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| Title | ABET self-study report for the B.S. in Metallurgical Engineering at South Dakota School of Mines and Technology |
| Subject | South Dakota School of Mines and Technology. Department of Metallurgical Engineering
|
| Date | 2010-04-10 |
| Identifier | Metallurgical Engineering Self-Study Report 2010[1].pdf |
| Creator | South Dakota School of Mines and Technology. Department of Metallurgical Engineering |
| Relation-Is Part Of | South Dakota School of Mines & Technology. Web. |
| Digital Publisher | South Dakota School of Mines and Technology. Devereaux Library
|
| Type | Text |
| Format | application/pdf |
| Language | eng |
| Rights | Copyright © 2010, South Dakota School of Mines and Technology. The original work may be protected by U. S. copyright law (Title 17, United States Code), which governs reproduction, distribution, public display, and other uses of protected works. Some uses may be legal with permission from the copyright holder if the use is fair use or within another legal exemption. The user of this work is responsible for compliance with the law. |
| Transcript | i ABET Self-Study Report for the B. S. in Metallurgical Engineering at South Dakota School of Mines and Technology Rapid City, SD April 10, 2010 CONFIDENTIAL The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution. SDSM&T: BS Metallurgical Engineering Program: Background ii Table of Contents BACKGROUND INFORMATION.............................................................................................1 CRITERION 1. STUDENTS....................................................................................................1-1 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES...........................................2-1 CRITERION 3. PROGRAM OUTCOMES............................................................................3-1 CRITERION 4. CONTINUOUS IMPROVEMENT..............................................................4-1 CRITERION 5. CURRICULUM.............................................................................................5-1 CRITERION 6. FACULTY......................................................................................................6-1 CRITERION 7. FACILITIES..................................................................................................7-1 CRITERION 8. SUPPORT ......................................................................................................8-1 CRITERION 9. PROGRAM CRITERIA...............................................................................9-1 APPENDIX A – COURSE SYLLABI .....................................................................................A-1 APPENDIX B – FACULTY RESUMES.................................................................................B-1 APPENDIX C – LABORATORY EQUIPMENT ..................................................................C-1 APPENDIX D – INSTITUTIONAL SUMMARY..................................................................D-1 APPENDIX E – CONTINUOUS IMPROVEMENT DOCUMENTS ..................................E-1 APPENDIX F – GLOSSARY OF TERMS ............................................................................. F-1 1 Self-Study Report Metallurgical Engineering Bachelor of Science Degree South Dakota School of Mines and Technology BACKGROUND INFORMATION A. Contact information Dr. Jon Kellar, Professor and Head Department of Materials and Metallurgical Engineering Mineral Industries Building South Dakota School of Mines and Technology 501 E Saint Joseph Street Rapid City, SD 57701 Ph: 605 394-2343 FAX: 605 394-3369 jon.kellar@sdsmt.edu B. Program History The metallurgical engineering program began with the establishment of then Dakota School of Mines in 1885. The state constitution specified, and continues to require, that mining and metallurgy be taught in at least one state institution. At the time of the 2004 ABET visit, all five of the departmental faculty members were full professors with over 120 years of experience. Three of these professors have since retired. The department has been fortunate in filling these vacated positions with three highly-qualified professors via open and nationally advertised search process: Dr. Dana Medlin from Zimmer with university experience at the Colorado School of Mines; Dr. Michael West from the University of Tennessee with extensive experience at Oak Ridge National Laboratory; and Dr. William Cross who moved from a successful and decades-long Research Scientist position within the department and who has been relied on regularly to fill temporary vacancies in the department's instructional program. The addition of new program faculty has allowed the offering of new elective courses: MET 430/430L Welding Engineering and Design of Welded Structures, and MET 450 Forensic Engineering. MET 430/430L has been offered every even-year fall since 2006 and MET 450 every odd-year spring since 2009. No elective course offerings were lost with the retirements. The new program course offerings allowed a previously required course (MET 443 Composite Materials) to move to the ‘Directed Met Elective' category, giving students added flexibility in their curriculum. SDSM&T: BS Metallurgical Engineering Program: Background 2 The biggest change in the program's curriculum has been in the content of the junior and senior design course sequence. In 2004 the department's juniors and seniors were very engaged in primarily mechanical engineering-based design projects: competition vehicle projects. These projects usually involved national competitions, strict constraints on materials, and were often repeated year after year. After several years of involvement in these projects, the metallurgical engineering team members were found to be performing little new design work but were performing quality assurance work, primarily with welds. Consequently, the metallurgical engineering faculty opted for more creative design opportunities for our students. After some curricular experimentation with individual projects, the program established the Samurai Sword Project in 2007, which produces a Samurai sword starting with local iron ores. This project, which is ongoing, integrates all aspects of metallurgical engineering, and draws heavily upon the program core curriculum. In addition, new design model cohorts junior (MET 351/352) and senior (MET 464/465) students on design teams and involves 100% of program faculty. In 2008-9 all juniors and seniors were assigned to one of four Samurai Sword design teams: pelletizing, reduction, forging, or quenching. In 2009-10 an additional team unrelated to the Samurai Sword Project was formed to work on a NASA-funded moon dust simulation, once again involving a cohort of junior/senior student. At the same time, the Samurai Sword Project added team members from mechanical engineering and an advanced-placement high school senior. A very recent change to the program curriculum involves the replacement of GE 130/130L Introduction to Engineering with MET 110/110L. This change was driven by many engineering programs moving away from the broad GE 130/130L course to discipline specific courses. Consequently, the university decided to no longer offer GE 130/130L. MET 110/110L will be initially offered fall 2010. C. Options The BS in Metallurgical Engineering degree program has no options or tracks but the department offers a minor in Materials Science – Metals for other degree programs. This minor is composed of courses within the metallurgical engineering degree program so the teaching of no additional courses is required. The minor has proven popular among BS Mechanical Engineering students (10 enrolled spring 2009), and has helped broaden the program's multi-disciplinary training. The B. S. in Metallurgical Engineering program has 14 credit hours of elective courses: five for free electives; six for science electives; and six are for directed technical electives. The department maintains and publishes a list of science courses that qualify as science electives. A suite of +400 level MET courses are available for selection within the Directed Met Electives, or students can request to take an engineering course outside of our program as long as it meets a related Metallurgical Engineering discipline component. Students have considerable freedom in selecting their free electives but program faculty advisors encourage students to select only substantial courses. D. Organizational Structure The Head of Department of Materials and Metallurgical Engineering reports to the Provost and Vice President who reports to the President as shown in the below order: Robert A. Wharton, President Duane Hrncir, Provost and Vice President for Academic Affairs Jon Kellar, Head, Department of Materials and Metallurgical Engineering An organizational chart for the institution is shown in Figure A-1. SDSM&T: BS Metallurgical Engineering Program: Background 3 E. Program Delivery Modes The program mode of the BS Metallurgical Engineering program is a 100% day-time program. Cooperative education courses (CP 297/397/497) courses generally involve students completing an intern/coop experience with an off campus industrial firm. There is no difference in this program from other engineering programs on campus. Shown in Table A.1 is the number of students enrolled in the Metallurgical Engineering program and graduates since 2003. Total Total FR SO JR SR 5thndergr Grad Bache lor Master Doctor Fall 2009 FT 21 14 15 24 74 12 PT 2 0 1 1 4 Fall 2008 FT 18 15 22 8 63 4 PT 0 1 2 2 5 Fall 2007 FT 18 22 6 9 55 8 PT 0 2 0 1 3 Fall 2006 FT 23 9 5 22 59 16 PT 0 1 0 0 1 Fall 2005 FT 16 8 16 11 51 6 PT 0 0 0 2 2 Fall 2004 FT 11 15 8 9 43 0 PT 0 1 0 2 3 Fall 2003 FT 47 7 Table A-1 Enrollment trends in the BS Metallurgical Engineering program since 2003 Degrees Conferred Academic Year Enrollment Year SDSM&T: BS Metallurgical Engineering Program: Background 4 Figure A-1 SDSM&T Organizational Chart SDSM&T: BS Metallurgical Engineering Program: Background 5 The enrollment in the Department of Metallurgical Engineering was been steady before the last self-study report with between 45 and 55 students with approximately 10 graduates per academic year. In recognition of the need to enhance recruiting efforts while faculty retirements were occurring, a part-time recruiting coordinator was hired in 2003. The coordinator recruited for the BS programs in Metallurgical Engineering, Geology/Geological Engineering and Physics. The recruiter helped bridge the transition between faculty retirements and the establishment of new faculty, and more recently the program has relied on the extra-curricular activities such as weekly blacksmithing, enhanced scholarship offers, prospective student interaction and tours, summer workshops, and Material Advantage sponsored activities to further our recruiting efforts. These efforts have proven successful as the program enrollment has grown to its largest size in the last +20 years. F. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions taken to address them There were no program deficiencies, weaknesses, or concerns cited in the 2004 ABET Review. Two "observations" were made in the 2004 ABET review about transitions associated with the retirement of faculty and the new (at that time) course sequencing schedule (Set A-D). Clearly, the program has successfully managed the faculty transitions, and the course sequencing schedule has been slightly refined, but has become well accepted within the program advising process. SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-1 CRITERION 1. STUDENTS A. Student Admissions Incoming freshmen at the School of Mines are required to declare a major. Admission standards apply to the institution overall and are not differentiated by program. Effective fall 2006, admission standards were raised such that automatic admission is granted to any incoming freshman with an ACT composite score of 25 or greater and a math ACT score of 25 or greater. Automatic admission is also granted to applicants with a high school GPA of 3.5 or greater and four or more years of years of higher-level math. Applicants with ACT composite scores of 20 or lower or a high school GPA of 2.0 or lower are denied admission. All other applicants are evaluated on an individual basis by the Admissions Committee. Non-traditional students (i.e., age 24 or older), transfer students, and students seeking readmission are treated according to Board of Regents policy 2:3, which can be viewed at http://www.sdbor.edu/policy/2- Academic_Affairs/documents/2-3.pdf Once admitted, students with an ACT math score of 25 or greater take the COMPASS test to determine initial math placement. Students with an ACT math score of 24 or lower are placed in math based on that ACT score. These automatically placed students may elect to take the COMPASS in order to challenge their placement but are not required to do so. Table 1-1.1 below shows the history of admission standards for all freshmen at the School of Mines over the last five years. Table 1-1.2 shows the history of admission standards for the BS in Metallurgical Engineering program. Table 1-1.1. History of Admissions for Freshmen: All Students1 Composite ACT Composite SAT % Rank Term High School Min. Avg. Min. Avg. Min. Avg. # Fed Cohort Students Enrolled1 Fall 2009 16 26.1 840 1165.1 0.0% 72.5% 361 Fall 2008 15 26.1 770 1176.5 10.0% 73.6% 314 Fall 2007 17 25.8 780 1129.6 4.7% 73.6% 348 Fall 2006 17 25.5 820 1187.6 9.2% 74.3% 279 Fall 2005 14 24.4 790 1092.2 0.5% 71.0% 352 Fall 2004 15 24.3 760 1179.5 0.9% 70.0% 338 1Counts all students in IPEDS Federal Cohort, which means all first-time full time degree-seeking students Table 1-1.2. History of Admissions for Freshmen: BS Metallurgical Engineering Composite ACT % Rank in High School Term Min. Avg. Min. Avg. New Students Enrolled Fall 2009 23 28.1 37.7% 67.0% 16 Fall 2008 20 27.4 27.3% 73.5% 14 Fall 2007 21 25.6 50.9% 75.5% 14 Fall 2006 21 26.2 38.1% 76.1% 19 Fall 2005 19 25.0 30.0% 74.9% 13 Fall 2004 19 24.6 23.8% 76.6% 8 Note: Composite SAT was not tracked for BS Metallurgical Engineering students SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-2 B. Evaluating Student Performance Student performance in each course is monitored by the course instructor in lecture courses through homework assignments, hour exams, classroom participation; in laboratory courses through laboratory reports and participation; and in design courses through periodic oral reports presented to the entire design course and supervising faculty, periodic written reports that are reviewed by the instructor and returned for incorporation of improvements, and faculty interaction with the team. Students typically receive all graded work within one week of submitting it. Course exam statistics (high low, average) are routinely reported to each class when the exams are returned along with the instructor's assessment of the students' aggregate performance. Students are welcomed to receive an individual performance assessment anytime during the semester. The university maintains an optional mid term grading system for reporting failing student performance. Final grades are reported to the students with 72 hours after the end of final exams via online system. C. Advising Students Summarize the process by which students are advised regarding curricular and career matters. Academic Advising and Academic Support for key student groups Campus-wide structures and processes for delivering targeted advising and academic support to students who are "traditional" transfer, "non-traditional" Native American, female, veterans of military service, international, and/or deemed to be ‘at risk' are described below. • "Traditional" students are newly graduated from high school, less than 21 years of age, and are enrolling in college for the first time. These students fill out a Course Registration Survey that solicits the information needed for the office of the Registrar and Academic Services to create their course schedules for the first year. While alterations to a student's schedule can be readily made in response to advisor input, providing a schedule for incoming students has proven to be the best way to get first-time, full-time students off to a good start. All universities in the SD State System consider College Entrance Examination Board Advanced Placement scores of 3, 4, or 5 for course credit. Similarly, the System recognizes the rigor of the International Baccalaureate (IB) courses and the IB Diploma Program and considers higher-level courses for which students earned a five (5) or better on the final exam for credit. Details on System policies regarding AP and IB credits can be found at <http://www.sdbor.edu/administration/academics/CredValidation.htm>; The office of the Registrar and Academic Services (RAS) assigns each freshman a "freshman advisor" from his or her discipline or a closely related discipline. These freshman advisors are faculty members identified by the academic programs for designation as "freshman advisors" because of their training, their mentoring skills, or both. • "Transfer students" enter the School of Mines with previously earned post-secondary credits. See Section D below on "D. Transfer Students and Transfer Courses." • "Non-traditional" students are 21 years of age or older and may have previous post-secondary experiences and/or professional and life experiences that qualify as credit towards a degree. For such students, we offer the College Board‘s College Level Examination Program (CLEP) and credit by verification processes. Credit by examination can be arranged on a case-by-case basis; however, credits earned through validation methods other than nationally recognized examinations (that is, university-administered tests and verification like military credit or prior SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-3 learning) are not allowed. Credit by all examination methods cannot exceed 32 credits for baccalaureate degrees. For details, see <http://www.sdbor.edu/administration/academics/CredValidation.htm>;. • Native American students enjoy the advocacy and support of the Office of Multicultural Affairs (OMA) and the American Indian Science and Engineering Society (AISES) student group. While the (OMA) responds to the needs of all under-represented students, including African Americans, Latino/a students, and Asian Americans, concerted efforts are made to offer Native Americans a structured support network that includes academic support services, peer mentoring, workshops focused on career and personal development, and promotion of cultural competence through access to community diversity education seminars. The School of Mines runs targeted outreach to Native American high school students and has a thriving NSF-funded Tiospaye in Engineering academic support and scholarship program designed to improve the recruitment and retention of Native American students. (Additional information is available at <http://multicultural.sdsmt.edu>; and http://tiospaye.sdsmt.edu>;.) • Female students make up roughly 30% of the overall student population and have been supported since 2005 by the Women in Science and Engineering (WISE) program. Between 2005 and 2010, a dedicated director position existed for the coordination of WISE programming, including a mentor and mentees (M&M) program that paired upper class women with freshmen and sophomore students. The WISE office also conducts extensive outreach to middle- and high-school girls, and the annual "Girls' Day" event has brought 200+ young women to campus for a day-long engineering and science experience since 2005. Administrative oversight of the WISE program is in transition and housed within Admissions as of the writing of this self-study. Within the BS Metallurgical Engineering program, female students are encouraged to participate in the Women in Metallurgical Engineering (WIME) and Culture and Attitude scholarship programs. • "Veterans" are a growing sub-group of students with distinctive needs. In 2009, to supplement the support given to veterans by the Veteran's Information Registration Officer in RAS, a Veteran's Resource Center was created (See < http://vrc.sdsmt.edu/>;). A Veteran's Club for deployed and returning veteran students is strongly supported by faculty and staff members in the Department of Military Science and in the division of Student Affairs. • International students are supported throughout their time on campus by the Ivanhoe International Center <http://www.hpcnet.org/international>; A special online checklist is maintained to guide international students through the enrollment process <http://www.gotomines.com/admissions/accepted/international>; , and Ivanhoe Center staff assist with all matters, from VISA requirements to housing. • "At risk" students are identified as such via multiple indicators, such as academic probation, multiple academic appeals and/or referral to the Early Alert Team by staff and instructors. At risk students are contacted by the Director of Retention and referred to support services, including University Counseling and ADA services, the Tech Learning Center for tutoring, supplemental instruction sessions, and the Career Center for consultation on career interests and aptitudes. Students whose cumulative grade point average falls below a 2.0 are placed on academic probation and advised not to enroll in more than twelve (12) credits. While on academic probation, a term grade-point average of 2.0 or better must be maintained in order to avoid academic suspension. Suspension means a student must sit out of school for two semesters or seek early readmission through the academic appeal process. SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-4 SD State System policy allows a student to register for a course three times before he or she must receive permission from the Academic Appeals Committee to make a 4th attempt at a course. A comprehensive plan to radically reduce the number of multiple attempts in foundational courses in math and chemistry is being implemented at the School of Mines and will be fully operational by fall 2010. The plan involves week-four evaluation of student progress and a schedule of highly structured and mandatory interventions, including attendance at a weekly University Success Symposium. Academic Advising and Academic Support for all Students Incoming freshmen are required to declare a major, and admission decisions are processed by Admissions Office personnel as described above in Section A. Student Admissions. Online interactive checklists are offered and updated each semester to guide first-time, non-traditional, and international students through each step of the enrollment process. The standard "New Student Checklist" directs students to clubs, organizations, and support services in order to ensure a good transition to college. An example can be viewed at <http://www.gotomines.com/admissions/accepted/checklist/standard/spring10>;. The ACT sub-scores for math and English are used to place students into mathematics and English courses. A student may be required to take the ACT COMPASS test if • The ACT scores are five years old and no college-level courses in math or English have been taken in the intervening time • The ACT math sub-score is 24 or greater • The ACT math sub-score is 24 or lesser and the student wants to challenge the automatic placement into a math course • The ACT writing sub-score is 17 or less • The ACT reading sub-score is 16 or less The office of the Registrar and Academic Services (RAS) assigns each freshman a "freshmen advisor" from his or her discipline or a closely related discipline. Transfer students are assigned to the transfer advisor for the student's major area of study. Freshmen and transfer advisors are faculty members identified by the academic programs for these designations because of their training, their mentoring skills, or both. All academic programs have a Curriculum Check Sheet and most also have curriculum flow charts. These items are reviewed and the checklist updated by the student hand his or her advisor according to a schedule established in each program. All students are strongly encouraged to visit advisors at the beginning of every semester; in addition, students can augment their advising experience through the use of the on-line WebAdvisor software and the online student catalog anf student handbook. Registration holds, regularly scheduled degree audits by the registration officer, and mandatory degree-check events designed by each program help keep a student on track and well advised. The SD State System general education requirements must be met prior to the junior year, with an exception made for the School of Mines in the case of ENGL 289, Technical Communication II and for three credit hours of humanities or social sciences. These two classes can be taken after the sophomore year. The general education requirements prompt the registration officer to carefully track each student's academic progression and to place a registration hold on any student who advances too far into his or her major program of study prior to completing his or her general education. An additional check and formative assessment of student progress is the System requirement that all students take and score well on the Collegiate Assessment of Academic Proficiency (CAAP) examination. Completion of 48 credit SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-5 hours at or above the 100 level is required for eligibility to take the exams. Students must take the exams during the first semester in which they become eligible. Because satisfactory performance is required for subsequent registration and the baccalaureate degree, low exam scores provide another indicator that an intervention and/or targeted advising are needed. Academic Advising and Academic Support for BS Metallurgical Engineering Program Students Each academic program has an individualized process for transitioning new students from their freshmen or transfer advisors to the advisor in the major who will remain the student's advisor throughout their undergraduate study. For the Metallurgical Engineering program, all faculty are assigned undergraduate students for advising. Dr. Medlin, Dr. Cross and Dr. West are the primary freshman advisors. Those advisees that are majoring in Metallurgical Engineering stay with these advisors through their sophomore year. Following their sophomore year, Metallurgical Engineering student advising is split equally between the five BS Metallurgical Engineering program faculty. Dr. Kellar is responsible for the final degree audit prior to graduation. The BS Metallurgical Engineering program maintains strong scholarship support for it students. For the 2009-2010 academic year, 60 program scholarships, totaling $59,150 were distributed to 56 program students. Thus, nearly 75% of all program students received scholarship support. For the BS Metallurgical Engineering program, the relevant curriculum check sheet is shown in Table 1- 1.3; the current (Table 1-1.4) and future (Table 1-1.5) curriculum flow charts are also given, along with a listing of program approved science electives (Table 1-1.6). These aids are used with the recommended curriculum given in the catalog (http://resources.sdsmt.edu/catalog/current-catalog.pdf) to help students in maintaining progress toward graduation. For new students, the three new student advisors email all new advisees to establish contact and to begin to develop a secure mentoring relationship. All advisees of Metallurgical Engineering program faculty are invited to program extracurricular activities, including the weekly Hammer-In and Hammer-In-A-Q blacksmithing activities, Materials Advantage student chapter activities including monthly meetings, and a "Meet The Professors" Dinner. In addition, the female advisees are invited to participate in the Women in Metallurgical Engineering (WIME) activities. All these activities have active program faculty participation often resulting in informal discussions concerning student academic progress, general happiness and other important areas implicit in advising and mentoring college students. Finally, advisors and students can informally check their degree progress through WebAdvisor. Career Advising for All Students and for Students in the BS Metallurgical Engineering Program The Career Center is centrally located in the student center and very active in promoting services that range from interest and aptitude inventories, career counseling; assistance with participating in the Students Emerging as Professionals (STEPS) program for professional development; resume and interview preparation; and linking students with coop, internship, and employment opportunities. More detail can be found at <http://careers.sdsmt.edu>;. The Career Center hosts two career fairs on campus per year, one each in the fall and the spring. At the time of the last general review, in fall 2004, fifty-seven employers were represented at the Career Fair. The number and variety of employers represented increased each year and totaled 145 in fall 2008. Economic conditions depressed the number of employers represented last year to 76 in fall 2009. The percentage of students who graduate having completed an internships or coop experiences (i.e. 75% as of academic year 2008-09), job placement rates (i.e., 98% for 2007-08 graduates), and average starting salary (i.e., $56,215 for 2008-09 graduates) remain very solid. Since 2005, for graduates of the BS Metallurgical Engineering program, the percentage of students with internships or coop experience was 80-90%; the job placement rate was 100%. The ten 2008-09 program graduates had an average starting salary of $51,500. SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-6 Table 1-1.3. BS Metallurgical Engineering Curriculum Check Sheet SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-7 Table 1-1.4. BS Metallurgical Engineering Curriculum Flow Diagram 2009-2010 SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-8 Table 1-1.5. BS Metallurgical Engineering Curriculum Flow Diagram 2010-2011 SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-9 Table 1-1.6. B.S Metallurgical Engineering Approved Science Electives Program Course # Course Name ATM 301 Introduction To Atmospheric Sciences ATM 401/501 Atmospheric Physics ATM 402/502 The Global Carbon Cycle ATM 403/503 Biogeochemistry ATM 404/504 Atmospheric Thermodynamics ATM 405/505 Air Quality ATM 406 Global Environmental Change ATM 450/450L Synoptic Meteorology I ATM 460/560 Atmospheric Dynamics BIOL 121 Basic Anatomy BIOL 123 Basic Physiology BIOL 151 General Biology I BIOL 153 General Biology Ii BIOL 231 General Microbiology BIOL 311 Principles Of Ecology BIOL 341 Microbial Processes In Engineering And Natural Sciences BIOL 371 Genetics BIOL 403 Global Environmental Change BIOL 423 Pathogenesis BIOL 431 Industrial Microbiology CHEM 230 Analytical Chemistry For Engineers CHEM 252 Systematic Inorganic Chemistry CHEM 316 Fundamentals Of Organic Chemistry CHEM 326 Organic Chemistry I CHEM 328 Organic Chemistry Ii CHEM 332 Analytical Chemistry CHEM 341 Physical Chemistry For Engineers I CHEM 342 Physical Chemistry I CHEM 343 Physical Chemistry For Engineers Ii CHEM 344 Physical Chemistry Ii CHEM 420/520 Organic Chemistry Iii CHEM 421/521 Spectroscopic Analysis CHEM 426/526 Polymer Chemistry CHEM 434 Instrumental Analysis CHEM 452/552 Inorganic Chemistry CHEM 460/560 Biochemistry CHEM 482/582 Environmental Chemistry GEOL 201 Physical Geology GEOL 212/212L Mineralogy And Crystallography GEOL 331/331L Stratigraphy And Sedimentation GEOL 341/341L Elementary Petrology GEOL 351 Geol Earth Resources And The Environment SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-10 Table 1.1.6. B.S Metallurgical Engineering Approved Science Electives, Continued Program Course # Course Name GEOL 420/520 Introduction To Remote Sensing GEOL 670 Principles Of X-Ray Diffraction PHYS 275 Relativity PHYS 312 Experimental Physics Design I PHYS 314 Experimental Physics Design Ii PHYS 341 Thermodynamics PHYS 343 Statistical Physics PHYS 361 Optics PHYS 421/521 Electromagnetism PHYS 433/533 Nuclear And Elementary Particle Physics PHYS 439/539 Solid State Physics PHYS 445/545 Statistical Mechanics PHYS 451/551 Classical Mechanics PHYS 471/571 Quantum Mechanics PHYS 481/581 Mathematical Physics I In the BS Metallurgical Engineering program, a variety of career planning support is available to supplement the non-program specific efforts detailed previously. The program maintains contacts with as many program alumni as possible. These alumni often approach the department with their needs for summer interns and their companies open full-time positions. In addition, program faculty with on-going research often hire program undergraduates as part of the team to accomplish their research. The Advanced Materials Processing (AMP) Center and Back to the Future REU site are especially active in this regard. The program faculty also work closely with the Materials Advantage student chapter to help bring in speakers from various Metallurgical Engineering related companies and to help the students to improve their resumes. Currently, 6 students are working as summer interns in industry, while 6 students are performing research during the summer of 2010. D. Transfer Students and Transfer Courses "Transfer students�� enter the School of Mines with previously earned post-secondary credits. An online checklist is created each semester to guide transfer-student transitions to the School of Mines. (See <http://www.gotomines.com/admissions/info-for/transfer>; for an example.) Upon admission, the registration officer in collaboration with the Associate Provost for Accountability and Assessment determine which credits meet the general education requirements, upper-division humanities or social sciences requirements (if applicable), and physical education requirements. The registration officer sends a check list showing the results of this credit-transfer analysis to the student's advisor for review and inclusion in the student's file. Transfer-credit decisions for courses in the student's major are made by the academic department. All academic programs have a designated "transfer advisor" and the registration officer assigns this person to an incoming transfer student as his or her initial advisor. The universities in the SD State System share a common course numbering system and common course descriptions for many courses, and these commonalities ease the transfer of credit. Transfer credits from other post-secondary schools (both domestic and foreign) are reviewed on a case-by- case and course-by-course basis. For mathematics, chemistry, physics, some of the sciences, general SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-11 engineering, and some science courses the typical course of action is for the course catalog description and syllabus to be examined to determine sufficient similarity to a required course. All transfer credit granted is fully documented on the Degree Check Sheet that is completed as part of applying for graduation. If the Degrees Committee could have any questions about the application of transfer credits, course syllabi and other documentation accompany the Degree Check Sheet when it is forwarded to the Degrees Committee for final approval. For the BS Metallurgical Engineering program, the Department head reviews the student transcripts of any student who desires to transfer into the Metallurgical Engineering program from another SDSMT program. Specifically, the Department Head uses the online Datatel system to print out the student's transcript and review that against the Graduation Progress Checklist for the Metallurgical Engineering program. Next, the Department Head schedules a meeting with the student to review the status of the student's progress and outlines a semester-by-semester plan for the student to complete his/her degree. The student's Graduation Progress Checklist (Table 1-1.3) is then updated routinely, and ultimately used for the Degree Audit the final semester prior to graduation. Table 1-2.1 shows the number of transfers into SDSM&T overall and into the BS Metallurgical Engineering program over the last 6 years. Table 1-2.1. Transfer Students for Last Six Academic Years Term Number of Transfer Students Enrolled SDSM&T BS MET. ENG. Fall 2009 92 0 Fall 2008 72 3 Fall 2007 100 1 Fall 2006 82 0 Fall 2005 110 0 Fall 2004 111 0 E. Graduation Requirements Early in the semester prior to the semester in which the student plans to graduate, the major advisor completes a Degree Check for the office of the Registrar and Academic Services (RAS). A Degree Check involves retrieving the student's record from WebAdvisor and performing an inventory of the student's academic record in conjunction with both general education and program requirements. The advisor annotates the Degree Check sheet whenever a substitute course has been allowed for one of the required or recommended courses in the program. If a course was taken on an "Independent Study" or "Special Topics" basis because of the SD State System requirements for minimum course enrollment, this will be noted. Before a student's application for graduation will be processed by RAS, the advisor must sign and send to the registration officer a confirmation that a degree check has been performed and the student has met all requirements. The Office of Enrollment Services maintains records of all student course records. These records are available via campus-wide digital systems: Datatel/Colleague and Webadvisor. Faculty members electing not to use the digital system can readily and promptly secure any student's records from a variety of administrative personnel. These records are used by program faculty, in concert with each program's student participation, to maintain the BS in Metallurgical Engineering Course Check List (Table 1-1.3), which shows progress towards graduation. The check list is typically reviewed every semester but at least annually. Students failing to make programmatically specified progress towards graduation are counseled by their advisor and, depending on the seriousness of the inadequacy, the program department head. The university also effectively maintains and enforces policies 1) requiring minimum overall and recent SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-12 semester GPA performance, 2) specifying no more than three attempts in any one course, 3) requiring certain grade attainment in selected prerequisite (usually math) courses, and 4) assuring satisfaction of general education goals established by the Regents. The Degrees Committee, with the help of Enrollment Management Services, makes a final check on all graduating students to determine that all graduation requirements have been met. Prior to the Degrees Committee degree check Dr. Kellar conducts a degree check using the attached form, Table 1-1.3. Dr. Kellar sends a completed Table 1-1.3 for each student considered for graduation to Enrollment Management Services for their consideration. The evaluation using Table 1-1.3 is completed at least 2 months prior to the student's graduation. Twelve of the credits listed in Table 1-1.3 as "Humanities/Social Sciences" must fulfill General Education requirements specified by the South Dakota Board of Regents. At the January 1999 meeting of the South Dakota Board of Regents a system-wide general education core for undergraduate education was established. This core is required for all students accepted to the university for the Fall 1999 semester or later. General education core requirements must be completed within the first 64 credits. Exceptions to this latter requirement for certain degree programs are currently under consideration. The BS Metallurgical Engineering program checklist of required goals of the General Education program is listed in Table 1-2.2. The goal requirements are listed in Table 1-2.3, and the detailed requirements are given below. General Requirements The following rules on graduation requirements apply for the bachelor of science degree in any curriculum offered by the university. Requirements that apply to many or all programs are described below. Please refer to the curriculum for an individual degree program for specific course requirements. Each candidate for a degree is personally responsible for meeting all requirements for graduation. No university official can relieve a candidate of this responsibility. The South Dakota School of Mines and Technology reserves the right to change any course of study or any part of a curriculum in keeping with accreditation, educational, and scientific developments. General Education Core Requirements General education core requirements must be completed within the first sixty-four (64) credits. Requests for exceptions to these general education requirements must be approved by the student‘s advisor and by the Vice President for Academic Affairs/Provost. The required core is listed below. Courses in bold are required for completion of the BS Metallurgical Engineering program. Goal #1 Students will write effectively and responsibly and understand and interpret the written expression of others. Student Learning Outcomes: As a result of taking courses meeting this goal, a student will 1. Write using standard American English, including correct punctuation, grammar, and sentence structure; 2. Write logically; 3. Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative, descriptive); 4. Incorporate formal research and documentation in their writing, including research obtained through modern, technology-based research tools. SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-13 Table 1-2.2. System-Wide General Education Requirements Checklist Name: Instructions: SDSM&T courses used to satisfy requirements must be selected from those listed on the back of this form. Enter the courses as you complete them and record the semester and year completed. Consult with your advisor on transfer courses. Goal 1 Written communications (6 credits) Date Cr. Hrs. Course Title (if transferred, from where?) Goal 2 Speech Communications (3 credits) Date Cr. Hrs. Course Title (if transferred, from where?) Goal 3 Social Sciences (6 credits, in 2 disciplines or course prefixes) Date Cr. Hrs. Course Title (if transferred, from where?) Goal 4 Arts/Humanities (6 credits; in 2 disciplines, course prefixes or a sequence of a foreign language) Date Cr. Hrs. Course Title (if transferred, from where?) Goal 5 Mathematics (3 credits) Date Cr. Hrs. Course Title (if transferred, from where?) Goal 6 Science (6 credits) Lecture and Lab are required. Date Cr. Hrs. Course Title (if transferred, from where?) Goal 7 Information Usage (9 credits) Courses indicated by * and bold on back Date Cr. Hrs. Course Title (if transferred, from where?) Table 1-2.3. General Education Requirement Goals Goal Number Goal Objective Credit Hours Needed 1 Effective Writing 6 2 Communicate Effectively 3 3 Social Sciences 6 4 Arts and Humanities 6 5 Mathematics 3 6 Natural Sciences 6 7 Information 9 Globalization Understand Global Issues 0.5 (MET 310) Writing Intensive Improve Writing 0.5 (MET 321) SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-14 Each course meeting this goal includes the following student outcomes: Required: #1, #2, #3, and #4 Credit Hours: 6 hours Courses: ENGL 101 Composition I ENGL 201 Composition II ENGL 279/289 Technical Communications I and II1 Goal #2 Students will communicate effectively and responsibly through speaking and listening. Student Learning Outcomes: Courses satisfying this goal will require students to 1. Prepare and deliver speeches for a variety of audiences and settings; 2. Demonstrate speaking competencies including choice and use of topic, supporting materials, organizational pattern, language usage, presentational aids, and delivery; 3. Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas, perspectives and emotional content. Credit Hours: 3 hours Courses: ENGL 279/289 Technical Communications I and II2 SPCM 101 Fundamentals of Speech1 Goal #3 Students will understand the organization, potential, and diversity of the human community through study of the social sciences. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Identify and explain basic concepts, terminology and theories of the selected social science disciplines from different spatial, temporal, cultural, and/or institutional contents. 2. Apply selected social science concepts and theories to contemporary issues; 3. Identify and explain the social or aesthetic values of different cultures. In addition, as a result of taking course meeting this goal, students will be able to demonstrate a basic understanding of at least one of the following: o The origin and evolution of human institutions; o The allocation of human or natural resources within societies; o The impact of diverse philosophical, ethical or religious views. Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, and #3 At least one of the following: #4, #5, or #6 Credit Hours: 6 hours in two disciplines Courses: ANTH 210 Cultural Anthropology ECON 201 Principles of Microeconomics ECON 202 Principles of Macroeconomics GEOG 101 Introduction to Geography GEOG 212 Geography of North America HIST 151/152 United States History I/II POLS 100 American Government POLS 210 State and Local Government PSYC 101 General Psychology SOC 100 Introduction to Sociology SOC 150 Social Problems SOC 250 Courtship and Marriage SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-15 Goal #4 Students will understand the diversity and complexity of the human experience through study of the arts and humanities. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience; 2. Identify and explain basic concepts of the selected disciplines within the arts and humanities. In addition, as a result of taking courses meeting this goal, students will be able to do at least one of the following: Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities; Demonstrate creative and aesthetic understanding; Explain and interpret formal and stylistic elements of the literary or fine arts; Demonstrate foundational competency in reading, writing, and speaking a non-English language. Each course meeting this goal includes the following student learning outcomes: Required: #1, #2 At least one of the following: #3, #4, #5, or #6 Credit Hours: 6 hours in two disciplines or in a sequence of foreign language courses) Courses: ART 111/112 Drawing I and II ARTH 211 History of World Art I ENGL 221/222 British Literature I and II ENGL 241/242 American Lit I and II ENGL 250 Science Fiction FREN 101/102 Introductory French I and II GER 101/102 Introductory German I and II HIST 121/122 Western Civilization I and II HUM 100 Introduction to Humanities HUM 200 Connections: Humanities and Technology LAKL 101/102 Introductory Lakota I and II MUS 100 Music Appreciation PHIL 100 Introduction to Philosophy PHIL 200 Introduction to Logic PHIL 220 Introduction to Ethics PHIL 233 Philosophy and Literature SPAN 101/102 Introductory Spanish I and II Goal #5 Students will understand and apply fundamental mathematical processes and reasoning. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Use mathematical symbols and mathematical structure to model and solve real world problems; 2. Demonstrate appropriate communication skills related to mathematical terms and concepts; 3. Demonstrate the correct use of quantifiable measurements of real world situations. Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, and #3 Credit Hours: 3 hours Courses: MATH 102 College Algebra MATH 115 Precalculus MATH 120 Trigonometry MATH 123 Calculus I MATH 125 Calculus II MATH 225 Calculus III MATH 281 Statistics SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-16 Goal #6 Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Demonstrate the scientific method in a laboratory experience; 2. Gather and critically evaluate data using the scientific method; 3. Identify and explain the basic concepts, terminology and theories of the selected natural sciences; 4. Apply selected natural science concepts and theories to contemporary issues. Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, #3, and #4. Credit Hours: 6 hours Courses: BIOL 151/151L General Biology I and Laboratory BIOL 153/153L General Biology II and Laboratory CHEM 106/106L Chemistry Survey/Laboratory CHEM 108/108L Organic Chemistry/Laboratory CHEM 112/112L General Chemistry I and Laboratory CHEM 114/114L General Chemistry II and Laboratory GEOL 201/201L Physical Geology/Laboratory PHYS 111/111L Introduction to Physics I and Laboratory PHYS 113/113L Introduction to Physics II and Laboratory PHYS 211 University Physics I PHYS 213/213L University Physics II and Laboratory Goal #7 Students will recognize when information is needed and have the ability to locate, organize, critically evaluate, and effectively use information from a variety of sources with intellectual integrity. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Determine the extent of information needed; 2. Access the needed information effectively and efficiently; 3. Evaluate information and its sources critically; 4. Use information effectively to accomplish a specific purpose; 5. Use information in an ethical and legal manner. Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, #3, #4, and #5 Credit Hours: 9 hours SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-17 Courses: ENGL 101 Composition I SPCM 101 Fundamentals of Speech ENGL 201 Composition II ENGL 279/289 Technical Communications I and II1 1Engineering and sciences students at School of Mines take this six credit sequence in the sophomore and junior years. Both courses develop written and speech communications in an integrated fashion in the context of the major. Students must finish the entire sequence, as well as ENGL 101, to satisfy the requirements of Goal #1 and Goal #2. 2Technical Communications I and II develop written and speech communications in an integrated fashion in the context of the major. Students must finish the entire sequence, as well as ENGL 101, to satisfy the requirements of Goal #1 and Goal #2. General Education Globalization/Global Issues and Writing Intensive Requirements In addition to the seven system-wide general education requirements described above, all students will achieve learning outcomes focused on advancing their writing skills and their knowledge of global issues. Each academic program has designated one or more classes (the equivalent of one credit hour of study) as meeting each of these requirements. The syllabi of the courses designated state the requirement(s) met and explain how student achievement of the outcomes are assessed and factored into the course grade. Globalization/Global Issues Goal Statement Students will understand the implications of global issues for the human community and for the practice of their disciplines. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Identify and analyze global issues, including how multiple perspectives impact such issues; and 2. Demonstrate a basic understanding of the impact of global issues on the practice of their discipline. Writing Intensive Goal Statement Students will write effectively and responsibly in accordance with the needs of their own disciplines. Student Learning Outcomes: As a result of taking courses meeting this goal, students will 1. Produce documents written for technical, professional, and general audiences within the context of their disciplines; 2. Identify, evaluate, and use potential sources of information from within their disciplines for writing assignments that require research and study; and, 3. Use instructor feedback throughout the semester to improve the quality of their writing. F. Enrollment and Graduation Trends The enrollment and graduation trends for SDSM&T and for the BS Metallurgical Engineering program over the last six years are shown for SDSM&T in Tables 1-3.1 and 1-3.2 and for the BS Metallurgical Engineering program in Table 1-3.3. The BS Metallurgical Engineering program graduates are listed in Table 1-4. SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-18 Outstanding Recent Graduate Awards The Outstanding Recent Graduate Program honors graduates who have achieved exemplary career progress and recognition within ten years of their graduation. The program was originated and is sponsored by the SDSM&T Alumni Association and the SDSM&T Foundation. Candidates are reviewed based on nominations submitted by their undergraduate degree-granting department or program. The individuals selected for this award are considered excellent role models to show current students the importance of continued personal growth in a rapidly changing world. Typically, five awards are given yearly. The BS Metallurgical Engineering program has a very strong record with respect to this award, and that has continued in the recent past with awards won yearly from 2005-2010. Table 1-5 lists the recent Outstanding Recent Graduate\ awards from BS Metallurgical Engineering program alumni Table 1-3.1. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years: All Students Category Academic Year 2004- 2005 2005- 2006 2006- 2007 2007- 2008 2008- 2009 2009- 2010 Full-time Student Summer 1 1 4 2 0 0 Full-time Student Fall 1540 1545 1372 1396 1389 1490 Full-time Student Spring 1405 1372 1264 1283 1255 1368 Part-time Student Summer 374 417 427 315 313 351 Part-time Student Fall 393 331 368 316 317 359 Part-time Student Spring 367 393 347 333 38 424 Student FTE Summer2 102 117 125 84 86 92 Student FTE Fall2 1687 1678 1541 1550 1544 1663 Student FTE Spring2 1540 1543 1427 1435 1438 1574 Total BS Degrees 244 245 229 236 267 541 1Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit 2FTE indicate Full-time Equivalents or 15 credits per term Table 1-3.2. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years: Engineering Programs Category Academic Year 2004- 2005 2005- 2006 2006- 2007 2007- 2008 2008- 2009 2009- 2010 Full-time Student Summer 0 1 2 0 0 0 Full-time Student Fall 1196 1220 1141 1164 1158 1262 Full-time Student Spring 1092 1093 1055 1070 1054 1137 Part-time Student Summer 188 228 235 192 182 198 Part-time Student Fall 126 113 124 122 132 102 Part-time Student Spring 132 145 120 144 132 145 Student FTE Summer2 53.9 65.5 70.7 54.3 51.9 59.5 Student FTE Fall2 1253 1268 1210 1240 1236 1324 Student FTE Spring2 1150 1169 1125 1145 1131 1218 Total BS Degrees 185 194 182 177 205 491 1Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit 2FTE indicate Full-time Equivalents or 15 credits per term SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-19 Table 1-3.3. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years: BS Metallurgical Engineering Program Category Academic Year 2004- 2005 2005- 2006 2006- 2007 2007- 2008 2008- 2009 2009- 2010 Full-time Student Summer 0 0 0 0 0 0 Full-time Student Fall 43 51 60 55 63 74 Full-time Student Spring 37 42 56 58 61 01 Part-time Student Summer 3 7 7 12 12 13 Part-time Student Fall 3 2 1 3 5 4 Part-time Student Spring 5 4 3 4 3 01 Student FTE Summer2 0.7 1.2 1.6 3.7 3.9.3.1 92 Student FTE Fall2 45.1 52.3 60.6 58.5 65.5 78.1 Student FTE Spring2 38.3 45.2 57.9 62.0 61.9 01 Total BS Degrees 0 6 16 8 4 12 1Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit 2FTE indicate Full-time Equivalents or 15 credits per term Table 1-4. Program Graduates ID Year Matr. Year Grad. Placement Last Name Middle Name First Name 1649667 2005F 2009F Spirit Aerospace Vayer-Jenkins Ashley Elizabeth 1589742 2005F 2009F Nucor Steel Werning Blake Matthew 1533111 2005F 2009F Grad School – SDSM&T Nelson Austin Christopher 1650660 2005F 2009S Grad School. – SDSM&T Bergstrom Casey Scott 1272729 1999F 2009S Zyvex Cook Robert Daniel 1064669 2004F 2009S Alcoa Schmidt Travis James 1040413 2003F 2008F Radiance Zelfer Travis John 1617233 2004F 2008S Chromalloy Caldwell Chandler Russell 1271234 2004F 2008S Grad School– SDSM&T Hansen Dane Christen 1073912 2003F 2008S Barrick Gold Tlustos Samuel Edward 1065108 2004F 2008S Grad School– SDSM&T Horton Mark Christopher 1045500 2003F 2008S Freeport-McMoran Hahn Robbie Daniel 1013220 2003F 2008S Edison Welding Institute Pramann Zachary Thomas 1035690 2003F 2007F Stork Materials Testing & Inspection Johnson Lucas David 1057677 2002S 2007M Tinker AFB Koch Karl John 1296552 2003F 2007S Micron Carlson Deborah Marie 1292148 2002F 2007S Self Employed Patzer Ryan Charles 1288301 2002F 2007S Caterpillar Metzger Christopher Michael 1276470 2003F 2007S Self Employed Beal Jamie LaRae 1274217 2002F 2007S Tinker AFB Calvert Christian Joseph 1272561 2003S 2007S Grad School– SDSM&T Roalstad Jerrod Andrew 1272553 1994F 2007S Strathmore Minerals Bielstein Nickolas Karl 1272210 2002F 2007S Nucor Steel Reisenweber Kyle Nicholas 1073939 2003F 2007S Fischer Controls Lyndoe Matthew Paul 1068811 2003F 2007S RPM & Associates Westendorf Matthew Paul S-Spring; F-Fall; M-Summer; SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students 1-20 Table 1-5. Program Outstanding Recent Graduates Name Year Graduated Year Awarded Employer Cale Groen 1994 2005 Caterpillar Dustin Ellis 1996 2006 GE Mike Connell 1997 2007 Micron Chris Kinney 1997 2008 Caterpillar Chris Misterek 1998 2009 John Deere Jeff Major 1999 2010 Lincoln Electric SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-1 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES The terms and definitions used throughout this report are consistent with ABET publications and guidelines. Appendix F contains a glossary of important terms used throughout this self study document. A. Mission Statement The mission and the objectives of the South Dakota School of Mines and Technology appear in the catalog and on the web site at http://catalog.sdsmt.edu/mission-and-purpose . UNIVERSITY MISSION, VISION, AND GOAL The South Dakota School of Mines and Technology serves the people of South Dakota as their technological university. Its mission is to provide a well-rounded education that prepares students for leadership roles in engineering and science; to advance the state of knowledge and application of this knowledge through research and scholarship; and to benefit the state, regions, and nation through collaborative efforts in education and economic development. The School of Mines is dedicated to being a leader in 21st century education that reflects a belief in the role of engineers and scientists as crucial to the advancement of society. Our vision is to be recognized as a premier technological university in the United States. Most immediately, our goal is to be recognized as the university-of-choice for engineering and science within South Dakota and among our peer group of specialized engineering and science universities. UNIVERSITY STRATEGIC FOCUS AREAS 1. Optimizing enrollment 2. Securing resources 3. Growing the graduate education and the research enterprise 4. Continuous quality improvement UNIVERSITY STATEMENT OF PURPOSES The South Dakota School of Mines and Technology is dedicated to being a leader in 21st century education that reflects a belief in the role of engineers and scientists as crucial to the advancement of society. Responding to the unprecedented challenges facing today's world, the School of Mines will seek opportunities to benefit the educational, civic, and economic activities of the community, state, and region. The School of Mines will maintain and expand its role in research, scholarship, and creative endeavors that advance knowledge, solve problems, develop individual potential, and explore the human condition. Through its rigorous academic programs and co-curricular activities, the School of Mines is committed to developing informed and responsible scientists and engineers who behave ethically, value a global perspective, and accept the duties and responsibilities of citizenship. The mission of the Department of Materials and Metallurgical Engineering appears in the catalog and on the web site at http://www.hpcnet.org/ABETMetEngMissionObjectives. The Mission of the Department of Materials and Metallurgical Engineering is to • Provide a quality program leading to the degree BS in Metallurgical Engineering SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-2 • Participate in multi-disciplinary programs leading to the MS and PhD degree programs in materials engineering and science • Contribute to the expansion of knowledge in the area of materials and metallurgical engineering through scholarly activities • Help local, regional, national and international materials and metallurgical industries through research and development activities B. Program Educational Objectives The objectives of the BS in Metallurgical Engineering Degree program are to graduate students who can 1. Successfully apply metallurgical engineering principles in their employment 2. Meet societal needs through science and technology 3. Grow professionally and personally 4. Serve their profession and community These objectives appear on the departmental bulletin board, on the departmental web page http://www.hpcnet.org/ABETMetEngMissionObjectives, in the 2010-2011 university catalog, and on selected departmental promotional literature. C. Consistency of the Program Educational Objectives with the Mission of the Institution The metallurgical engineering program objectives are derived from the institutional mission. Table 2-1 shows the relationships among the institutional and the metallurgical engineering program objectives. Table 2-1 Alignment of the BS Metallurgical Engineering program objectives with SDSM&T institution's objectives. SDSM&T MET ENG A Well-rounded education B. Prepare students for Sci & Eng leadership C. Advance the state of knowledge through research & scholarship D Provide Collaborative benefit through Education and Economic Development 1. Apply Met Eng Principles 2. Meet Societal Needs 3. Grow Prof & Personally 4. Serve Community and the Profession D. Program Constituencies The program constituents are • Students enrolled in the BS metallurgical engineering program • Private Industry and public agencies who employ our graduates • Other departments and their students who enroll in metallurgical engineering courses • Graduate programs that our BS metallurgical engineering graduates may enter SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-3 These are the stakeholders in the BS Metallurgical Engineering Degree program. Constituent input is obtained through alumni surveys, constituent focus group meetings, and Advisory Board composition. Alumni surveys are conducted every four years. Meetings with constituent focus group were held in 2001, 2004, and 2009. Advisory Board meetings are convened biannually. E. Process for Establishing Program Educational Objectives The department has a long tradition of external evaluation dating to 1970. Periodic surveys of both alumni and their employers were routinely performed and acted on. The department was the source of the current campus student opinion surveys starting in 1971. The department was also the point of initiation for Industrial Advisory Boards (now more commonly called the Advisory Boards) beginning in the mid 1970s. The design of the continuous improvement system began in 2000 and was followed by a staged collection of materials beginning in the 2001-2 academic year. During the subsequent two years, the system was continually refined and brought to full implementation. Although informal reviews and system refinements were occurring on a weekly basis throughout 2001-2003, the first comprehensive objective review involved all data collected up to the end of 2003. This initial "closing of the loops" occurred during the Spring Semester of 2004. With the substantial faculty retirements (Stone, Han, and Marquis) from 2005-2007, subsequent biannual Advisory Board reviews were renewed in 2007 with the newly contracted faculty (Medlin, West, and Cross). During the period from 2001 to 2004 the entire department faculty has met once or twice a week during the academic year to create the continuous improvement system now in place. Dr. Howard attended several conferences on ABET methodology during the 2001-3 period. Dr. Howard trained as an ABET evaluator in the period 1999-2000 period. Dr. Kellar has also attended ABET training sessions for chairs. Program faculty members have attended numerous campus sessions on continuous improvement methodologies. Since the 2004 ABET review, three of the five full-time tenured track faculty members have retired and been replaced: Drs. Medlin and West were unfamiliar with the department's continuous improvement system while Dr. Cross being an internal candidate from the department research program had some familiarity with the system. Extensive training was provided these new faculty members. As of 2010, all program faculty members are well versed and directly involved in supporting and managing the continuous improvement system. All teaching faculty members in the metallurgical engineering program are actively engaged in periodic reviews of the program educational objectives. The program faculty members proposed initial ABET-conforming program objectives in 2001. During the subsequent year, program constituents were asked to review the objectives. The first review was conducted by the 2002 Advisory Board, followed by reviews in 2004 by comprehensive and often overlapping assemblages of program constituents grouped as follows: Primary • Constituent focus groups • Alumni surveys • Employer surveys • Graduate student surveys • Recent outstanding graduate awardees surveys • Advisory Board reviews Secondary SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-4 • SDSM&T constituent departments surveys • SDSM&T undergraduate student opinion surveys • SDSM&T Student Satisfaction-Importance (SSI) Survey After this pre-2005 exhaustive review of program educational objectives for use in our ABET-conforming continuous improvement process, a more streamlined review has been employed that relies on the Advisory Board, alumni surveys, and constituent focus groups. These groups overlap but have unique functions and input methodologies both of which preclude consolidating the program educational objective review under the purview of any one group. For example, the Advisory Board may engage in the review of departmental personnel matters, which would be inappropriate to consider in a body including students. There are many such matters requiring the use of several groups to complete a review of program educational objectives. The secondary sources above are not specifically employed since the departments are represented in the current constituent focus groups, opinion surveys are confidential, and the Satisfaction-Importance Survey is more germane to assessment functions. Since 2004 the program objectives have been reviewed by the • Advisory Board • Constituent focus group • Alumni survey. The composition of the 2007-2012 Advisory Board is as follows: • Dr. Ray Peterson, Aleris International, Advisory Board Chairman • Dr. Everett Bloom, Oak Ridge National Laboratory – Retired • Mr. Mark Benson, US Bank • Ms. Wendy Craig, Mac Steel • Mr. Christopher Misterek, John Deere • Mr. Shawn Veurink , RPM and Associates • Mr. Shane Vernon, Nucor Steel • Mr. John Walenta, Caterpillar Inc. • Mr. Richard Wensel, Micron Technology The department holds biannual meetings with its Advisory Board to conduct a review of Program Objectives and the department's success in achieving them. The review also includes a re-examination of the objectives to assure they are current and significant. Materials presented to the board include the results of alumni and employer surveys, which are designed to gauge the extent to which program graduates are achieving the program objectives. The board members are selected to represent as many of the program's constituents as possible. The Advisory Board is provided the most recent survey information from alumni, current students, constituents, etc. making their review the most comprehensive whereas the alumni surveys and the constituent focus groups are generally asked to offer input on specific topics such as the currency of the program education objectives. However, every group is encouraged to offer any constructive comments they wish. Alumni surveys query all alumni who graduated since the previous alumni survey. This means all alumni are asked for their input. Owing to the variation in numbers of program graduates, alumni surveys are grouped in four-year groups to preserve anonymity and ensure large enough numbers for statistical meaningfulness. A total of 54 alumni were surveyed using Survey Monkey in 2008 with 51 responses. This unusually high response is in itself an indication of the strong, favorable relationship between faculty and program graduates. The three responses not received were caused by incorrect email addresses. SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-5 As shown in Table 2-1 the Advisory Board reviews are scheduled every two years; alumni surveys every four years; and constituent focus group meetings every four years. The two surveys are staggered by two years since some of those surveyed are the same individuals. This staggering precludes pestering some alumni for the same information in the same year yet, assures important constituent input for objective input. The schedule was revised in 2006 to restart the cycle in 2007 because of the 60 percent replacement in program faculty that occurred between 2005 and early 2007. Restarting the cycle in fall of 2007 provided for all the new faculty members to participate in a common evaluation review cycle early in their tenure. The program faculty members review all program evaluation input every two years after the results of the Advisory Board are available. The review culminates with action statements that are posted on the program's continuous improvement web site www.ABETMetEng.or/SD). Figure 2-1 shows a schematic of the continuous improvement process used by the metallurgical engineering program to determine progress towards program objectives. Figure 2-2 shows this process interfaced with the process to determine progress in meeting program outcomes. Table 2-1. Program Educational Objectives Assessment and Evaluation Schedule 04 05 06 07 08 09 10 11 12 13 14 15 16 Alumni Surveys Advisory Board Review Constituent Focus Group Department Review F. Achievement of Program Educational Objectives The following process is used to determine the extent to which program educational objectives are being achieved: • All program alumni are specifically surveyed on the achievement of the program objectives. The survey asks for their self-assessment. It also asks for input related to the achievement of the objectives, such as the extent of community and professional service. The survey results are used by the program faculty to evaluate the level of attainment of the objectives. • Program constituent focus groups are convened to review the program's direction and level of achievement. The focus group includes employers, alumni, and other departments who engage our graduates (most often as graduate students). The focus group is led by a non-program campus professional to assure free exchange and anonymous input who writes a summary report to be used by the program faculty in their evaluation. • The Advisory Board has all pertinent surveys and reports available to them when they conduct their review. They are specifically charged with reviewing the program educational objectives and progress in achieving them. They submit a report of their findings and recommendations. • The program faculty members meet several times a month on program and departmental matters. Many of these meetings are specifically to review ongoing continuous improvement matters. Over a period of several meetings consisting of an initial review, discussions, and a final review with written documents is generated. Each biannual review begins with reviewing the previous objective actions followed by a review of the alumni survey, focus group report, and the Advisory Board reports. A summary is written as to the how the action items were addressed and the result SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-6 of the actions taken. Needed new action items for the coming period are then formulated and documented. As described above, the program faculty members review all program evaluation input every two years after the results of the Advisory Board are available. The review process always consists of two action categories: 1. Improvement in the evaluation process and 2. Improvement in the achievement of the program educational objectives. The action statements summarize actions taken within the evaluation process and the curriculum. The departmental faculty meets several times each month to discuss program operations and progress in the implementation of needed program objective improvements. Dr. Howard is normally charged with monitoring, tracking, and documenting assessment information and evaluation work. Chapter Criterion 4 Continuous Improvement contains these review results. Figure 2-1 Continuous improvement model for the metallurgical engineering program SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives 2-7 Figure 2-2 Continuous improvement process for the metallurgical engineering program SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-1 CRITERION 3. PROGRAM OUTCOMES The terms and definitions used throughout this report are consistent with ABET publications and guidelines. Appendix F contains a glossary of important terms used throughout this document. As of 2004 the program discontinued keeping records by academic year in favor of a strict calendar year system. Using the calendar year reduces confusion and consequent errors in data management. Furthermore, it simplifies labeling, for example, from 2008-2009 to simply 2008 or 2009. All assessment and evaluation information is recorded and reported strictly by calendar year. A. Process for Establishing and Revising Program Outcomes Program outcomes were established in 2002. Initially, the same (a)-(k) outcomes suggested by ABET were selected. Program faculty members attended numerous national assessment conferences and ABET seminars during that period so as to equip themselves with current ideas and best practices. During this period the initial (a)-(k) had grown to include several additional outcomes. Some outcomes such as communication were broken into two separate outcomes: oral and written. However, by the end of 2002, the need for such separations appeared weak and so was not adopted. Suggested new outcomes were also abandoned because they were found to be unrelated to a focused and systematic continuous improvement process. Consequently, the original (a)-(k) were adopted as the program outcomes. This selection is reviewed and discussed several times a year by program faculty: usually during the periodic outcome reviews. The same suggestions arise as were proposed in 2002 and are rejected for the same reasons they were rejected then. Program faculty members remain vigilant through ABET seminars and by serving as continuous improvement consultants for new technical and societal trends that may need to be addressed by additional outcomes; however, none has risen to the level of importance warranting adoption. B. Program Outcomes The Outcomes for the Metallurgical Engineering Program correspond to the criteria for accrediting engineering programs during the 2010-2011 accreditation cycle so no additional mapping is needed. These outcomes are as follows: a) Apply Knowledge of Math, Science, and Engineering b) Design and Conduct Experiments and Analyze and Interpret Data and Information c) Optimally Select Material and Design Materials Treatment and Production Processes d) Function Well on Teams e) Identify, Formulate, and Solve Engineering Problems f) Know Professional and Ethical Responsibilities and Practices g) Communicate Effectively h) Know Engineering's Global Societal Context i) Engage in Life-Long learning j) Know Contemporary Issues k) Use Engineering Techniques, Skills, and Tools All program continuous improvement system (CIS) program documents are posted on the program CIS website:www.ABETMetEng.org/SD . This website reflects all of the program CIS documents, which reside on and are backed up on program computers. The website provides for selective controlled user access. All program faculty members have complete download access to all CIS documents. The SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-2 introduction of new documents to the CIS is controlled by the program designated CIS officer who is currently Dr. Howard. C. Relationship of Program Outcomes to Program Educational Objectives Table 3-1 shows the relationship of the metallurgical engineering program objectives to the program outcomes. Table 3-1. The relationship between Metallurgical Engineering program objectives and EC2000 Criteria SDSM&T MET ENG a Apply Know. b Design, Anal Exp c Design Select d Teams e Prob. Solve f Ethics g Comm. h Global i Life long j Cont Issues k Tools 1 Apply Met Eng Principles. 2 Meet Societal Needs 3 Grow Prof & Personally. 4 Serve Comm. & Profession. D. Relationship of Courses in the Curriculum to the Program Outcomes Table 3-2 is a quality function deployment matrix (QFDM) that shows the relationship of curricular elements, which are shown along the top row, to the program outcomes, which are shown in the first column. A value of 9 indicates the curricular element is high important to the program outcome; whereas, a 1 indicates a low importance. No value indicates that there is no functional relationship. A non-linear scale (0, 1, 3, 9) is used to give emphasis to most important curricular elements since two elements rating 3 would not be as significant to achievement of a particular outcome s one element rated 9. Table 3-2 groups similar courses into groups and also shows extra-curricular elements since the program graduate is formed by both course work and extra-curricular activities. A second QFDM for specific courses in the metallurgical engineering program is shown in Table 3-3. The table at the bottom indicates the total importance to program outcomes of each element. The last column shows the number of high importance elements (highest rated) for each outcome. The QFDM is used to determine where in the curriculum action should be directed to achieve improvement in a particular outcome. Of course, this information also satisfies this element of the self study. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-3 Table 3-2 Metallurgical Engineering - Quality Function Deployment Matrix Processes Advising Indiv. faculty/student assistance MET 351/2 - Junior Design MET 464/5 - Senior Design Scholarship program MATH sequence H&SS curriculum Laboratory Curriculum MET Eng Lecture courses Elective Courses out-of-dept tech electives GE electives or MET 110 PE, Music, Band, MS Student Organization Activities Learning Assistance Centers Library services ENGL Sequence Study Groups MET electives Free Electives Chem and Physics Sequence Placement office Programs Number of "high importance" Retain students 9 9 9 3 1 1 1 3 3 3 3 3 1 1 3 Facilitate student employment 3 9 1 1 9 9 9 3 1 1 1 3 3 9 5 Solve Mat & Met Eng problems 3 3 3 1 9 9 1 1 9 3 1 1 1 3 Apply knowledge of math, science, and engineering (a) 3 3 3 1 9 3 9 3 1 1 3 1 1 3 3 2 Design and Conduct experiments (b1) 1 3 3 3 1 9 1 1 1 1 1 Analyze and interpret data and information (b2) 1 9 3 3 9 9 1 1 1 1 1 3 3 Optimally select material (c1) 1 3 9 1 1 3 1 1 3 1 Design materials treatment and production processes (c 1 3 3 1 1 3 1 1 3 Function well on teams (d) 1 9 9 1 3 1 3 3 9 1 1 1 3 Identify, formulate, and solve engineering problems (e) 1 9 9 3 3 9 1 1 1 3 1 3 Know professional and ethical responsibilities and practi 1 1 3 1 1 3 3 1 1 Communicate effectively (g) 1 3 1 1 9 1 1 9 3 1 2 Know engineering's global societal context (h) 1 3 3 9 1 3 3 1 1 1 1 1 Engage in life-long learning (i) 1 1 1 1 1 9 1 2 1 1 9 1 3 9 3 Know contemporary issues (j) 1 9 3 1 1 1 1 Use engineering techniques, skills, and tools (k) 3 1 1 9 3 3 1 1 1 15 37 50 51 11 22 27 76 67 17 8 18 7 17 6 29 13 15 27 11 10 10 LEGEND 9 High importance 3 Medium Importance 1 Low Importance No importance Desired Outcomes Graduates will System will SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-4 Table 3-3 Quality Function Deployment Matrix for Metallurgical Engineering Courses MET 110 MET 220 MET 220L MET 231 MET 232 MET 310 MET 310L MET 320 MET 321 MET 330 MET 330L MET 332 MET 351 MET 352 MET 422 MET 433 MET 440 MET 440L MET 443 MET 445 MET 464 MET 465 Math sequence H&SS curriculum Elective Courses PE, Music, Band, MS ENGL Sequence Met Electives Chem/Physics Seq Number of "high importance" (a) Apply mathematics, science and engineering principles 3 5 3 3 5 5 3 5 3 5 5 5 1 1 5 5 3 3 5 5 1 1 5 3 3 3 12 (b) Ability to design and conduct experiments and interpret data 3 3 5 1 3 5 3 3 3 5 1 1 3 3 5 3 1 1 3 1 3 4 (c) Ability to design a system, component, or process to meet design 1 3 3 3 3 5 5 5 5 3 3 3 3 1 5 5 1 3 6 (d) Ability to function on multidisciplinary teams 5 1 3 5 1 1 5 3 5 1 3 3 1 5 5 1 3 1 1 1 6 (e) Ability to identify, formulate, and solve engineering problems 1 5 3 3 3 3 3 3 5 5 5 5 3 5 5 1 5 3 3 1 5 5 3 1 3 1 10 (f) Understanding of professional and ethical responsibility 5 3 1 1 3 1 1 5 1 3 3 3 3 1 1 3 3 1 1 2 (g) Ability to communicate effectively 5 3 5 3 3 5 1 3 3 3 5 3 5 1 1 5 5 1 1 5 1 8 (h) The broad education necessary to understand the impact of engineering 3 5 3 1 1 3 5 1 2 (i) Recognition of the need for and an ability to engage in life-long learning 3 3 1 3 1 1 1 1 2 3 0 (j) Knowledge of contemporary issues 3 1 1 1 5 1 1 1 5 1 2 (k) Ability to use the techniques, skills, and modern engineering tools necessary 3 1 5 3 5 5 3 5 3 5 3 5 3 3 3 1 5 5 1 8 26 27 25 28 11 33 29 20 29 15 38 10 22 30 21 14 26 26 18 14 31 31 13 14 6 3 6 19 8 Outcome Criteria Course 0 5 10 15 20 25 30 35 40 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-5 E. Documentation An automated digital system is used to store all outcome data and to processes it into a format that is easily evaluated. All data is stored and backed up on program computers and uploaded for all program faculty members to view and download. Hard copies of all instruments assessed (student work, etc.) are maintained in the CIS hard copy archives. The annual outcome assessment schedule is summarized in Figure 3-1. An Instrument Inventory is the name used to refer to the collection of (student assignment, exams, etc.) used in the assessment process. Table 3-4 is the 2009 Instrument Inventory. It is a Microsoft Excel® list that shows the instruments (assignments, exams, etc.) used to assess a particular outcome. The Instrument Inventory is used to create all the files and forms needed by the automated digital system that ultimately digitally renders all of the assessment data into tabular and graphical forms that may be parsed by a variety of ways: outcome, year, etc. Each outcome is assessed using several instruments. Additionally, an attempt is made to use a combination of assessment methods so as to achieve assessment triangulation. The assessment methods are grouped as follows: • Method 1: Archival Records/ Portfolios • Method 2: Standardized Exams, Simulations, Performance Appraisals, External Examiner, and Oral Exam. • Method 3: Surveys, Exit Interviews Since the program employs an alternating junior/senior cohort curriculum, odd year inventories differ from even year inventories. (Again, all records are by calendar year.) In addition to the planned even/odd year changes in inventory that occur, outcomes are changed for a variety of reasons primarily to improve the assessment process in keeping with the continuous improvement goal. Table 3-5 shows the Instrument Inventory for 2008. The first row is the same for both tables but has been truncated in Table 3-5 to preserve font size in the longer table. Each instrument is assessed by a program faculty member. The assessment results are written (manually or digitally) on the instrument's specifically created corresponding Microsoft Excel® Assessment Score Card and transmitted to the program CIS officer (currently Dr, Howard) who enters the score card into the automated system. A typical score card is shown in Table 3-6. The assessor always delivers to the CIS officer a hard copy of the score card attached to the underlying instrument. For example, if the instrument is the MET 320 final exam, the score card on which the assessment scores are recorded is attached to the final exams. This bundle of hard copies topped the attached score card is filed into the CIS archives. The CIS officer is the only person permitted to enter information into the automated digital system or into the hard copy archive; however, all faculty members have unlimited access to the information. The hard copy archives normally reside in the department office (MI 115) but will be placed at any location requested by the program evaluator. Furthermore, the program evaluator will be provided full download access to the automated digital system upon request to the program head: Dr. Kellar. In addition to the assessment archival records, the program will make available copies of all exams, texts, syllabi, other student work not in the assessment archive, etc. The relationship of each course to the achievement of outcomes is shown in Tables 3-7 and 3-8 for 2008 and 2009. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-6 The plan for organizing and presenting materials in the resource room for the ABET on-site visit is as follows: By Course Course materials for all SDSM&T Met Eng courses used to meet graduation requirements for the degree BS in Metallurgical Engineering will be arranged by course on tables in the resource room. These materials will consist of the following: • Syllabus • Text • Graded representative samples of all exams • Graded representative samples of all graded homework • Graded representative samples of all lab reports • A compilation of all handouts and supplementary materials By Outcome A directory of all outcomes and the material assessed will be posted above these documents. Materials used to assess outcomes will be arranged by outcome on tables in the resource room. There will be no referencing of materials within course files or on the web site. By Objective A directory of all objectives and the material assessed will be posted above these documents. Materials used to assess objectives will be arranged by objective on tables in the resource room. There will be no referencing of materials on the web site. F. Achievement of Program Outcomes One of the department's self-imposed requirements is that the program's entire Continuous Improvement System (CIS) resides on a website so that it is available to all faculty and constituents at any time and place. The program's efforts can be better appreciated by viewing the methodologies, tools, and results of the continuous improvement process located atwww.ABBBETmeteng.org/SD . The web site is the culmination of the tremendous investment in time and effort in creating the current continuous improvement system. The program faculty members elected to make markups of the web site and procedural changes in real time during collaborative meetings. This procedure means that improvements to the system are made immediately and disseminated to all faculty and interested constituents. The Web site includes many automation features for updating data collection and compilation primarily through VBA macros and linked Excel Worksheets. For example, many surveys are conducted on-line using Survey Monkey©. No student work resides on the Continuous Improvement Web Site. The site currently contains extensive files arranged by Objective Evaluation, Assessment of Outcomes, Continuous Improvement System, Metrics, Maps, Reports, etc. Student work resides either on the campus Digital Archival Tool or in hard copy form in the departmental office. The department was an early supporter and user of the campus Digital Archive Tool where students can upload their digital work for subsequent faculty retrieval and assessment. Of course, all confidential information is always protected. (See "Summary of Archive Features atwww.abetmeteng.org/SD/Resources- External/ArchivalPlan-AssessmentMaterials.htm for more information on the Archive.) All objective evaluation and outcome assessment records, compilations, reviews, actions, reports, syllabi, vitae, and many other continuous-improved related documents are available on-line at the address:www.abetmeteng.orgg/SD . SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-7 Outcomes are assessed using a system that employs the following major elements: • A set of specifically identified instruments (up to eight) is used to assess each outcome • Each outcome is assessed by three assessment methods: assessment triangulation • Each outcome is assessed using specifically stated metrics consisting of between two and four performance criteria each with associated specifics that characterize specific levels of student performance. • The assessment of each instrument results in numerical scores. Tables 3-4 and 3-5 show the instruments used to assess each outcome in years 2009 and 2008. The instruments are arranged from top down by outcome criteria in column one. Columns two through four show the instruments used to assess each outcome criterion. The first of these three columns contains instruments that are classified as archival records (student work) or portfolios – the first of the three legs of assessment triangulation. The next column contains instruments that are characterized as standardized exams, simulations, performance appraisals, external exams, external examiners, or oral exams – the second leg of triangulation assessment. The third leg of the assessment triangle instruments appears in the last column and includes surveys and exit interview instruments. Not all of these assessment tools are used for each outcome assessment but a concerted effort is made to gain triangulation for each outcome. In rare cases some instruments listed might not be assessed each year. The minimal requirement for assessment is that each outcome be assessed by at least one instrument each year. Of course, the goal and usual practice is for a much broader assessment. The assessment procedure for each instrument culminates with numerical scores that are compiled on a Score Card. All program faculty members participate in scoring instruments. All tools and results are available to them via web site posting. The results from the several instruments for one outcome are summarized on a Outcome Summary as shown in Table 3-9 for outcome (a) in 2008. Each outcome has a similar summary Score Card customized for the specific outcome. All Score Cards are automatically summarized by linked worksheets to an Assessment Summary. Table 3-10 is the Assessment Summary for 2008. These results are also available in graphical format for analysis as shown in Figure 3-2. The number of individual assessments and the total number of instrument-metrics applied are noted in he first column. This last number equals the number of columns completed on the Score Card for each instrument while the first number is the total entries on the Score Card. The assessment results for a particular outcome over time are available as shown in Figure 3-3 for outcome (k) from 2001-2010. A faculty review is completed for each outcome. Each review results in an Outcome Review Report. A typical report is shown in Table 3-11. These reviews form the basis of discussion among the program faculty members when deciding on what changes are to be made to improve the outcome assessment process. Longitudinal reviews over time are auto generated. Table 3-12 shows such a review for Outcome (a). Actions arising from the Outcome Review Reports are categorized as either • Curricular Actions or • Assessment Process Improvement Actions. Figure 3.4 shows the Grand Summary of all outcome assessments for the nine years from 2001 through 2009. The vertical scale is a measure of achievement with 5 being the highest level of achievement possible. The average that is plotted for each outcome for each year derives from the Assessment Summary for each year. The numerical values appear at the bottom of the chart. The overall average of all outcomes over all years is 3.8. Even though the goal is 5, student ability and effort limits the maximum achievable score even with flawless program operation. Consideration is being given to norming assessment scores to class GPA so as to obtain a better measure of program performance. A complete set of all data, metrics, and reviews are available in Appendix E. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-8 Figure 3-1 Annual cycle of continuous improvement for the metallurgical engineering program Fall Sem Spring Sem Faculty decides and reports on program changes Faculty acts on Program faculty recommendations evaluates data and prepares report Collection of data and information needed for assessment of actions taken Interim summary of spring semester assessments Collection of data and information needed for assessment of actions taken Summer Break Winter Break SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-9 Table 3-4 Instrument Inventory for 2009 Criteria Method 1 Method 2 Method 3 Archival Records/Portfolios Standardized Exams, Simulations, Performance Appraisals, External Examiner, and Oral Exam. Surveys, Exit Interviews a Apply knowledge of math, MET 320 - Annually (Fall) MET 465 MET 465 . Final Exam . FE Exam . Senior Survey MATH 373 - Annually (Fall/Spring) MET 465 . Project Reports or Equiv . Local Exam b MATH 373 - Annually (Fall/Spring) MET 465 MET 465 . Regression Analysis Problem . FE Exam . Senior Survey MET 231 - Annually (Fall/Spring) MET 465 . Hardness and Statistics Labs . Local Exam c MET 465 - Annually (Fall/Spring) MET 465 MET 465 . Final Design Reports . Faculty Eval of Oral Final Report . Senior Survey MET 465 MET 465 . Design Fair Presentation Evaluations . Local Exam d MET 465 - Annually (Fall/Spring) MET 465 MET 465 . Final Design Reports . Local Exam . Senior Survey MET 465 - Annually . Student Self Eval e MET 321 - Odd years (Spring) MET 465 MET 465 . Final Exam (or All Exams) . FE Exam . Senior Survey MET 465 . Local Exam f MET 465 - Annually (Fall/Spring) MET 465 MET 465 . Final Design Report . FE Exam . Senior Survey MET 465 . Local Exam g MET 231 - Annually (Fall/Spring) MET 465 - Annually (Spring) MET 465 . Charpy Impact Lab . Faculty Eval of Oral Final Report . Senior Survey MET 330 - Odd Years (Fall) MET 465 . Student Choice Lab Report . Local Exam MET 465 . Final Design Reports MET 465 . Design Fair Presentation Evaluations h MET 321 - Odd years (Spring) MET 465 MET 465 . Material Consumption in Adv . Local Exam . Senior Survey MET 321 - Odd years (Spring) . Cost, Conc, Conservation, Creativity MET 465 - Annually (Fall/Spring) . Design Report Check List on Global-i MET 321 - Odd years (Spring) MET 465 MET 465 . Cognitive Devel Writing Assignment . Local Exam . Senior Survey j MET 321 - Odd years (Spring) MET 321 or Other MET 465 . Contemporary Issues Writing . Local Exam . Senior Survey k MET 220 - Annually (Spring) MET 465 MET 465 . Microtrack Lab Report . FE Exam . Senior Survey MATH 373 - Annually (Fall/Spring) MET 465 . Regression-Optimization-LP hmwk . Local Exam MATH 373 - Annually (Fall/Spring) . Project Reports Design and Conduct experiments Analyze and interpret data and Optimally select material and design materials treatment and production processes Identify, formulate, and solve engineering problems Function well on teams Know professional and ethical responsibilities and practices Engage in life-long learning Communicate effectively Use engineering techniques, skills, and t l Know contemporary issues Know engineering's global societal context SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-10 Table 3-5 Instrument Inventory for 2008 Criteria Method 1 Method 2 Method 3 Archival Records/Portfolios Standardized Exams, Simulations, P f A i l E t l Surveys, Exit Interviews a MET 320 - Annually (Fall) MET 465 - Annually (Spring) MET 465 - Annually . Final Exam . Local Exam . Senior Survey MATH 373 - Annually (Fall/Spring) MET 465 - Annually (Spring) . Project Reports . FE Exam MET 422 - Even years (Fall) . Final Exam MET 310 - Even years (Spring) . Selected Hour Exam b MATH 373 - Annually (Fall/Spring) MET 465 - Annually (Spring) MET 465 - Annually . Regression Analysis Problem . Local Exam . Senior Survey MET 231 - Annually (Fall/Spring) MET 440 . Hardness and Statistics Labs . Hardness QC Lab Sim MET 440 - Even years (Spring) MET 465 - Annually (Spring) . SPC Assignments . FE Exam c MET 465 - Annually (Spring) MET 465 - Annually (Spring) MET 465 - Annually . Final Design Reports . Faculty Eval of Oral Final Report . Senior Survey MET 465 - Annually (Spring) . Local Exam d MET 465 - Annually (Spring) MET 465 - Annually (Spring) MET 465 - Annually . Final Design Reports . Local Exam . Senior Survey MET 465 - Annually . Student Self Eval e MET 422 - Even years (Fall) MET 465 - Annually (Spring) MET 465 - Annually . Final Exam (or All Exams) . Local Exam . Senior Survey MET 310 - Even Years (Spring) MET 465 - Annually (Spring) . Final Exam (or All Exams) . FE Exam MET 440 - Even Years (Spring) . Final Exam (or All Exams) f MET 310 - Even Years (Spring) MET 465 - Annually (Spring) MET 465 - Annually . Ethics & Professional Practice Writing . Local Exam . Senior Survey MET 465 - Annually (Spring) MET 465 - Annually (Spring) . Final Design Report . FE Exam g MET 231 - Annually (Fall/Spring) MET 465 - Annually (Spring) MET 465 - Annually . Charpy Impact Lab . Faculty Eval of Oral Final Report . Senior Survey MET 465 - Annually (Spring) MET 465 - Annually (Spring) . Final Design Reports . Local Exam MET 310 - Even Years (Spring) . Student Choice Lab Report MET 465 - Annually (Spring) . Design Fair Presentation Evaluations h MET 310 - Even Years (Spring) MET 465 - Annually (Spring) MET 465 - Annually . Global and Societal Writing Assign . Local Exam . Senior Survey MET 465 - Annually (Fall/Spring) . Design Report Check List on Global-i MET 310 - Even years (Spring) MET 465 - Annually (Spring) MET 465 - Annually . Cognitive Devel Writing Assignment . Local Exam . Senior Survey MET 440 - Even years (Spring) . Updated Lifelong Learning Plan j MET 465 - Annually (Spring) MET 465 - Annually Design and Conduct experiments Analyze and interpret data and information Apply knowledge of math, science, and engineering Optimally select material and design materials treatment and production processes Identify, formulate, and solve engineering problems Function well on teams Know professional and ethical responsibilities and practices Communicate effectively Know contemporary Engage in life-long learning Know engineering's global societal context SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-11 Table 3-6 Typical Score Card 2009 Outcome Score Card (a) _ Tar g_ Tar g_ Tar g_ Tar g Team / Student ____ Proficient in Fundamental Concepts and Skills Proficient in Theoretical and Practical Relationships Proficient in Basic Science 5.00 5.00 5.00 3.08 4.42 4.00 1.00 1.00 1.00 1 3 5 5 FALSE 2 3 1 3 3 1 1 1 4 5 5 5 5 5 5 3 6 5 3 3 7 3 5 3 8 5 5 3 9 1 5 5 10 1 1 3 11 5 5 3 12 1 5 3 13 5 5 5 14 5 5 5 15 5 5 5 16 5 5 5 17 1 5 5 18 1 5 3 19 1 5 5 20 3 5 5 21 3 5 5 22 3 5 3 23 3 5 5 24 1 5 5 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 Method 1 47 Count 72 48 Assessor's Initials SMH 49 Date 1/9/2010 50 Min (a) Apply knowledge of math, science, and engineering MET_320 FinalExam Max Ave Rate the performance using 1 Lowest 5 Highest Do not use 0's Do not Change the file name Leave blank any metric column that does not apply Type info into the Green Cells Do not exceed 50 entries Check Here if Teams SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-12 Table 3-7 Course-to-Instrument Map for 2008 Course Outcome Instrument MATH_373 (a) ProjectReports MATH_373 (b) RegressionAnalysisProblem MATH_373 (k) ProjectReports MATH_373 (k) Regression-Optimization-LPhmwk MET_220 (k) MicrotrackLabReport MET_231 (b) HardnessandStatisticsLabs MET_231 (g) CharpyImpactLab MET_310 (a) SelectedHourExam MET_310 (e) FinalExam(orAllExams) MET_310 (f) Ethics&ProfessionalPracticeWritingAssignments MET_310 (g) StudentChoiceLabReport MET_310 (h) GlobalandSocietalWritingAssign MET_310 (i) CognitiveDevelWritingAssignment MET_320 (a) FinalExam MET_422 (a) FinalExam MET_422 (e) FinalExam(orAllExams) MET_440 (b) HardnessQCLabSim MET_440 (b) SPCAssignments MET_440 (e) FinalExam(orAllExams) MET_440 (i) UpdatedLifelongLearningPlan MET_440 (k) CharpyInstrmtdLabReport MET_465 (a) FEExam MET_465 (a) LocalExam MET_465 (a) SeniorSurvey MET_465 (b) FEExam MET_465 (b) LocalExam MET_465 (b) SeniorSurvey MET_465 (c) FacultyEvalofOralFinalReport MET_465 (c) FinalDesignReports MET_465 (c) LocalExam MET_465 (c) SeniorSurvey MET_465 (d) FinalDesignReports MET_465 (d) LocalExam MET_465 (d) SeniorSurvey MET_465 (d) StudentSelfEval MET_465 (e) FEExam MET_465 (e) LocalExam MET_465 (e) SeniorSurvey MET_465 (f) FEExam MET_465 (f) FinalDesignReport MET_465 (f) LocalExam MET_465 (f) SeniorSurvey MET_465 (g) DesignFairPresentationEvaluations MET_465 (g) FacultyEvalofOralFinalReport MET_465 (g) FinalDesignReports MET_465 (g) LocalExam MET_465 (g) SeniorSurvey MET_465 (h) DesignReportCheckListonGlobal-SocietalConsiderati MET_465 (h) LocalExam MET_465 (h) SeniorSurvey MET_465 (i) LocalExam MET_465 (i) SeniorSurvey MET_465 (j) LocalExam MET_465 (j) SeniorSurvey MET_465 (k) FEExam MET_465 (k) LocalExam MET_465 (k) SeniorSurvey SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-13 Table 3-8 Course-to-Instrument Map for 2009 Course Outcome Instrument MATH_373 (a) ProjectReportsorEquiv MATH_373 (b) RegressionAnalysisProblem MATH_373 (k) ProjectReports MATH_373 (k) Regression-Optimization-LPhmwk MET_220 (k) MicrotrackLabReport MET_231 (b) HardnessandStatisticsLabs MET_231 (g) CharpyImpactLab MET_320 (a) FinalExam MET_321 (e) FinalExam(orAllExams) MET_321 (h) Cost,Conc,Conservation,Creativity MET_321 (h) MaterialConsumptioninAdvEconomies MET_321 (i) CognitiveDevelWritingAssignment MET_321 (j) ContemporaryIssuesWriting MET_321 (j) LocalExam MET_330 (g) StudentChoiceLabReport MET_465 (a) FEExam MET_465 (a) LocalExam MET_465 (a) SeniorSurvey MET_465 (b) FEExam MET_465 (b) LocalExam MET_465 (b) SeniorSurvey MET_465 (c) DesignFairPresentationEvaluations MET_465 (c) FacultyEvalofOralFinalReport MET_465 (c) FinalDesignReports MET_465 (c) LocalExam MET_465 (c) SeniorSurvey MET_465 (d) FinalDesignReports MET_465 (d) LocalExam MET_465 (d) SeniorSurvey MET_465 (d) StudentSelfEval MET_465 (e) FEExam MET_465 (e) LocalExam MET_465 (e) SeniorSurvey MET_465 (f) FEExam MET_465 (f) FinalDesignReport MET_465 (f) LocalExam MET_465 (f) SeniorSurvey MET_465 (g) DesignFairPresentationEvaluations MET_465 (g) FacultyEvalofOralFinalReport MET_465 (g) FinalDesignReports MET_465 (g) LocalExam MET_465 (g) SeniorSurvey MET_465 (h) DesignReportCheckListonGlobal-SocietalConsiderations MET_465 (h) LocalExam MET_465 (h) SeniorSurvey MET_465 (i) LocalExam MET_465 (i) SeniorSurvey MET_465 (j) SeniorSurvey MET_465 (k) FEExam MET_465 (k) LocalExam MET_465 (k) SeniorSurvey SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-14 Table 3-9 Typical Outcome Summary Outcome Summary 2008 Average Summary Max 5.00 4.71 4.00 170 # Assessments Ave 3.86 3.38 3.06 15 # Averages Min 2.00 2.00 2.00 _ Tar _ Tar _ Tar _ Tar Instrument Proficient in Fundamental Concepts and Skills Proficient in Theoretical and Practical Relationships Proficient in Basic Science MET_320 FALSE (a) FinalExam 1 Method Max 5.00 5.00 SMH 54 # Assessments Ave 4.26 3.59 1/20/09 Min 1.00 1.00 MATH_373 FALSE (a) ProjectReports 1 Method Max 3.00 3.00 3.00 SMH 6 # Assessments Ave 2.00 2.00 2.00 1/1/08 Min 1.00 1.00 1.00 MET_422 FALSE (a) FinalExam 1 Method Max 5.00 5.00 SMH 34 # Assessments Ave 5.00 3.12 1/24/08 Min 5.00 1.00 MET_310 FALSE (a) SelectedHourExam 1 Method Max 5.00 5.00 5.00 WMC 36 # Assessments Ave 3.17 3.17 3.17 5/28/08 Min 1.00 1.00 1.00 MET_465 FALSE (a) LocalExam 2 Method Max 5.00 SMH 7 # Assessments Ave 4.71 7/25/08 Min 3.00 MET_465 FALSE (a) FEExam 2 Method Max 5.00 SMH 15 # Assessments Ave 4.07 12/31/08 Min 1.00 MET_465 FALSE (a) SeniorSurvey 3 Method Max 5.00 5.00 5.00 SEN 18 # Assessments Ave 4.67 3.67 4.00 1/6/09 Min 3.00 3.00 3.00 FALSE Method Max # Assessments Ave Min (a) Apply knowledge of math, science, and engineering SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-15 Table 3-10 Typical Assessment Summary Calendar Year 2008 Outcome Description Performance Objective 1 Performance Objective 2 Performance Objective 3 Performance Objective 4 a (a) Apply knowledge of math, science, Proficient in Fundamental Concepts and Proficient in Theoretical and Practical Proficient in Basic Science #Totals 5.00 4.71 4.00 Max 3.86 170 3.86 3.38 3.06 Ave 3.43 15 2.00 2.00 2.00 Min 3.06 b (b) Design and Conduct experiments Analyze and interpret data and information Conducts the design of experiments. Operates equipment and collects data for analysis. Compares results for experimental measurements to the literature and conducts interpretation of res lts in ritten Is able to collect global information and to use this information in evaluation and interpretation of #Totals 4.67 4.67 4.52 labor4a.t5o2r data Max 4.40 145 2.83 4.40 4.08 4.16 Ave 3.87 13 1.00 4.00 3.00 3.50 Min 2.83 c (c) Optimally select material and design materials treatment and d i Understand the engineering design process Formulate possible engineering solutions Master the iterative process in engineering design Recognize and observe constraints in engineering #Totals 4.71 4.43 4.67 d i 4.43 Max 4.31 155 4.29 4.12 4.31 3.87 Ave 4.14 13 4.00 3.92 3.83 3.33 Min 3.87 d (d) Function well on teams Responsible Participation Interaction Skills Assimilation and Receptiveness #Totals 3.29 5.00 3.67 Max 4.14 26 3.29 4.14 3.67 Ave 3.70 4 3.29 3.29 3.67 Min 3.29 e (e) Identify, formulate, and solve engineering Identify Formulate Solve #Totals 4.33 4.63 4.67 Max 3.95 215 3.95 3.92 3.72 Ave 3.86 14 3.63 3.29 3.25 Min 3.72 f (f) Know professional and ethical responsibilities and practices Carries out responsibilities in a professional and ethical manner Understands basic engineering principles and practices, in terms of professional #Totals 4.54 thi 4.85d Max 4.43 62 4.43 4.27 Ave 4.35 8 4.33 3.67 Min 4.27 Instrument Average Instrument Average Instrument Average Assessment Metric Summary Instrument Average Instrument Average Instrument Average SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-16 Table 3-10 Typical Assessment Summary (Cont'd) g (g) Communicate effectively The content of the written or oral presentation is effective. The organization of memorandum and technical reports is consistent with styles accepted by the person's primary professional engineering society. The design of slides shows an understanding of vision limitation of the audience and the total time the presenter plans to spend on the visual aid during oral presentations. #Totals 4.43 5.00 5.00 Max 4.24 248 4.15 4.24 4.03 Ave 4.14 17 3.67 3.62 3.25 Min 4.03 h (h) Know engineering's global societal context Has the broad education necessary to understanding impact of engineering solutions in global and societal context Awareness of contemporary state of knowledge and relationship to engineering solutions Recognition of the need for, and ability to engage in, life-long learning #Totals 5.00 5.00 4.43 Max 4.48 79 4.48 4.31 4.41 Ave 4.40 9 4.00 3.67 4.38 Min 4.31 I (i) Engage in life-long learning Ability to adapt to changing technology. Understanding of the need to continually update one's skills and knowledge. Cognitive Level Assessment #Totals 4.78 5.00 Max 4.43 79 4.43 4.40 Ave 4.41 6 4.08 3.45 Min 4.40 j (j) Know contemporary issues Ability to identify basic problems and contemporary issues in engineering. Application of knowledge of contemporary issues to Metallurgical Engineering #Totals 4.33 3.67 Max 4.24 19 4.24 3.67 Ave 3.95 3 4.14 3.67 Min 3.67 k (k) Use engineering techniques, skills, and tools Capable of using tools such as Excel, SolidWorks, MathCAD --- Proficient in operating equipment used in the laboratory program such as the MTS machine, rolling mill, hardness tester -- - Understands the engineering design method and can apply this method in developing solutions to engineering problems. #Totals 5.00 4.71 5.00 Max 4.33 118 3.75 4.33 4.28 Ave 4.12 12 2.00 4.00 3.50 Min 3.75 Instrument Average Instrument Average Instrument Average Instrument Average Instrument Average SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-17 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 Performance Metric Low=1 Moderate=3 Exemplary=5 Outcome Metric Target Variation for Each Outcome for Academic Year 2008 Low Ave 3.06 2.83 3.87 3.29 3.72 4.27 4.03 4.31 4.40 3.67 3.75 Ave Ave 3.43 3.87 4.14 3.70 3.86 4.35 4.14 4.40 4.41 3.95 4.12 High Ave 3.86 4.40 4.31 4.14 3.95 4.43 4.24 4.48 4.43 4.24 4.33 a b c d e f g h I j k Figure 3-2 Assessment Summary for 2008 SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-18 0 1 2 3 4 5 Outcome (k) Use engineering techniques, skills, and tools H 3.00 2.67 3.11 2.99 3.83 3.85 4.13 3.75 4.17 0.00 A 3.10 3.19 3.58 3.32 3.93 3.90 4.26 4.12 4.31 0.00 L 3.19 3.50 4.49 3.77 4.00 3.96 4.37 4.33 4.44 0.00 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Figure 3-3 Results for Outcome (k) from 2001 to 2010 SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-19 Table 3-11 Typical Outcome Review Report Outcome Review Form Met Eng Calendar Year: 2008 Outcome: (a) Apply Knowledge of Math, Science, and Engineering Reviewer: WMC Date: Jan 8, 2009 Please complete the following table and indicate if 1) any instruments were missing or incomplete and 2) if you reassessed any instrument. Course Instrument Missing Reassessed MET 320 Final Exam MET 465 FE Exam MATH 373 Project Report MET 422 Final Exam MET 310 Selected Exam MET 465 Senior Survey MET 465 Local Exam Review Results: Each review always consists of two elements: curriculum results and assessment processes. Recommendations Curriculum Result Perform a critical analysis on the accuracy, validity, and value of this outcome's assessment based on the Outcome Summary. This review may also include a review of the actual assessment documents but such depth is not typically required. Note any significant differences among instruments, performance criteria, and instrument assessors. Compare the assessed performance with previous years' performance and recommend curriculum improvements, as needed. The improvement does not need to be curriculum specific, but it would be helpful to suggest possible improvements for faculty consideration. If no improvement is needed, state that the curriculum is performing adequately. If a problem may be developing but there is inadequate evidence on which to act, note that the outcome should be watched and note the concern. Review MET 320 MET 320 is a very important course in assessing student outcomes in their applying skills of math, science and engineering. 27 exams were evaluated and the students showed themselves to be generally proficient in their abilities with respect to applying math, science and engineering principles. The Met 320 curriculum indicates a good coverage of math concepts in addition to science subjects. MATH 373 Math 373 involves considerable opportunities for applying knowledge of math, science and engineering. Two project reports were evaluated. These reports were average to poor. MET 465 FE Exam 15 evaluations from the FE Exam were assessed. These evaluations indicated the student proficiency at applying math, science, and engineering principles were generally good with an average slightly above 4. MET 465 Local Exam A local exam testing students over material directly from the curriculum was given to all graduating seniors. 15 evaluations from the local exam were assessed. As in 2007, the scores were outstanding. MET 465 Senior Survey A short survey exam was given to graduating senior. The outcome assessments indicated that the students taking this survey were good to excellent in their abilities when applying math, science and engineering. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-20 Table 3-11 Typical Assessment Progress Report (Continued) MET 422 Seventeen students were evaluated by a examining the courses final exam. The quality of the student work appears to be good to very good with respect to applying math, science and engineering knowledge. The students performed exceptionally well in their proficiency in basic fundamental concepts and skills, but were only adequate in using theoretical and practical relationships. Much of the material covered by MET 422 appears to be directed at this goal. MET 310 Twelve students were evaluated by a examining a selected exam. The quality of the student work appears to be adequate with respect to applying math, science and engineering knowledge. Much of the material covered by MET 310 is directed at this goal. Previous Year Comparison MET 310 and 422 are offered in alternating years and both were taught by different Professors between the two years. For the MET 320 course, all three areas decreased in 2008 as compared to 2007. For the MET 465 data, the FE Exam and Local Exam scored very high both years, while the Senior Survey results were improved in 2008. MATH 373 had considerably fewer in number and quality. This bears watching as the MATH 373 course changed Professors. MET 320 results were quite similar between 2008 and 2007. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-21 Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a) A= Action Needed, C= Continued, N=No action needed, W=Watch 2004 Previous Curriculum Action Review Summary Curriculum Review Summary Code Curriculum Action Title Curriculum Action Brief Description N Previous Assessment Process Action Review Summary Assessment Process Review Summary Code Assessment Process Action Title Assessment Process Action Brief Description A Better Assessment of Outcome (a) 2005 Previous Curriculum Action Review Summary Curriculum Review Summary Code Curriculum Action Title Curriculum Action Brief Description N Previous Assessment Process Action Review Summary Assessment Process Review Summary Code Assessment Process Action Title Assessment Process Action Brief Description A Develop a Senior Exit Exam • There was no specific Curriculum Action specified at the end of 2003 for Outcome (a) during 2004. • Outcome (a) scores increased from 2003 to 2004. • No Action is needed at this time. • Outcome (a) assessment indicates improving student performance but statistical variation in the assessment process has not been established. • Outcome (a) score variation among the three metrics decreased from 2003 to 2004 • Seeking better instruments for Outcome (a) were suggested as an Assessment Process Action at the end of 2003 for Outcome (a) during 2004. Instruments were the specific target, not metrics. • The instruments for Outcome (a) seem to be functioning better than thought at the end of 2003. The Assessment Process Action for 2004 in retrospect was not a significant need; however, there remains an interest in moving to more objective measures of student performance using somewhat standardized Instruments. Develop more objective instruments to assess Outcome (a). • The use of questions on MET 320 and MATH 373 final exams is being considered for implementation. More objective measures are needed. • A method of using the FE Exam results for the assessment of many of the Outcomes, including (a) has been developed and implemented. • There were no 2005 Curriculum Actions Needed. • Outcome (a) scores increased from 2004 to 2005. • Outcome (a) score variation among the three metrics increased somewhat in 2005 compared to 2004. • The Assessment Process Actions for Outcome (a) for 2005 was the general action that all faculty members consider producing metrics that provide for more reliable measures of student achievement. This has taken the form of more objective measures as acquired through the Senior Exit Survey and the FE Exam. • The current cadre of instruments appears to be good tools for assessing Outcome (a). A Senior Exit Exam is needed to achieve better Assessment of Outcome (c ). • A Senior Exit Exam would be an excellent improvement that it would yield objective results in that the faculty would play no role in determining the assessment scores. • The Senior Survey is an excellent assessment instrument in that objective (faculty play no role in determining the assessment score) results are obtained. • The faculty are again asked to continually seek better measures of student performance. Action Review for Outcome (a) Apply knowledge of math, science, and engineering SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-22 Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a) A= Action Needed, C= Continued, N=No action needed, W=Watch (Continued) 2006 Previous Curriculum Action Review Summary Curriculum Review Summary Code Curriculum Action Title Curriculum Action Brief Description A New Textbook for MATH 373 Previous Assessment Process Action Review Summary Assessment Process Review Summary Code Assessment Process Action Title Assessment Process Action Brief Description A Local Senior Exit Exam 2007 Previous Curriculum Action Review Summary Curriculum Review Summary Code Curriculum Action Title Curriculum Action Brief Description A New Faculty Curriculum Mentoring and Training Previous Assessment Process Action Review Summary Assessment Process Review Summary Code Assessment Process Action Title Assessment Process Action Brief Description A New Faculty Continuous Process Training • There were no 2005 Curriculum Actions stated for 2006. • Outcome (a) scores decreased from 2005 to 2006. A new textbook for MATH 373 that addresses all the topics covered in the course, unlike current textbooks, will be written and introduced. • The decrease in student performance may be within the statistical variation for measuring Outcome (a); however, curriculum improvements are beneficial. To this end an improved and expanded textbook authored by the course instructor for MATH 373 will be introduced in 2007. • Outcome (a) score variation among the three metrics increased from 2005 to 2006 A need for improved Assessment Process for Outcome (c ) in the form of a Senior Exit Exam is an ongoing process improvement. Dr Howard will assume responsibility for coordinating this effort. • The current cadre of instruments appears to be good tools for assessing Outcome (a). The faculty are again asked to continually seek better measures of student performance. Develop a Senior Exit Exam to be administered to seniors as they near graduation so as to gain objective assessment results specifically covering as many metrics as possible. • A Senior Exam should be developed as was recommended last year. • The current Assessment Processes should be continued to assess Outcome (a), but other objective assessment data are needed. • The 2006 Assessment Process Actions Needed called for the development and implimentation of a Local Senior Exit Exam, now termed the Local Exam given to all seniors as they near graduation (usually during their last few weeks of course work). This action was completed during the year and is used for many Outcomes including Outcome (a). It is an excellent objective measurement. • The drop in scores from 2005 and 2006 may be related to different reviewers as faculty turnovers occur. Faculty training in the Continuous Improvement Process is essential and should continue with renewed emphasis. New faculty will be trained in the program's Continuous Improvement assessment processes and practices. • The Curriculum Action caling for the introduction of a new textbook for MATH 373 was completed in 2007. • The scores for Outcome (a) remained the same for 2007 as for 2006. New faculty mentoring and training for the classroom and curriculum interfaces is needed. ��� New program faculty could benefit from mentoring and better integration with experienced faculty more familiar with the interfaces within the curriculum. Faculty training and mentoring could have sigificant affects on student performance. SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes 3-23 Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a) A= Action Needed, C= Continued, N=No action needed, W=Watch (Continued) 2008 Previous Curriculum Action Review Summary Curriculum Review Summary Code Curriculum Action Title Curriculum Action Brief Description N Previous Assessment Process Action Review Summary Assessment Process Review Summary Code Assessment Process Action Title Assessment Process Action Brief Description W Senior Exit Exam C Continued Faculty Training and Mentoring 2009 Previous Curriculum Action Review Summary Curriculum Review Summary A MATH 373 Previous Assessment Process Action Review Summary Assessment Process Review Summary A MATH 373 W Local Exam • As suggested for 2008, new faculty have undergone mentoring and training for the classroom and curriculum interfaces. • Student assessment of performance continues to decline. The new faculty integration and training is expected to show improved studetnt performance so no Curriculum Action is recommended. • Faculty training and mentoring is an ongoing departmental process and will no longer be mentioned specifically. Variability within instrument still low • Scores have stabilized so the extra faculty training is likely having an effect • No results were returned for MATH 373. No Previous Curriculum Action Review Items were noted Mean student performance improved from 2008 to 2009, while the variation between instruments was considerably reduced. Replace MATH 373 •MATH 373 has ceased being a useful assessment tool. Two Previous Assessment Process Action items were noted, a watch on the variation in the senior exit exam and a continuation action concerning faculty training. As previously, all student assessments for the local exam were the same. They were all very good, but with no variation. This may indicate some changes in questions or how the scores are apportioned is needed. Replace MATH 373 New faculty are being trained in the program's Continuous Improvement assessment processes and practices. • As suggested for 2007, new faculty have undergone training in the program's Continuous Improvement assessment processes and practices. • Student performance continues to decline. This may be the result of the assessed cohort's academic variation with the academically superior 2005/6 cohort. This suggests the possible normalization of outcome assessment results with cohort GPA's; however, that data is not readily available to the program from institutional databases. • A watch of performance is warranted. If improvement is not seen in the coming year, action will be needed. Determine if |
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| CONTENTdm file name | 12458.pdf |
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