provides meaningful descriptions of the meaning of the quantitative information. Consistently and accurately judges the soundness of conclusions or decisions. Consistently and accurately organizes and represents information in quantitative formats. Provides a detailed narrative description of the quantitative process used that fully explains the process employed. Organizes the material and narrative to make a point, resolve an issue, or provide evidence.