Assessment and Operational Plan Packet

Assessment and Operational Period Covered: 2009 – 2010

Program: / Civil Engineering Technology
Date Plans Submitted for Review to SLC and Academic Dean:
Date Received:
Program Faculty who Completed Plans: / Jay Stencel, Dan Flatgard
Date Plans Reviewed by SLC:
Assessment Coordinator Signature:
Academic Dean’s Signature:
Date:

Part I- Assessment Plan

Section I

Civil Engineering Technology (2009 – 2010)

Assessment of Learners’ Content, Knowledge/Skills

Program Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectation of student performance” (Who, what, where, how) / When strategies will be implemented: Early-, mid-, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results
Apply surveying techniques with state of the art surveying equipment. / Direct
Students will:
-complete weekly laboratory exercises of increasing difficulty.
-prepare a capstone survey project utilizing GPS and total station.
Indirect
Instructors will:
-Survey capstone teammates about improvements
-Survey graduates and others students working in Civil Tech about survey experience. / 2nd semester / 1810 – 90% of the students performed all of the exercises but only 40% completed all of the required paperwork.
1815 – 100% completed the capstone project. Numerous teams expresses concerns over efforts of other teammates.
8 graduates or current students working within civil technology were surveyed.
. / 1810 – The value of each laboratory assignment needs to be increased to ensure completion of the paperwork. Will dialog about changing laboratory days from the entire semester to only the first 8 weeks due to weather.
1815 – Students will be given the opportunity to grade their partners to ensure participation.
Graduates requested experience with VRS GPS. They also requested additional training in construction staking. / Will increase each laboratory from 10 points to 25 points.
Grading rubric will include 1/3 of the capstone value for a partner evaluation.
A VRS GPS is around $25,000. We have applied for an NSF grant and included money for a VRS GPS.

Assessment of Learners’ Content, Knowledge/Skills

Program Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectation of student performance” (Who, what, where, how) / When strategies will be implemented: Early-, mid-, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results


Assessment of Learners’ Content, Knowledge/Skills

Section II

Institutional Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectations of student performance” / When strategies will be implemented:
Early, mid, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results
Math Logic / Math Logic / Quiz, Test, Homework / Throughout the semester / Students weak in math during 1810 are much less likely to succeed / Do not let students in Math 0075 enter 1810
Critical Thinking / Critical Thinking / Open ended tasks, math problems, design problems / Throughout the semester / Students appreciate the think on your feet approach later / Continue
Professionalism / Professionalism / Complete an internships / End of internship / Students bring internship experiences to class / Continue
Communication / Communication / Team Projects
Internships / Each semester / Team building is a hard lesson to teach / Establish team leaders in a group for them.
Technology / Technology / Operation of GIS, Basic CAD, Civil 3D, and Microstation, software. Operation of GPS and Total Station equipment / Each semester / Requests of industry / Continue
Global Citizenship

Assessing Learner Reactions and Responses to Instruction

Section III

Assessment also includes keeping tabs on Learner Responses and Reactions to instruction, materials, etc. When we are aware of these responses and reactions, we are doing a type of “formative assessment.” Formative assessment is done during a project, a program, or a class which is timed so that changes can still be made, based on the assessment results. Sample Strategies to assess learner reactions and responses are 5 and 5 Formative Assessment (see Research Office for facilitation); surveys of students asking their reactions/responses to instruction or the material; focus groups (GroupSystems works well here); and assortment of CATS (Classroom Assessment Techniques). CATS that work well include the One-Minute Paper, Muddiest Point, RePhrase in Your Own Words in 60 Seconds, Draw a Concept Map…and many others.

Strategies for Assessing Learners’ Reactions and Responses to Instruction / When strategies will be implemented:
Early, mid, close of semester / Results:
Outcomes of assessment efforts / Recommendations:
Changes made to program/instruction to address results
CATS / Early / Lack of understanding of highway curve symbols and their corresponding equations / Prepare a physical curve on the ground and measure and label parts.

2009/2010 Assessment and Operational Plan Packet 5