Outcomes and Assessment in Chemical and Petroleum Engineering at the University of Pittsburgh
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| Audience/Grade: | College Freshman-College Senior |
| Discipline(s): |
Chemical, Biochemical, Biomolecular Engineering Petroleum Engineering |
| Special Topic(s): |
ABET Self Studies |
| Learning Resource Type: |
Teaching - Assessment |
| Media Type: |
Unknown |
| Author(s): |
Joseph McCarthy |
| Description: | The department has an active undergraduate committee that incorporates ABET accreditation needs into its normal operations. At present, the department utilizes various assessment tools to evaluate how program and class objectives are realized. These methods include: student and alumni surveys, peer and self-evaluations, assessment of senior design project, and compilations of students' work within courses. In evaluating the changes in the proposed curriculum, these methods will continue to be employed, but will be coupled with additional methods to ensure that the objectives of the current proposal are also being realized. Specifically, under the direction of Dr. Besterfield-Sacre from Industrial Engineering, we will employ a series of cohort studies that takes advantage of the roll-out plan, so that we can investigate students in the current curriculum and as additional cohorts become more and more exposed to the pillar experience. To evaluate each proposed pedagogical objective and implementation strategy, we intend to employ at least three methods. The triangulation of these methods include not only third party assessments (e.g. board of visitors) and student self-assessments (e.g. employed by the School of Engineering), but also "graded evidence" of students' abilities (e.g. performance on pillar concept inventories, scores on concept maps). By using this approach, we meet not only on the goals of the proposed curriculum, but also maintain the current program objectives. The table below provides a summary of the evaluation plan. For each pedagogical objective, the corresponding program objective(s) is provided along with the proposed implementation strategy(s). Further, for the objectives and strategies provided, an overarching evaluation is provided with the proposed assessment strategies. |
| Rating: |
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| Related Resources | |
| Keywords: | concept inventories concept maps outcomes assessment |
| Is Component of: |
Pillars of Chemical Engineering: A Block-Scheduled Engineering Curriculum |
| Usage Tip | |
| Related ABET Criteria: |
(a) Apply mathematics, science, and engineering (b) Design and conduct experiments, analyze and interpret data (c) Design a system, component, or process (d) Work effectively in multi-disciplinary teams (e) Identify, formulate, and solve engineering problems (f) Understand professional and ethical responsibility (g) Communicate effectively (h) Understand global, economic, environmental, and societal context (i) Engage in life-long learning (j) Integrate knowledge of contemporary issues (k) Use modern engineering tools in engineering practice |
| Use of Resource: |
The department also uses concept inventories, concept maps, and surveys. |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | November 2008 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://www.engr.pitt.edu/chemical/undergraduate/Curriculum/outcom |
| Metadata: |
IEEE LOM Record |
| Collection: |
NEEDS
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