Learning and Teaching > Program Assessment > Process to achieve outcomes
Civil Engineering
The following discussion is provided to show elements of programs assessment for the Civil Engineering program.
1.Organization
The Civil Engineering structure to assure educational objectives and academic outcomes are achieved begins with the faculty with input from students, alumni, employers and external advisory council. However, several program committees assume major responsibility for assuring the goals are achieved:
Curriculum Committee - provides continuous review of professional program needs. Assures university and professional components are met by all graduates.
Integrated Committee - develops special components of our integrated curriculum which is designed to develop communication and professional development skills throughout the entire undergraduate program. The Integration committee also receives annual assessments from faculty regarding course assessments.
Planning and Assessment Committee - reviews assessment data from courses, reviews educational goals and outcomes, assesses results from other direct and indirect measures and external inputs.
Additional committees with direct input to developing successful program include
Advising and Student Concerns
Computer Committee
Space and Equipment
2. Objectives
The overall educational objectives and outcomes have been established by the faculty and are reviewed bi-annually with input from the external advisory council. Detailed course objectives are established by the faculty in the area of expertise. Planning and assessment committee reviews to assure that the course objectives continue to contribute to components of the program outcomes and objectives.
3.Assessment Measures
Combinations of direct and indirect measures, shown in Table 1, are used to measure program effectiveness including:
Assessment Tool |
Frequency and assessment type |
Course homework and laboratories |
Each semester, direct , instructor developed |
Examinations |
Each semester, direct, instructor developed |
End-of Course Survey |
Each semester, indirect measure, standardized |
Senior Focus groups |
Each semester, indirect |
FE Exam Results |
Spring and Fall, direct measure, program specific |
Job Placement Data |
Annual, direct |
Student Portfolio |
Each semester, NEW, direct emphasis on communication and professional skills |
Advisory Council Student interviews |
Annual, Future participation in portfolio assessment |
Employer Survey |
Aperiodic, Direct |
Alumni Survey |
Aperiodic, Indirect |
4. Continuous Improvement Changes
The civil engineering program has initiated major innovative adjustments in the program based on two recurrent themes from assessment. Two areas to improve: communications and project management concepts. Technical writing faculty and graduate students from English have helped develop communication assignments and rubrics for assessment. Project management skills incorporated by hiring faculty with expertise with professional background and skills in these areas.
5. Documentation
Program outcomes and objectives have been shared on departmental web page (however, after checking our new layout, they are not readily evident.) The Integration Committee and the Planning and Assessement Committee prepare bi-annual reports.
6. College role
Our effort to develop Portfolio’s has been a challenge. ABE professors have been most helpful as they learn and develop, but they are limited in resources and we are limited in ability to be quick learners. The CE pilot project is currently using the uportal / edoc system that ISU provides, but the established funding for that system ends this year. Continued financial support through the university is not guaranteed. (In addition, the system is under constant revision and is difficult to keep up with if you are not a regular user).
External surveys of employers (or at least Alumni) would be a significant assistance that the College could provide.
SHAPE \* MERGEFORMAT 
