Outcomes assessment is a method for determining whether students have learned, have retained, and can apply what they have been taught. Assessment plans have three components: a statement of educational goals, multiple measures of achievement of the goals, and use of the resulting information to improve the education process. The results of outcomes assessment are part of a feedback loop in which faculty are provided with information that they can use to improve both their teaching and student learning. The experience of the Department of Chemical Engineering at West Virginia University is used as an example of how an assessment plan is developed and implemented. Examples of multiple measures of student learning outcomes and how the resulting information is used are presented. The resulting feedback loop allows for corrections to be made in specific classes if deficiencies are found, and indicates when remedial action should be taken to ensure that students do not graduate until a minimum level of competency is achieved.
As with any well-founded engineering program, the goal of the holistic curriculum is to prepare students to embark on a career in which their success is conditional on life-long learning, critical thinking and decision making, teamwork, leadership, and commitment. Rather than assuming that these qualities will be instilled in our students as they travel through a well-crafted sequence of challenging engineering courses, the faculty explicitly demands that these objectives be met by collaborating on courses, through coordinated design projects among as many as eight different courses and six different professors, and by continual assessment and improvement. Students are encouraged and required to teach other students concepts that they have mastered. While we are constantly changing, this culture existed in our department before any of the present faculty arrived, and we believe that it can be created in other departments.
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