Biological Engineering Undergraduate Program

Learning Objectives

Student learning objectives describe what students are expected to know and be able to do by the time of graduation. These relate to skills, knowledge, and behaviors that students acquire as they progress through the Biological Engineering program.

1. An ability to apply knowledge of mathematics, science, and engineering?
2. An ability to design and conduct experiments, as well as to analyze and interpret data
3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
4. An ability to function on multidisciplinary teams
5. An ability to identify, formulate, and solve engineering problems
6. An understanding of professional and ethical responsibility
7. An ability to communicate effectively
8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
9. A recognition of the need for, and an ability to engage in life-long learning
10. A knowledge of contemporary issues
11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Assessment Plan/Process

The Biological Engineering program utilized three assessment processes in the 2013-2015 academic year. These processes are shown in the Table 1 below.

Table 1. Biological Engineering Assessment Plan

Each spring the Program’s Industry Advisory Board (IAB) judges the Capstone Design projects, both presentations and written reports, with regard to Student objectives (a) through (k). The IAB also conducts confidential senior exit interviews at that time and is asked to judge the students’ responses relative to Student objectives (a) through (k). Tables 2 and 3 are the forms used by the IAB for the collection of data.

Table 2. Biological Engineering Industry Advisory Board

Capstone Design Form Instructions

The purpose of this form is to determine a percentage of attainment of Student learning objectives using the Capstone Design Presentations and Written Reports. The Industry Advisory Board members are encouraged to ask the students questions they feel will indicate a measureable level of attainment of the objective.

IAB Member General Comments:

Table 3. Biological Engineering Industry Advisory Board
CONFIDENTIAL SENIOR INTERVIEW WORKSHEET

Dear BE Graduating Seniors:

Please carefully complete the below worksheet, print it, and take it with you to the Industry Advisory Board meeting on (date of meeting). This worksheet is entirely confidential and is between you and the Board. The BE Department will never see this completed worksheet, so please express yourself openly. The Board will consolidate your worksheets and interview information and provide a report to the Department that is completely anonymous. Your inputs will be used to improve our Program.

Table 3. How well did the Biological Engineering program prepare you to attain Student learning objectives?

1. Student’s Scoring Instructions: Using a scale of 1 to 10, 1 being failure and 10 being excellent, please answer the following question:
2. How did you do on the Fundamentals of Engineering Exam? What sections were the best for you and what sections were you not prepared for?
3. What are your immediate plans upon graduation?
4. What are your long term plans?
5. What is the most positive aspect of the Biological Engineering Program?
6. What are your suggestions for strengthening the Program?
7. Do you have any general comments?

Individual members of the IAB provide written responses to the Chair of the Industry Advisory Board. The Chair of the IAB consolidates the responses, calculates percentage of attainment of the Student Objectives, and provides a written report to the Department Head of Biological Engineering.
Students in the Biological Engineering Program are required to take the Fundamentals of Engineering (FE) national test prior to graduation from the program. The College of Engineering receives detailed examination results.

Biological Engineering Curriculum mapped to Student Outcomes a - k, 2014-2019

Biological Engineering Curriculum mapped to Student Outcomes 1-7, 2020

Biological Engineering Undergraduate Program Outcomes Data

Tables 4 and 5 summarize the BE program expected minimum levels of attainment and actual levels of attainment of Student learning objectives a-k.  Levels of attainment exceeded expected minimum levels of attainment for all three processes.

Table 4. Results of Evaluation Processes, Expected Minimum Levels of Attainment, and Actual Levels of Attainment

Table 5. Actual BE Fundamentals of Engineering Examination Results Compared to National Results

Data-Based Decisions/ Continuous Improvement (CI) Process

The participants include:

• Industry Advisory Board – Assessment of obtainment of learning objectives using capstone design projects and senior confidential interviews
• ABET Committee – Evaluation of attainment of student learning objectives, actions needed for improvement, prioritization of actions
• Curriculum Committee – Evaluation of attainment of student learning objectives,

recommendations for curriculum improvement and implementation of improvement actions.

All of the Biological Engineering faculty members participate in the continuous improvement process. All faculty members are on either the ABET Committee, Curriculum Committee, or both. The Curriculum Committee meets regularly during fall and spring semesters. The Curriculum Committee requests changes, additions, adjustments to the curriculum required to improve attainment of Student Learning Objectives as indicated through the assessment and evaluation process. The changes, additions, adjustments are documented (with supporting data) and approved by the Biological Engineering Department Head and the Dean of the College of Engineering. Requests are then submitted to the Educational Policies Committee (EPC) for approval and implementation. Table 6 gives a brief description of data-based decisions for program curriculum changes 2009-2020 and planned changes.

Table 6. Data-Based Decisions -Program Curriculum Changes 2009-2020 and Planned Changes