chemical materials engineering department plan for ... · chemical & materials engineering...

Chemical & Materials Engineering Department Assessment Plan for Graduate Programs

Draft version, December 13, 2010

Responsibility for Assessment Coordinating the assessment of the graduate programs in the Chemical and Materials Engineering Department will be the responsibility of the Director of Graduate Studies (DGS) or Co‐Directors of Graduate Studies (if the position is shared) and the Graduate Studies Committee (GSC). Some of the assessment instruments (such as pre‐qualifying exams) will be administered by the DGS and some (such as rubrics) by the chair of the student’s advisory committee. Data will be assembled by the Student Affairs Officer of the department as it becomes available and analyzed by the DGS and GSC. Missions and Student Learning Outcomes

Chemical Engineering Ph.D.

Mission Statement The mission of the Ph.D. degree program in Chemical Engineering is to provide students with an advanced education in the foundations of chemical engineering, with the ability to identify and develop creative solutions to problems, with the expertise to independently contribute to scholarly research and to new technologies, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes

Students completing a Ph.D. degree in Chemical Engineering in the Department of Chemical and

Materials Engineering are expected to meet the following outcomes:

a) A mastery of the fundamental principles of chemical engineering

b) In‐depth knowledge of the state of the art in student’s chosen field

c) The ability to identify, investigate, formulate, and solve new problems through scholarly

research in order to contribute new ideas and engineering concepts

d) The ability to communicate technical concepts both orally and in writing

e) Understanding of professional and ethical responsibilities

Chemical Engineering M.S.

Mission Statement The mission of the M.S. degree program in Chemical Engineering is to provide students with an advanced education in the foundations of chemical engineering, with the ability to identify and develop creative solutions to problems, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes

Students completing a M.S. degree in Chemical Engineering in the Department of Chemical and

Materials Engineering are expected to meet the following outcomes:

a) A mastery of the fundamental principles of chemical engineering


c) The ability to communicate technical concepts both orally and in writing

d) Understanding of professional and ethical responsibilities

Materials Science and Engineering Ph.D.

Mission Statement The mission of the Ph.D. degree program in Materials Science and Engineering is to provide students with an advanced education in the foundations of materials science and engineering, with the ability to identify and develop creative solutions to problems, with the expertise to independently contribute to scholarly research and to new technologies, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes

Students completing a Ph.D. degree in Materials Science and Engineering in the Department of Chemical

and Materials Engineering are expected to meet the following outcomes:

a) A mastery of the fundamental principles of materials science and engineering


c) The ability to identify, investigate, formulate, and solve new problems through scholarly

research in order to contribute new ideas and engineering concepts


e) Understanding of professional and ethical responsibilities

Materials Science and Engineering M.S.

Mission Statement The mission of the M.S. degree program in Materials Science and Engineering is to provide students with an advanced education in the foundations of materials science and engineering, with the ability to identify and develop creative solutions to problems, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes

Students completing a M.S. degree in Materials Science and Engineering in the Department of Chemical

and Materials Engineering are expected to meet the following outcomes:

a) A mastery of the fundamental principles of materials science and engineering


c) The ability to communicate technical concepts both orally and in writing


Curriculum Maps

Curriculum Map for Ph.D. in Chemical Engineering

a) A m

astery of the

fundam

ental principles of

chemical engineering

(b) In‐dep

th knowledge of

the state of the art in

studen

t’s chosen field

(c) The ability to identify,

investigate, form

ulate,

and solve new problems

through

scholarly research

in order to contribute new

ideas and engineering

concepts

(d) The ability to

communicate technical

concepts both orally and

in writing

(e) Understanding of

professional and ethical

responsibilities

CoE / EHS Safety & Professionalism Training

I

Pre‐qualifying Exam I CME 505 Applied Math R/A CME 620 Thermodynamics R/A I CME 630 Transport Phenomena

R/A

CME 650 Advanced Reactor Design

R/A

CME 780 Research in Chemical Engineering

I R R

Elective courses R/A Qualifying Exam A A E/A E/A A Annual Ph.D. Review A R A A Ph.D. Final Exam A E/A E/A A

I = Introduction of concepts R = Reinforce concepts E = Emphasize concepts A = Apply concepts

Curriculum Map for M.S. in Chemical Engineering

a) A m

astery of the

fundam

ental principles of

chemical engineering

(b) In‐dep

th knowledge of


studen

t’s chosen field

(c) The ability to



in writing

(d) Understanding of


responsibilities


I

CME 505 Applied Math R/A CME 620 Thermodynamics R/A I CME 630 Transport Phenomena

R/A

CME 650 Advanced Reactor Design

R/A


I/R/A R

Elective courses R/A M.S. Final Exam A E/A A


Curriculum Map for Ph.D. in Materials Science and Engineering

a) A m

astery of the

fundam

ental principles of

materials scien

ce and

engineering

(b) In‐dep

th knowledge of


studen

t’s chosen field


investigate, form

ulate,


through

scholarly research

in order to contribute new

ideas and engineering

concepts

(d) The ability to



in writing



responsibilities


I

Written Pre‐qualifying Exam A Oral Pre‐qualifying Exam A MSE 632 Structure of Materials

R/A

MSE 635 Advanced Mechanical Behavior of Mater.

R/A

MSE 650 Advanced Materials Thermodynamics

R/A

CME 782 Research in MSE I R R Elective courses R/A Qualifying Exam A A E/A E/A A Annual Ph.D. Review A R A A Ph.D. Final Exam A E/A E/A A


Curriculum Map for M.S. in Materials Science and Engineering

a) A m

astery of the

fundam

ental principles of

materials scien

ce and

engineering

(b) In‐dep

th knowledge of


studen

t’s chosen field

(c) The ability to



in writing



responsibilities


I

MSE 632 Structure of Materials

R/A

MSE 635 Advanced Mechanical Behavior of Mater.

R/A

MSE 650 Advanced Materials Thermodynamics

R/A

CME 782 Research in MSE I/R/A R Elective courses R/A M.S. Final Exam A E/A A


Artifact Maps

Assessment methods are summarized in the following artifact and include the following:

Direct measures of learning

CoE / EHS Safety & Professionalism Training: The College of Engineering recently implemented a

one‐day safety and professionalism workshop for incoming graduate students. The Department

of Health and Safety also provides laboratory safety courses and certification. Certificates and

standardized quiz scores will be used to assess the aspects of professionalism covered in these

courses.

Qualifying Exam Rubric (QER): A rubric designed for the qualifying exam which will ask

committee members to rate student skills in all objective areas. Will also be administered at the

oral presentation in CME 780 / MSE 782 (our first research experience for 1st year students) to

show value added.

CME 780 / MSE 782 reports: Initial, weekly and final reports are produced in CME 780 which will

be assessed by the student’s advisor.

Pre‐qual rubric: A rubric will be used for pre‐qualifying exam(s) to assess the skills of students by

professors administering the exam.

Dissertation prospectus and qualifying exam presentation: Written document and presentation

required for the qualifying exam and used by the advisory committee to assess skills in outcome

areas.

Publications: Peer‐reviewed publications will be weighed heavily in assessing success of the

programs in preparing students for outcomes (c) and (d).

Presentations: Poster and oral presentations at local, regional and national meetings will be

used to assess success of the program in preparing students for outcomes (c) and (d).

Defense rubric: A rubric will be used for annual Ph.D. reviews and defense to assess the skills of

students by the advisory committee.

Dissertation and defense presentation: The dissertation and defense provide direct evidence of

scholarship and application of what has been learned during a Ph.D. program.

Indirect measures of learning

Grades from core courses will be used as indirect measures of learning of the fundamentals of

the program.

An exit survey will be used to gather information on special accomplishments of graduate

students, including awards, professional development activities, publications, presentations, etc.

The survey will provide a mix of direct and indirect measures of learning.

Artifact Map for Ph.D. in Chemical Engineering

a) A m

astery of the

fundam

ental principles

of chemical engineering

(b) In‐dep

th knowledge

of the state of the art in

studen

t’s chosen field


investigate, form

ulate,


through

scholarly

research in

order to

contribute new

ideas and

engineering concepts

(d) The ability to



in writing



responsibilities


Certificates / standardized quiz scores

Core courses (CME 505, 620, 630, 650)

Grades


Qualifying Exam Rubric (QER)

QER Initial, Weekly and Final Reports; QER

Initial, Weekly and Final Reports;

QER

QER

Pre‐qualifying Exam Pre‐qual Rubric

Qualifying Exam QER QER QER and Dissertation Prospectus

Dissertation Prospectus, Presentation and QER

QER

Annual Ph.D. Review Defense Rubric (DR)

DR and Progress Report


DR

Publications Published Manuscript

Published Manuscript

Poster Presentations Abstract and Poster

Abstract and Poster

Oral Presentations Abstract and Slides Abstract and Slides

Professional Activities (Outreach, Internships, etc.) and Awards

Exit Survey

Research Awards Exit Survey Exit Survey

Dissertation Dissertation Rubric

Dissertation Rubric and Dissertation


Dissertation Rubric

Ph.D. Final Exam DR DR and Slides DR and Slides DR

Highlighted artifacts provide direct evidence of learning

Artifact Map for M.S. in Chemical Engineering

a) A m

astery of the

fundam

ental principles

of chemical engineering

(b) In‐dep

th knowledge


studen

t’s chosen field

(c) The ability to



in writing



responsibilities



Core courses (CME 505, 620, 630, 650)

Grades


QualifyingExam Rubric (QER)

QER Initial, Weekly and Final Reports;

QER

QER



Oral Presentations Abstract and Slides


Exit Survey

Research Awards Exit Survey

Thesis Thesis Rubric (TR)

TR and Thesis TR

M.S. Final Exam TR TR and Slides TR


Artifact Map for Ph.D. in Materials Science and Engineering

a) A m

astery of the

fundam

ental principles

of materials scien

ce and

engineering

(b) In‐dep

th knowledge


studen

t’s chosen field


investigate, form

ulate,


through

scholarly

research in

order to

contribute new

ideas and


(d) The ability to



in writing



responsibilities



Core courses (MSE 632, 635 and 650)

Grades

MSE 782 Research in Materials Science and Engineering

Qualifying Exam Rubric (QER)

QER Initial, Weekly and Final Reports; QER

Initial, Weekly and Final Reports;

QER

QER

Pre‐qualifying Exams Written Pre‐qual Rubric

Oral Pre‐qual Rubric

Oral Pre‐qual Rubric

Qualifying Exam QER QER QER and Dissertation Prospectus

Dissertation Prospectus, Presentation and QER

QER

Annual Ph.D. Review Defense Rubric (DR)



DR


Published Manuscript


Abstract and Poster

Oral Presentations Abstract and Slides Abstract and Slides


Exit Survey

Research Awards Exit Survey Exit Survey

Dissertation Dissertation Rubric



Dissertation Rubric

Ph.D. Final Exam DR DR and Slides DR and Slides DR


Artifact Map for M.S. in Materials Science and Engineering

a) A m

astery of the

fundam

ental principles

of materials scien

ce and

engineering

(b) In‐dep

th knowledge


studen

t’s chosen field

(c) The ability to



in writing



responsibilities



Core courses (MSE 632, 635 and 650)

Grades

MSE 782 Research in Materials Science & Engineering

QualifyingExam Rubric (QER)

QER Initial, Weekly and Final Reports;

QER

QER



Oral Presentations Abstract and Slides


Exit Survey

Research Awards Exit Survey

Thesis Thesis Rubric (TR)

TR and Thesis TR

M.S. Final Exam TR TR and Slides TR


Assessment Cycle

All of the assessment methods described above track with the progress of a graduate student, and the

assessment data will be collected continuously and compiled by the Student Affairs Officer under the

direction of the DGS. Analysis of the data and recommendation for improvements to the graduate

program will occur according to the following 3‐year cycle. Meetings of the GSC will occur in late

September of each year, and Improvement Action Plans prepared and submitted to the office of

assessment by October 31 of each year.

Year 1 [Starting Fall 2011]: Coursework (Outcomes a and b)

DGS prepares report with assessment results for outcomes a and b

GSC meets, identifies areas for improvement and recommended changes (if any)

Primary strengths, weaknesses and changes to graduate program discussed with faculty

Year 2 [Starting Fall 2012]: Communications and professionalism (Outcomes d and e)

DGS prepares report with assessment results for outcomes d and e



Year 3 [Starting Fall 2013]: Research scholarship (Outcome c)

DGS prepares report with assessment results for outcome c

Highlights from 3 years compiled into report and made available to department faculty, Advisory

Boards of CME & MSE programs, and assessment office for feedback



Pre‐Qualifying Exam Rubric, Chemical Engineering Ph.D. Program

Student ID number: ________________________ Evaluator Name: _____________________________ Date: ________________________ Subject: ______________________________

Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering

Student failed this part of the pre‐qualifying exam. Suggestions for remedial work are provided.

Student barely passed this subject of the exam and may need to continue to brush up on the subject, especially if it is a part of their dissertation.

Student performed solidly on this subject of the exam and is well prepared for Ph.D. studies.

The student performed almost flawlessly on this subject of the exam.

Rating and comments:

Qualifying Exam Rubric, Chemical Engineering Ph.D. Program

Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: CME 780 or Qualifying Exam


Student requires remedial work in one or more fundamental areas of chemical engineering before Ph.D. can proceed.

Student is able to demonstrate basic understanding of fundamental ChemE principles with prompting.

Student has mastered fundamental principles of ChemE needed to proceed with Ph.D. program.

Student displays excellentdepth of understanding and ability to convey fundamental principles of ChemE.

Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field

Student is unfamiliar with the state of the art in their dissertation field.

Student has rudimentary knowledge of their field but will need to improve by time of defense.

Student has good grasp of the state of the art in their field and is well prepared to make a contribution.

Student has exceptional understanding of their field and how to make new contributions to it.

Rating and comments: c) The ability to identify,

investigate, formulate, and

solve new problems through

scholarly research in order to

contribute new ideas and


Student displays no understanding of how to conduct scholarly research and will require remedial work to develop this ability.

Student has some understanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.

Student has good understanding of how to conduct scholarly research and has begun to think independently about their dissertation topic.

Student has excellent understanding of the conduct of scholarly research and functions well as an independent scholar.



Student requires remedial help with communication skills.

With prompting and help the student is able to communicate technical concepts.

The student communicates technical concepts fluently, with little or no impediments.

The student is an excellent communicator of technical concepts in both oral and written form.

Rating and comments: e) Understanding of professional and ethical responsibilities

The student should not continue Ph.D. studies until they better understand research ethics and professional responsibilities

The student has a basic understanding of professional and ethical responsibilities associated with research.

The student has a good understanding of the professional and ethical responsibilities associated with research.

The student shows exemplary understanding of professional and ethical conduct and could be a role model for his or her peers.


Additional comments:

Thesis Rubric, Chemical Engineering M.S. Program

Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________


Student requires remedial work in one or more fundamental areas of chemical engineering before M.S. can be awarded.


Student has mastered fundamental principles of ChemE consistent with a M.S. degree.

Student displays excellentdepth of understanding and ability to convey fundamental principles of ChemE.


Student is unfamiliar with the state of the art in their thesis field.

Student has sufficientknowledge of their field needed to pass their final M.S. exam.

Student has good grasp of the state of the art in their field and can place their thesis in context.

Student has exceptional understanding of their field and the impact of their thesis on it.

Rating and comments: c) The ability to communicate technical concepts both orally and in writing


The student is able to communicate technical concepts with minor impediments.

The student communicates technical concepts fluently.




The student should not be awarded a M.S. degree until they better understand research ethics and professional responsibilities



The student shows exemplary understanding of professional and ethical conduct and serves as a role model for his or her peers.



Final Exam Rubric, Chemical Engineering Ph.D. Program

Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: Annual Review or Final Ph.D. Exam


Student requires remedial work in one or more fundamental areas of chemical engineering before Ph.D. can be awarded.


Student has mastered fundamental principles of ChemE needed consistent with a Ph.D. degree.

Student displays exceptional depth of understanding and ability to convey fundamental principles of ChemE.



Student has sufficientknowledge of their field needed to pass their final Ph.D. exam.

Student has a good grasp of the state of the art in their field and can place their dissertation in context.

Student has exceptional understanding of their field and the likely impact of their research.







Student displays no understanding of how to conduct scholarly research and should not be awarded a Ph.D. degree.

Student has reasonableunderstanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.

Student has good understanding of how to conduct independent scholarly research as exemplified in their dissertation.

Student has excellent understanding of the conduct of scholarly research and already is an independent scholar.








The student should not be awarded a Ph.D. until they better understand research ethics and professional responsibilities






Written Pre‐Qualifying Exam Rubric, Materials Science & Engineering Ph.D. Program

Student ID number: ________________________ Evaluator Name: _____________________________ Date: ________________________ Subject: ______________________________


Student failed this part of the pre‐qualifying exam. Suggestions for remedial work are provided.

Student barely passed this subject of the exam and may need to continue to brush up on the subject, especially if it is a part of their dissertation.

Student performed solidly on this subject of the exam and is well prepared for Ph.D. studies.

The student performed almost flawlessly on this subject of the exam.


Oral Pre‐Qualifying Exam Rubric, Materials Science & Engineering Ph.D. Program


Outcomes \ Ratings 0 1 2 3 c) The ability to identify,


















Qualifying Exam Rubric, Materials Science and Engineering Ph.D. Program

Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: MSE 782 or Qualifying Exam

Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of materials science and engineering

Student requires remedial work in one or more fundamental areas of MSE before Ph.D. can proceed.

Student is able to demonstrate basic understanding of fundamental MSE principles with prompting.

Student has mastered fundamental principles of MSE needed to proceed with Ph.D. program.

Student displays excellentdepth of understanding and ability to convey fundamental principles of MSE.



Student has rudimentary knowledge of their field but will need to improve by time of defense.

Student has good grasp of the state of the art in their field and is well prepared to make a contribution.

Student has exceptional understanding of their field and how to make new contributions to it.


















The student should not continue Ph.D. studies until they better understand research ethics and professional responsibilities



The student shows exemplary understanding of professional and ethical conduct and could be a role model for his or her peers.



Thesis Rubric, Materials Science and Engineering M.S. Program


Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of materials science and engineering

Student requires remedial work in one or more fundamental areas of MSE before M.S. can be awarded.

Student is able to demonstrate basic understanding of fundamental MSE principles with prompting.

Student has mastered fundamental principles of MSE consistent with a M.S. degree.

Student displays excellentdepth of understanding and ability to convey fundamental principles of MSE.


Student is unfamiliar with the state of the art in their thesis field.

Student has sufficientknowledge of their field needed to pass their final M.S. exam.

Student has good grasp of the state of the art in their field and can place their thesis in context.

Student has exceptional understanding of their field and the impact of their thesis on it.

Rating and comments: c) The ability to communicate technical concepts both orally and in writing







The student should not be awarded a M.S. degree until they better understand research ethics and professional responsibilities






Final Exam Rubric, aŀǘŜǊƛŀƭǎ {ŎƛŜƴŎŜ ŀƴŘ 9ƴƎƛƴŜŜǊƛƴƎ Ph.D . Program

Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: Annual Review or Final Ph.D. Exam

Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of a{9

Student requires remedial work in one or more fundamental areas of a{9 before Ph.D. can be awarded.

Student is able to demonstrate basic understanding of fundamental a{9principles with prompting.

Student has mastered fundamental principles of a{9 needed consistent with a Ph.D. degree.

Student displays exceptional depth of understanding and ability to convey fundamental principles of a{9Φ



Student has sufficientknowledge of their field needed to pass their final Ph.D. exam.

Student has a good grasp of the state of the art in their field and can place their dissertation in context.

Student has exceptional understanding of their field and the likely impact of their research.







Student displays no understanding of how to conduct scholarly research and should not be awarded a Ph.D. degree.

Student has reasonableunderstanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.

Student has good understanding of how to conduct independent scholarly research as exemplified in their dissertation.

Student has excellent understanding of the conduct of scholarly research and already is an independent scholar.








The student should not be awarded a Ph.D. until they better understand research ethics and professional responsibilities






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