Process for Evaluation of Program Educational Objectives
The program educational objectives and curriculum are examined on a continuing basis as indicated in the CMPE Objectives and Outcomes Procedure Flow Chart. As shown in the flow chart, there are two assessment loops. The top loop is related primarily to the assessment of the educational objectives while the bottom loop is related primarily to the assessment of the program outcomes. The determination of the stated program outcomes are indicated in the top loop since they flow directly from the educational objectives. The educational objectives are related to performance of alumni in the first few years after graduation, whereas, program outcomes are related to abilities at graduation. Therefore, the assessment methods and the participating constituencies are slightly different.
The program educational objectives are examined on a continuing basis by the faculty of the department through a committee structure. The Computer Engineering Oversight Committee (CMPEOC) consists of the core CMPE faculty.
The CMPEOC works in conjunction with the Electrical Engineering Undergraduate Curriculum Committee (EEUCC) and a number of ECE sub-committees. The sub-committees are divided by topic areas and, specifically, are: Circuits and Electronics; Basic Science; Laboratories and Digital Systems, and Communications and Controls. Each member of the ECE faculty serves on at least one committee and most serve on at least two committees. Each sub-committee monitors a number of courses. The Sub-committee membership and courses covered can be found at www.ee.ttu.edu/abet.
As indicated in the flow chart, the CMPEOC is charged with the development of the educational objectives and the stated program outcomes with feedback from industry, alumni, students and the entire CMPE faculty. The top loop in the flow chart is executed, basically, on a semester basis.
Alumni surveys, company surveys, students, the Industrial Advisory Board and the faculty all directly address the educational objectives, program outcomes and the curriculum. In addition, other Universities are examined for comparison as are ABET guidelines. All of this information is provided to the CMPEOC to evaluate and recommend changes to the educational objectives, program outcomes and the curriculum when appropriate.
All changes recommended by the CMPEOC are presented to the immediately available constituents (IAB, students, faculty) before changes are made. Results of any changes are evaluated in the next cycle.
The curriculum is developed with inputs from the program constituencies, employers, alumni, faculty and students. Additional inputs, as indicated in the flow chart, include ABET and comparisons with other universities.
From the outcomes and curriculum, the CMPEOC works with the EEUCC and individual area subcommittees to establish individual course learning objectives (CLO) and the relationship of the CLO to the program outcomes. The CMPEOC also works with the subcommittees to develop ways to assess the CLO. The student and faculty CLO assessments are surveys with quantitative values. The student performance involves grade distributions and sample work in specific areas. All indicators use a 4 point scale. Each sub-committee determines when problems are occurring and when areas need improvement. When an evaluation element goes below a preset limit for 2 consecutive semesters, action must be taken. The preset limits are established by each sub-committee and are usually in the range of 2.5 to 3.0. Each sub-committee forwards a report to the CMPEOC with recommendations for improvement. Course learning objective evaluations can, of course, lead to suggested changes in program outcomes, objectives and curriculum also.
The relationship between the program outcomes and the educational objectives are also used to provide indicators that the objectives are being achieved. The CMPE Objectives and Outcomes Procedure Flow Chart indicates this process along with the source of the measures. Some of the measures come from individual courses and other measures come from a more composite view. The sub committees initially evaluate the results from the course measures and make recommendations to the CMPEOC. The CMPEOC takes these recommendations along with the other composite measures and implements any internal changes that do not impact the educational objectives, program outcomes or curriculum. Any recommended changes to these areas revert back to the top loop for action.