Development of the ABET self-assessment process for CSE

The process is the curriculum, in which each class provides the student with skills that are listed in the Student Outcomes. The Outcones are the immediate consequences of a student attending a class. It is not necessary that each class contributes towards all Outcomes at the same time, but the overall curriculum needs to contribute to all Outcomes. It is the duty of the lecturer to determine the Outcomes to which his class constributes.

Over the course of the education, the goals (termed Educational Objectives) should be met. Each of the Outcomes contributes to one or more Objectives. A mapping matrix shows to what extent one specific Outcome contributes to each Objective. The Objectives need to interpreted as broader long-term goals.

The self-improvement process requires the faculty to evaluate to what extent the goals have been met. For this purpose the extent to which the Outcomes and Objectives have been met, needs to be assessed. There are two distinct assessment processes: Assessment of the Objectives, and assessment of the Outcomes.

The extent to which the Student Outcomes have been met can be assessed on a semester-by-semester basis for each class. Quantitative assessment methods (the "sensors") need to be in place. One possible solution is the use of surveys. We could, for example, ask the students, "To what extend (grade from 1-5) do you think you have obtained the ability to apply knowledge of computing, mathematics, science, and engineering?" and average the grades for this class.

ABET distinguishes between two assessment methods: direct and indirect methods (ABET terminology). Indirect methods contain a subjective component. Surveys are therefore indirect assessment methods. Direct methods do not contain subjective elements. Some examples for direct assessment methods are

• The average score that students get in a standardized homework project
• The number of students that participate in the FE exam
• The average score that students get in the FE exam.
• The number of students that are offered a job within 6 months of graduation

Returning to the feedback model, class goals ("desired Outcomes") need to be specified by each instructor. During or after each semester, the instructor assesses the class and compares the assessed Outcome to the desired Outcome. If these are mismatched, a defined action needs to be taken. In our definition, each Outcome is graded on a scale from 1 to 5. A grade of 3 or below requires corrective action. As a group, CSE needs to continually monitor the extent to which all Outcomes are met. This means (1) making sure that the curriculum overall covers all Outcomes, and (2) making sure that the Outcome criteria are met. This is the blue part of the feedback loop.

Example: One Outcome is to provide a knowledge of contemporary issues. In a survey, students grade their perception of how much knowledge of contemporary issues they obtained from 1 (poor) to 5 (excellent). In addition, students of one class are required to present a term project based on pertinent journal articles. Their presentations are evaluated by faculty members (grade 1-5). The goal is to achieve an average grade of 4 or 5. If a grade of less than 4 is achieved, then... (define actions here).

The outer loop concerns the Educational Objectives (green parts of the feedback loop). In one example, Objective 1 ("Graduates will pursue careers as professionals in CSE-related fields as employees...") can be evaluated by the percentage of graduates that have found a position within 6 months of graduating (direct method). The goal is to reach 100%. Continually, the CSE committee discusses actions and curriculum modifications that raise this percentage whenever it falls below 80% (arbitrarily defined level of satisfactorily meeting the Objective).

The block marked τ indicates a delay. Students look for jobs, gain job experience, and are surveyed after one or 5 years.

1. Graduates will pursue careers as professionals in CSE-related fields as employees beyond entry level positions, as entrepreneurs, or will be making satisfactory progress in graduate programs.
2. Graduates will achieve a high level of technical expertise and successfully apply system development and design processes from the component to the system level, thus establishing themselves as problem-solvers and innovators with an appreciation for real-world problems
3. Graduates will demonstrate awareness of ethics and social responsibility as computer engineering professionals working in a global environment.
4. Graduates will demonstrate non-technical skills such as communication, resourcefulness in working effectively across diverse groups
5. Graduates recognize the need for life-long learning and continue to work to advance professionally

UGA shares with the other research universities of the University System of Georgia the following core characteristics:

I. a statewide responsibility and commitment to excellence and academic achievements having national and international recognition;

II. a commitment to excellence in a teaching/learning environment dedicated to serve a diverse and well-prepared student body, to promote high levels of student achievement and to provide appropriate academic support services;

III. a commitment to excellence in research, scholarship and creative endeavors that are focused on organized programs to create, maintain and apply new knowledge and theories; that promote instructional quality and effectiveness; and that enhance institutionally relevant faculty qualifications;

IV. a commitment to excellence in public service, economic development, and technical assistance activities designed to address the strategic needs of the state of Georgia along with a comprehensive offering of continuing education designed to meet the needs of Georgia's citizens in life-long learning and professional education;

V. a wide range of academic and professional programming at the baccalaureate, master's and doctoral levels.

The CSE Educational Objectives match the UGA core characteristics. Details can be found in this mapping table:

Role of constituents/stakeholders (definition from ABET): Program constituents (or “stakeholders”) are those who have a vested interest in the success of the program. The role of constituents in determining and evaluating objectives is essential to programs understanding their needs. Programs generally look to employers, alumni, faculty, and perhaps graduate schools when determining the competencies that graduates will need to be successful (objectives). For learning outcomes, the faculty are the primary stakeholders is determining the outcomes that will enable students to achieve the objectives after graduation and how those outcomes will be integrated into the curriculum. For program educational objectives, each program must have in place a process that periodically documents and demonstrates that the objectives are based on the needs of the program’s various constituencies.

• Primary constituents:
  • CSE program faculty
  • CSE students
  • CSE alumni
  • CSE employers (and recruiters)
  • Graduate and professional schools
• Secondary constituents
  • Other engineering programs at UGA
  • Engineering advisory board
  • Dean of engineering school
  • Professional societies

Outcome assessment methods that are already in place:

• Survey filled out by the lecturer (indirect)
• Student surveys (indirect)
• Average FE score (direct)
• Follow-up surveys with students after graduation (indirect)
• Freshman-level math grades (direct, but probably not useful)
• Chi mentioned that there is some UGA-wide assessment tool?
• Capstone grades (direct)
• Grades of some standardized exam (or project) in an overarching, required class - needs faculty approval (direct)
• Let one exam or project be evaluated by our constituents - they serve as independent reviewers (direct)

Objective assessment methods that are already in place:

• None known