Undergraduat e Program

Assessment Manual





II


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BSE Undergraduate Program Assessment Manual
Table of Contents
Introduction .................................................................................................. 2
Background.................................................................................................. 3
ABET ........................................................................................................................... 3
BSE-ABET Group Web Space .................................................................................... 4
BSE Annual Assessment Activities.............................................................. 6
Timeline....................................................................................................................... 6
Assessment Rubric...................................................................................................... 7
Course Syllabi Form.................................................................................................... 8
Students Course and Instructor Evaluation Forms.................................................... 10
Instructors Course Evaluation Form (ICEF) .............................................................. 10
BSE 509 Related Forms and Activities...................................................................... 11
FE Exam.................................................................................................................... 12
3&5-Year Alumni Survey ........................................................................................... 12
BSE Student Supervisor Evaluation Form................................................................. 13
EBI Exit Survey.......................................................................................................... 13
BSE Exit Survey ........................................................................................................ 13
Annual BSE Instructor Innovation Summit................................................................. 14
Annual Option-Area Focus Group ............................................................................. 14
Developing an ABET Self-Study Document............................................... 16
General Text .............................................................................................................. 16
Student Profile........................................................................................................... 16
Graduate Employment Histories................................................................................ 17
Objectives Vs. Outcomes .......................................................................................... 17
Alumni Survey Results............................................................................................... 17
Course vs. DEO Matrix.............................................................................................. 17
Outcome Specific Summary Sheets .......................................................................... 18
Preparing for the Visit ................................................................................................ 19
Forms......................................................................................................... 21

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Introduction
Continual self-evaluation of instruction-related activities is critical to maintaining a
quality undergraduate teaching program. In full realization of this fact, the faculty of the
Biological Systems Engineering has assembled and implemented a comprehensive
self-assessment program. This Assessment Manual explains details of all phases of
this program. It is imperative that that all individuals associated with the Departments
undergraduate teaching program be thoroughly familiar with the contents of this manual.
This Assessment Manual is broken into three sections
1. Background This section explains ABET assessment as a whole, how the
BSE assessment is organized on the BSE-ABET group web space, how to
access BSE assessment material from the web space, and other important
background information
2. BSE Annual Assessment Activities This section of the Department
Assessment Manual explains the purpose and how to complete various
assessment documents that must be completed throughout the year on an
annual basis.
3. Developing an ABET Self Study Document This section explains how to
organize data for the Self Study during years of accreditation visits.

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Background
ABET
Self-assessment is critical to maintaining a nationally accredited engineering program.
In the United States, ABET, Inc., is the recognized accreditor of college and university
programs in applied science, computing, engineering, and technology.
ABET accreditation attempts to ensure postsecondary education quality by requiring
programs to meet 8 specific criteria. These criteria can be found on ABETs website:
www.abet.org.
Two of the eight ABET criteria receive more focus in the assessment process. These
two criterion require that each program develop desired educational outcomes and
objectives and continually check to see if the department is succeeding in producing
students who meet these goals.
Desired Educational Outcomes Are a list of things that the department
expects a student to master by the time they graduate. This list is based on the
ABET A-K outcomes and is expanded to meet the needs of the individual
program.
Program Objectives Are a list of goals the department hopes its graduates will
achieve within 3 to 5 years of graduation
To maintain ABET accreditation a program must create a Self-Study document and be
visited by an ABET team every 6 years. The Self-Study document must contain
evidence that the program seeking reaccredidation meets all required ABET criteria,
and contain quantitative and qualitative evidence that the program is continually
assessing graduates achievement of program Desired Educational Outcomes and
Program Objectives in the years between assessment visits.
Many programs make the mistake of letting assessment activities lapse during the years
between visits and then find themselves scrambling during the year of the next
accreditation visit, quickly attempting to assess the program and develop a Self Study
document. Rigid adherence to the self-assessment program outlined in this document
guards against this very poor, but unfortunately all-to-common practice.
There are many documents available on the ABET website to assist departments in
preparing for the ABET visit and developing Self Study documents.
Self Study Questionnaire - is a document provided by ABET that details the
items and data that must be included in the Self Study document. The Self Study
Questionnaire can be thought of as a manual for the development of a Self Study
document.
Criteria for Accrediting Engineering Programs is the official list of ABET
criteria that each program must satisfy in order to become ABET accredited.
Anyone looking to understand more about accreditation must review these documents.
How ABET Accreditation is Administered at UW
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Although the Biological Systems Engineering (BSE) department is in the College of Ag
and Life Sciences, the BSE department applies for accreditation along with other
engineering programs under the College of Engineering (COE). The College of
Engineering will have a person in charge of organizing all program assessments and
this person should be in contact with the Biological Systems Engineering department at
least 12 months before the expected ABET visit.
COE develops the Institutional Profile that contains information about the overall
institution. The Institutional Profile is technically an appendix to the departmental Self
Study document.
The COE Assessment coordinator will be in touch with the BSE department regarding
deadlines and other important information such as workshops and places to get
assistance with the accreditation process.
Once finished, the Self Study document is turned into the COE for binding and shipment
to ABET.
BSE-ABET Group Web Space
Starting with the 2006 assessment cycle, a group web space was established to act as
a central storage/organizational space for all BSE department assessment forms and
data. This web-based directory enables quick and easy retrieval of assessment forms
and annual assessment data by all faculty and staff. The web space is a service offered
through the University of Wisconsin DoIT (Division of Information and Technology).
To access the BSE group web space you must be a student faculty or staff within he
University of Wisconsin system with a valid user ID and password.
Go to mywebspace.wisc.edu (notice no www) and log in with your username and
password. (This should be the same user ID and password you use for other UW web-
based services such as e-mail)
Once your main page is accessed, in the left column under the Bookmarks heading you
will see Group Directories. Click on this link. It may take a minute or two, but
eventually in the right window you will see all group directories to which you have been
given access (if none appear see below). Select BSE-ABET. Once inside the BSE-
ABET folder you may navigate the folders and documents as you would navigate your
own computer files.
If BSE-ABET does not appear in your group directories - determine who is the
administrator for the BSE-ABET group web space and have them add you to the list of
users. As of 2006 this person is Jeff Nelson.
It is easy to create new folders in My Web space by clicking on new directory. Other
instructions can be found in the Help section or by calling Doit at 264-HELP (4357)
Group Web Space Organization
Everything kept on the group web space is organized into two folders: Assessment
Tools, and Compiled Eval Data.
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The Assessment Tools folder contains all blank forms, instructions, timelines,
documented policy etc; things that are not altered on an annual basis. Everything you
need to complete an assessment should be found in this folder.
Compiled Eval Eata contains copies of all completed work, minutes from meetings and
any other data that is gathered for assessment purposes. One will find historical
assessment data in the Compiled Eval Data folder as well as final copies of previous
Self Study documents.
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BSE Annual Assessment Activities
The following section covers assessment activities for the calendar year. Some of
these activities must be conducted more than once per year. Data gathered from these
annual activities are to be stored on the BSE-ABET group web space for regular review
and for compilation on years of re-accreditation.
Timeline
January
Students Course & Instructor evaluations returned to Instructors from previous
Fall Courses
Capstone project solicitation
Remind students of FE exam sign-up deadline usually 2
nd
week in January
February
Instructors must complete Instructors Course Evaluation Form for Fall courses
before spring courses begin
Capstone project solicitation
March
Order 3/5-year Alumni e-mails from WAA
Capstone project solicitation
Students are reminded of Supervisor Evaluation form
April
Send capstone options to students early in the Month
Send Alumni Survey to 3 and 5 year Alumni
EBI Exit Survey goes to students (mid-month)
FE exam
BSE 509 Advisors must meet at the end of the month with seniors who have
registered for the capstone course
May
Completed EBI must be sent to Engineering
BSE Exit Survey to every BSE student graduating in May
Students Course & Instructor evaluations distributed last week of class
Senior BSE students pick a capstone project and faculty advisors are assigned
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June
Students Course & Instructor evaluations returned to Instructors from Spring
Courses
Instructors must complete Instructors Course Evaluation Form for spring courses
Annual BSE Instructor Innovation Summit
July
FE exam sign up deadline for 2
nd
week in July
August
BSE Exiting Student Survey to every BSE student graduating during summer
Collect Employer Survey Form from summer intern employers
September
Receive EBI results from COE
October
FE exam
November
EBI Survey goes to graduating students (mid-month)
BSE department exit survey goes to students
Planning begins for Alumni / Industry focus group option-specific faculty
December
Dec. 16
th
completed EBI must be sent to Engineering
BSE Exit survey to graduating students
Students Course & Instructor evaluations distributed last week of class
Assessment Rubric
The Assessment Rubric is the foundation for the assessment process in the Biological
Systems Engineering Department. The rubric is used to rate how well a student or
group of students meets the BSE Desired Educational Outcomes. The rubric uses
examples to define a 1-5 rating scale, with a rating of 5 indicating performance at the
highest level. With a standardized rating system, anyone reviewing assessment results
can be confident that a given score (e.g. a 4) identifies the same level of performance
regardless of who performed the assessment.
The BSE Assessment Rubric can be found in the My Web space BSE-ABET group
directory in the following location:
BSE-ABET/Evaluation
Tools/Rubric_for_Assessment_of_Desired_Educational_Outcomes.doc
Following is an image that contains a portion of the assessment rubric for outcome 1a.
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A. The Desired Educational Outcome for which the examples are provided is listed
in the second line. This illustration shows performance examples for outcome
1a) An ability to apply knowledge of math, science, and engineering
fundamentals
B. The rubric provides multiple examples of a Level 1, Level 3 and Level 5
performance for each outcome. This will assist instructors in determining at what
level his or her students are performing.
C. Dont be confused by the letters in the left most column, these letters are simply
used to differentiate between the examples. Examples are not listed in any
priority of appropriateness. Different examples are simply provided in an attempt
to better define the performance level.
Course Syllabi Form
It is important that faculty work to address Desired Educational Outcomes in each of
their courses. To this end, each instructor is required to complete an ABET Course
Syllabus for each of their courses that lists all Desired Educational Outcomes (DEO)
that they will address in their course, along with a rating that identifies to what extent
they will address the DEO. Note that an ABET Course Syllabus is a course syllabus
that is the standard form required by ABET for all self-study documents.
All courses should have an existing syllabus at the following location on the BSE-ABET
group web space:
Groups/BSE-ABET/ Compiled Evaluation Data / Course Syllabi
An instructor can download the existing syllabi from this location, edit the document to
reflect existing course content, and then upload the updated syllabi to a new folder
named with the appropriate date. DO NOT REPLACE OLD SYLLABI keep them in their
original folder on the web space for records sake. Create a new folder (directory) for the
updated syllabi and name the folder with the relevant date.
How to complete the Course Syllabus
The first section of the course Syllabus is self-explanatory with the exception of the
Contribution to Professional Component line. This is where one notes the contribution
B
C
A
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to the professional component criterion of the ABET criteria. This criterion explains how
many credits in different academic areas are required of an accredited program. Read
the professional component criterion in the ABET criteria and then identify how a course
contributes to accomplishing this criterion on this line of the course syllabus.
The last portion of an ABET Course Syllabus contains a 2-column table that lists all
Desired Educational Outcomes (DEO) in the right column. In the left column (area A in
the following figure) the instructor identifies to what extent he/she will address or
emphasize the DEO in the course. This is done by entering an S, M, L, E or 0. These
values are referred to as saturation levels and are defined below. There is also room
below each DEO (area B in the following figure) for the instructor to briefly describe
the specific course work that will address the DEO such as a specific paper or project,
or a specific reading.

Saturation Levels
S Saturation - Outcome is a primary/major focus of entire course or a project within
the course
M Moderate - Outcome is the FOCUS of at least one lesson within the course.
Scheduled discussion in lesson plan related to outcome. Is represented in homework or
reading.
L Limited - Outcome is a PART of a lecture or lesson; discussion is scheduled in
lesson plan, but not the focus of a lesson. May be part of a homework, or reading.
E Exposure - Outcome is mentioned in course, but is not a theme, and does not
receive extra attention. Maybe briefly discussed in class but not as a scheduled
homework problem.
0 None - Outcome is not mentioned or covered at all in course or in lesson plan
A
B
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Students Course and Instructor Evaluation Forms
This is the name for the evaluation forms used by students to evaluate a course and its
instructor(s). Students normally complete these forms during one of the final class
meetings of the semester.
There are two different Students Course and Instructor Evaluation forms. The standard
COE scantron form is used for courses taught by non-tenured faculty and a special
BSE-developed form is used for courses taught by tenured faculty. Originally all
instructors used the standard COE scan-tron evaluation form. Use of this form enables
direct comparison of an instructor and course with instructors and courses in other
engineering departments. Such comparisons are important when deciding tenure cases
and for this reason it is used by for evaluation of non-tenured faculty even through does
a rather poor job at gathering qualitative feedback from students. The BSE-developed
form gives student the opportunity to provide less constrained feedback in an essay
format. Information collected in this manner tends to be much more useful to an
instructor.
The form for the tenured faculty can be found on the BSE-ABET group website in the
following location:
BSE-ABET/ BSE-ABET/ Evaluation Tools/ Blank Forms/
BSE_Student's_Course_Evals_For_Tenured_Fac.doc
The evaluation forms used for courses taught by non-tenured faculty are ordered from
Testing & Evaluation Services, a non-academic department of Educational Sciences.
The phone number is 262-5863. The form needed is Q10X.
Instructors Course Evaluation Form (ICEF)
The 2-page Instructors Course Evaluation Form is a central component of the BSE
assessment process. This form requires an instructor to assess his/her course
immediately following the conclusion of the course and return of the Students Course
and Instructor Evaluations for the course.
The instructor draws from both his/her own experience as well as the feedback he/she
receives from the students to assess the course against the desired educational
outcomes as identified in the ABET course syllabi.
On this form the instructor will comment on the effect of changes made since the last
time the course was taught, and document any changes he or she plans to make to the
course syllabus and lessons plans for the next teaching of the course.
The second page of the ICEF appears as follows.
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A. These first two columns contain info directly from the ABET course syllabus. As
a general rule, instructors should assess any outcome they claim they cover in
their course syllabus at an S or M level, or if the instructor feels the outcome
should be commented on. For example if the Course Syllabus says this course
covers outcome 1a to an M level, then the left column would contain 1a and
next column would contain the course activity that specifically addressed
outcome 1a.
B. In this section, the instructor should indicate what percentage of the class
performed at each of the 1-5 levels described in the assessment rubric. For
example if 10 percent of the class performed at the level 5 performance level as
described in the assessment rubric, the instructor should place a 10 in the 5
column for this outcome.
C. In this section the instructor is asked to list adjustments that should be made to
the course the next time it is offered.

BSE 509 Related Forms and Activities
BSE 509 Biological Systems Engineering Senior Design is the programs capstone
course. ABET requires that accredited programs culminate in a design intensive
course. There are a number of activities on the Department Assessment Timeline that
are related to BSE 509.
The BSE 509 Instructor or the Chair of UIPC committee carries out Capstone Project
Solicitation. Projects are solicited from a variety of academic and non-academic
sources. Using the facultys combined networks and knowledge of existing work,
project options are developed for the incoming BSE 509 students.
A B
D
C
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A list of acceptable projects is then compiled. The list is sent to incoming BSE 509
students in early April. This list is accompanied by a list of all students enrolled in the
course along with their contact
At the end of April the BSE 509 instructor meets with incoming BSE 509 students to
explain details of the capstone course. Students are reconvened in early May a which
time they must select a design project. After selections have been made, a faculty
advisor is assigned to each project.
BSE 509 is an intense course and faculty closely monitors all student work in the
course. This enables the faculty to perform a very thorough evaluation of each student
against the BSE desired educational outcomes. The evaluation is done using the
Advisors Assessment of Students Form located on the group web space at the following
location:
BSE-ABET/ BSE-ABET/ Evaluation Tools/ Blank Forms/ BSE 509/
BSE509_Students_Eval_of_Course_Blank.doc
Be sure to use the BSE 509 Student Assessment Criteria located in the same folder
when filling out the form.
Because of the uniqueness of BSE 509, students enrolled in the course use a special
form to evaluate the course, the lecturer and their faculty advisor. This form is part of
the course materials that are distributed to the student at the beginning of the fall
semester. The form is also on the BSE 509 Learn@UW site.
FE Exam
The Fundamentals of Engineering (FE) exam is critical to the BSE Departments
assessment process. The Department is one of the few engineering programs at the
University of Wisconsin-Madison to require all of its students to take the FE exam
before graduation. The State of Wisconsin Department of Regulation and Licensing
Examination administers the FE exam. It is offered twice yearly in the months of April
and October. BSE Students are reminded of the requirement to sit for this exam many
times throughout their educational careers, but special reminder should be given to
graduating students well before the sign-up deadlines. Deadlines and test dates can all
be found on the following web page:
http://www.cps.ca.gov/TakeATest/Wisc/WiscProfEngineer/howto_reg.asp
FE results are sent to the Civil Engineeing department.
For results information contact Marsha Landretti in the CBE department at 262-7812.
To verify which students have taken the exam contact Darwin Tichenor at the State
Department of Licensing Examinations at 608-267-9362 or
Darwin.tichenor@drl.state.wi.us
3&5-Year Alumni Survey
The BSE Department developed an alumni survey, as another measure of how well the
program is meeting desired educational objectives. This survey is delivered to 3 and 5-
year alumni using the WebSurvey service (websurvey.wisc.edu) provided by the
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University of Wisconsin-Madison Division of Information Technology (DoIT). An existing
3&5-year survey has been saved to the BSE account, which can be activated and sent
to a new list of alumni each year. Currently the websurvey account is operated and
maintained by Jeff Nelson.
An e-mail list of 3 and 5-year alumni must be assembled each year. The Wisconsin
Alumni Association (WAA) offers a service to departments within the UW system to
retrieve or order lists of contact information for alumni. Requests are made via a special
web form located at:
http://www.uwalumni.com/home/campuspartners/techtools/database/database.aspx
Note that once a form is submitted, it is often best to contact WAA to make sure the
person retrieving the data understands what is specifically needed.
Once assembled, the alumni e-mail list is copied into the software used to carry out the
web survey.
BSE Student Supervisor Evaluation Form
The BSE department has assembled a survey for employers of undergraduate students.
Completion of this form is a mandatory part of any employment associated with BSE
399 Coordinative Internship/Cooperative Education. Students must be reminded mid-
summer to have their employer complete the supervisor Evaluation form available on
the BSE website at the following address and return the form to the BSE department.
http://www.bse.wisc.edu/Students/abet.html
EBI Exit Survey
The Educational Benchmarking Institute Survey (EBI Survey) is an externally
developed, computer-graded, national survey to assist engineering departments in
benchmarking performance. EBI attempts to group questions into categories that
represent different ABET A-K criteria. EBI also allows client institutions to choose 6
other Universities to be benchmarked against. The EBI results from these institutions
are then compared to University of Wisconsin-Madison results. All questions are on a
7-point scale.
UW-Madison May and August graduates must complete the EBI survey by early May
and December graduates must complete the survey by early December.
The COE assessment coordinator generally contacts the BSE Department to ascertain
the number of expected graduates, and then sends over the necessary number of
computer-graded EBI survey sheets.
Results of the EBI survey are returned to the BSE department once the COE receives
them from the Educational Benchmarking Institute.
BSE Exit Survey
The BSE department also has its own exit survey that is sent to graduating students
along with the EBI survey. This survey has a series of short-answer questions that
allow students to provide constructive criticism.
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The BSE Exit Survey can be found on the group web space at the following location:
BSE-ABET/ BSE-ABET/ Evaluation Tools/ Blank Forms/ BSE Exit Survey.doc
Annual BSE Instructor Innovation Summit
The annual innovation summit provides an opportunity for all the BSE undergraduate
instructors to gather without interruption and review annual assessment results and
discuss opportunities for improvement within the undergraduate program.
It is important that by the date of the innovation summit, all annual assessment activities
have been carried out and the results are summarized. Also each instructor should
have completed ICEF forms for each offering of his/her course that has occurred since
the last innovation summit. Each instructor will be expected to give a brief summary of
his/her courses current content, any changes that were made since the last summit, and
changes that are planned for the next time the course is offered.
The person in charge of assessment coordination is responsible for summarizing the
annual assessment results for each of the BSE desired educational outcomes. The
option-area representative will also present a summary of the last option-area focus
group. The summit is also an opportunity to review the current undergraduate mission
statement as well as the BSE Desired Educational Outcomes. It is expected that as the
state of the art changes so to will the goals of the department to best meet the needs of
its constituents and the innovation summit is the annual opportunity to discuss the
changes that are necessary to keep the BSE program at the forefront of the field.
Summit Checklist
1. Determine date that works for most instructors
2. Reserve a Room
3. Be sure to set up coffee/food
4. Send all attendees list of items you expect them to bring to Summit
a. Completed ICEF forms since last summit
b. Summary of last option-area focus group
5. Assessment coordinator must prepare
a. Summary Sheets for
i. 3&5 year alumni survey
ii. BSE exit survey
iii. Summary sheet for each desired educational outcome as seen in
Self-Study on pages 26-40
b. Agenda for day
Annual Option-Area Focus Group
There are two purposes to the option-area focus group. The first is to maintain
excellent contact between the Biological Systems Engineering department and its
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constituents, mainly students and the organizations that hire them. The second is to
determine the current and future needs of industry, and use them to evaluate existing
BSE Desired Educational Outcomes and Program Objectives.
The meeting agenda is established by all teaching faculty associated with the option
area. A third-party facilitator often leads meetings. There is room for creativity
especially if the option area has specific items they wish to address in the focus group.
To get direct feedback and enhance discussion on the BSE Desired Educational
Outcomes, the Desired Outcome Focus Group Survey Form should be distributed,
completed, collected and analyzed early in the meeting. The Desired Outcome Focus
Group Survey Form can be found on the group website at the following location:
BSE-ABET/Evaluation Tools/Blank forms/Focus Groups/Desired Outcome Focus Group
Survey Form.doc.
It is important to realize that Option-Area Focus Group Meetings have been the impetus
for many major curriculum changes within the BSE program.

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Developing an ABET Self-Study Document
The first step when preparing for ABET assessment is to download (and read) a copy of
the most current ABET Criteria and the most current ABET Self-Study Questionnaire
(which would be better titled Self-Study instructions) from the ABET website. These
documents will guide the creation of the self-study document and help faculty prepare
for an ABET reaccredidation visit.
The ABET Criteria is the official criteria that each program must meet in order to
become an ABET accredited program.
The ABET Self-Study Questionnaire explains what must be contained in the
self-study document that is submitted to the assessment team before they visit
campus.
It is important that faculty be familiar with the ABET Criteria. Criterion 2 and Criterion 3
require that each program develop Educational Outcomes and Program Objectives.
Teaching faculty should be very familiar with these if they have used any of the
previously discussed annual assessment documents. Current BSE Educational
Objectives and Outcomes are on the BSE group web space
1
at the following directory
location.
Groups/BSE-ABET/ Evaluation Tools/ Mission+Objective+Outcomes_BSE_2006.doc
The rest of this section contains details for completing the Self Study Document.
Information already provided in the ABET Self-Study Questionnaire will not be repeated.
Only features of the self-study unique to the BSE program will be discussed. Items will
be discussed in the order they appear in the document as it was done for the 2006
assessment.
General Text
It is recommended that the person or persons responsible for developing the Self-Study
Document for the next assessment visit begin with an electronic copy of the last Self-
Study Document.
Most of the text in the Self-Study Document can be re-used. Be sure to read every
paragraph of the document and make necessary changes to reflect the current state of
the department. Some sections will change very little while others may need to be
completely re-created. Part of the responsibility of the faculty will be to investigate each
statement in the self-study and confirm the accuracy of the document.
Student Profile
The student profile is a table that displays the make-up of the BSE student. For the
2006 Self-Study Document the undergraduate body was broken down by gender, full or
part time status, and US or International student.

1
For instructions on using the group web space see the BSE-ABET group web space section of this
document.
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Graduate Employment Histories
Employment history data is gathered from multiple sources. Some of the information
can be obtained from the Wisconsin Alumni Association (WAA). Alumni are responsible
for maintaining this data themselves, thus it is not guaranteed to be current. This
becomes readily apparent when alumni are contacted in the process of compiling e-mail
lists for 3 & 5-year alumni surveys. Note that when alumni provide information that is not
consistent with the WAA database, steps should be taken to update the database.
Faculty typically knows the employment status of recent graduates in their option area.
Limit the data to alumni that have graduated in the past 6 years. Remember ABET is
most concerned that programs meet their program, objectives which are goals for 3 to 5
alumni.
Unless the department is sure it has accounted for every graduate, keep the disclaimer
in the title that these are the employment histories of graduates for which we have
records.
Objectives Vs. Outcomes
ABET asks that each program show how Desired Educational Outcomes (what a
graduate should know upon graduation) support the Program Objectives (what the
department hopes its graduates accomplish in 3 to 5 years).
One part of this evidence is a table in the Self-Study Document that simply compares
objectives to outcomes using an X to designate when they are related. Since
objectives and/or outcomes may change between reaccredidation visits, be sure that
this table is accurate and that each designated relation is defensible with reasonable
back-up evidence.
Alumni Survey Results
The 3&5-year alumni survey results generally provide strong evidence that the program
is meeting its stated Program Objectives.
For the 2006 Self Study questions that were relevant to a particular program objective
were grouped together and the results provided to these questions to demonstrate
achievement of the objectives. In the future there will be a 3&5-year alumni survey
completed each year between visits so there will be 6 years of results for 3-year alumni
and 6 years of results for 5-year alumni. The tables and display method within the
document will need to be altered from the format used in 2006 at which point there had
only been two 3&5-year alumni surveys completed.
Course vs. DEO Matrix
ABET asks for evidence that the courses required by the program effectively cover the
10 Desired Educational Outcomes developed by the BSE Department. An efficient
method of demonstrating the effectiveness of the curriculum coverage is with the DEO
matrix.
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The DEO matrix is populated with the saturation level indicators taken directly from the
ABET Course Syllabi
2
that each instructor completes for their courses. The indicators
are also color-coded so that a quick visual inspection will quickly show which, if any,
outcomes are not as thoroughly covered by the current curriculum.
The DEO Matrix only covers required courses taught within the BSE Department.
There are other required courses that are taught outside of the BSE department.
Information on these courses is provided by the COE. This fact should be noted in the
Self Study Document as was done in 2006.
Anytime a BSE course required by one or more BSE option areas is added to the
curriculum, the course must be added to the DEO matrix and the saturation levels from
the instructors ABET course syllabi entered in the matrix.
.
Outcome Specific Summary Sheets
Individual outcome-specific summary sheets are where all of the assessment data is
summarized for each individual outcome. The following items appear on the summary
sheet.
ICEF Cumulative Score
The table at the top of the summary sheet contains the data from the Instructors
Course Evaluation Forms (ICEF). The ICEF asks each instructor to estimate the
percentage of students that are at each of the 5 performance levels. This must be done
for each of the Desired Educational Outcomes covered at an S or M saturation level in
the course. For example if a course syllabi states that the course is saturated with
material pertaining to Desired Educational Outcome 3 (shows an S in the left column
next to outcome 3 on the syllabi), then the instructor of that course will be asked to
estimate the performance of students in that class on outcome 3. This estimation is
done using the examples in the Assessment Rubric for Desired Educational Outcomes.
Each Desired Educational Outcome has its own summary sheet in the Self Study
Document. This sheet contains a table in which all ICEF data associated with that
objective is entered. Once all courses that address the outcome are listed in the table,
the percentages for each level are averaged, and these averages are listed at the
bottom of the table. The goal is to have 90% of all students performing at the 3, 4 or 5
levels.
BSE Exit Survey
This section of the individual outcome-specific summary sheets is where results of the
BSE exit survey are discussed. The new exit survey gives the graduating student the
opportunity to evaluate the performance of the program. Each graduating student is
asked to give his or her ranking of each outcome using the 1-5 performance scale. The
goal of the program is to average 4 or above for all the outcomes. Exit survey results
for each semester should be obtained from the front office staff.

2
See Course Syllabi in the forms section of this document
19
EBI Results
The EBI Company submits results that are categorized by ABET outcome. The EBI
results are in the form of scores using a 1-7 scale. Because BSE has small graduating
classes, one outlying score can have a large impact on the averages. For this reason
the 2006 metric for success on the EBI scale was a 5.5 for each outcome. There are
not EBI results for every outcome. Only discuss EBI results for those outcomes that
have relevant EBI questions and are categorized by EBI into an ABET outcome.
FE Exams
The FE exams are a good measure of fundamental engineering skills but do not apply
to proving proficiency in other outcomes. Use the passing percentage of BSE students
versus other university to show proficiency in the applicable outcomes.
3&5-Year Alumni Survey
Part of the 3&5-year alumni survey gives respondents an opportunity to rate the
effectiveness of the program at providing an education that allows the respondent to
achieve each of the 10 BSE outcomes. For this part of the summary sheet, simply
summarize the results of that section of the 3&5-year alumni survey for the specific
outcome.
Overall Assessment for the Outcome
Once all the information for the different assessment tools is summarized for each of the
outcomes the assessment coordinator must make an overall assessment for the
outcome. An outcome does not need to meet all of the established goals for each
assessment tool in order to be deemed successful. However, once should elaborate on
explanations for low scores from certain assessment tools. And if the assessor feels
the outcome warrants increased attention, this can be stated without giving the outcome
a failing mark. For example, ICEF scores are a reflection of the instructors standards,
and there may be discrepancies between instructors on the meaning of a level 5
performance. In 2006 one instructor consistently ranked courses lower than others, and
some cases this instructors score was the only reason the Cumulative ICEF score was
low. However, if multiple assessment tools are scoring low, more investigation should
go into the data to learn why, and if conclusion warrants, a concern assessment should
be given for the outcome. Ultimately each outcome should be given a Success,
Satisfactory, or Concern rating.
Preparing for the Visit
The final event of reaccredidation is a visit from the ABET review team. This team is
made of faculty from peer institutions. This visits provides the reviewing team an
opportunity to verify claims made in the Self Study document. For this reason every
attempt should be made to have any and all data related to the BSE assessment
process available for review by the review team.
General guidelines for preparing for the visit include:
1. Make it easy on evaluators to find the data they are looking for
2. Show that there is a continuous program improvement process in place
20
3. Show evidence the process is being used
4. Close the loop-show evidence that changes have occurred as a result of the
program improvement process.
Course Binders
Part of the responsibility of the review team is to verify that the curriculum is up to date
and that course materials reflect the claims in the Self Study document. Each instructor
must assemble course materials sufficient to demonstrate the content of the course.
Materials that should be gathered include, but are not limited to, homework, quiz and
exam examples, student projects, unique lecture notes, and textbooks. Do not include
copies of all homeworks from every student. Include one representative-homework, or
at most an example each of good work and poor work for each assignment to
demonstrate the range of student performance.
Also include in the binders a copy of the latest Course Syllabus and a copy of the latest
Instructor Course Evaluation form.
Other Display Materials
The department can choose what other display materials are appropriate. The new
ABET criteria heavily focus on evidence of assessment activities within the program.
Possibilities for other display materials include:
Large Printouts of the BSE Assessment Process Flow Chart.
Overhead projector to allow reviewers to experience the BSE-ABET group web
space.
Large posters with results of latest assessment and changes that have occurred.
Finished senior design projects
Facilities
Reviewers may also ask to have tours of the program facilities. Be sure that
laboratories are organized in a manner appropriate for display. Be prepared to show
the tools and equipment available to undergraduates of the program in the department
facilities.
Faculty
ABET reviewers will casually interview faculty and staff so be sure as many people as
possible can be available on the date of the assessment visit, and be sure everyone is
familiar with the visit process.
Final Assessment Results
The results of the ABET visit will be sent to the Dean of COE the following semester.
21
Forms

1. ABET Course Syllabi
2. Students Evaluation of Course and Instructor
3. Supervisors Evaluation of BSE Student Performance
4. Instructors Course Evaluation Form
5. Exit Survey for Graduating BSE Students
6. EBI Exit Survey for Graduating Engineers
7. BSE 509 Instructors Assessment of Student
8. BSE 509 Students Assessment of Course
9. Focus Group Survey
10. 3 & 5 Year Alumni Survey
11. Rubric for Assessment of Desired Course Outcomes
ABET Course Syllabi for BSE Courses
The Self-Study Document prepared for ABET must contain specific items in the Appendices. One of these
items, Course Syllabi must be located in Appendix I.B ofthe document. Each syllabus in Appendix I.B must
.contain the following information.
1. Department, number, and title of course
2. Designation as a 'Required' or 'Elective' course
3. Course (catalog) description
4. Prerequisite(s)
5. Textbook(s) and/or other required material
6. Course objectives
7. Topics covered
8. Class/laboratory schedule, i.e., number of sessions each week and duration of each session
9. Contribution of course to meeting the professional component
10. Relationship of course to program outcomes
11. Person(s) who prepared this description and date of preparation
It is important that you put an "ABET" course syllabi together once you have completed the outline for a
new course. The reason for this is that you will want to use your "ABET" course syllabi in conjunction with
student feedback to assess the course(s) at the end of the semester.
On the following page is a blank template that you can use to assemble your syllabi. The only items that
require explanation are the ones numbered 2, 9 and 10. For Item 2, include a statement such as:
This course is required of all BSE students.
This course is required of all BSE students except those with an emphasis in Food and Bioprocess
Engineering.
This course is only required for BSE students with an emphasis in Facility Design, Construction and
Management. BSE students in other emphasis areas can take this course for technical elective credit.
Item 9 is an item that the individual(s) completing the self-study documents will complete so that we have
agreement with other areas of our document, and consistency of verbiage from syllabus to syllabus.
Item 10 will require the most work. This is where you must assess to what degree educational activities
within your course address/cover the educational outcomes that we have defined for our BSE undergraduate
program. We will be using the following S, M, L, E, 0 ranking scale:
S (Saturation): Outcome is a primary/major focus of entire course or a project within the course
M (Moderate): Outcome is the FOCUS of at least one lesson within the course. Scheduled discussion
in lesson plan related to outcome. Is represented in homework or reading.'
L (Limited): Outcome is a PART ofa lecture or lesson, discussion is scheduled in lesson plan, but not
the focus of a lesson. May be part of a homework, or reading.
E (Exposure): Outcomes is mentioned in course, but is not a theme, and does not receive extra
attention. Maybe briefly discussed in class but not as a scheduled homework problem.
0 (None): Outcome is not mentioned or covered at all in course or in lesson plan
For all outcomes that have a non-zero rating, list the relevant educational activities that you will use in
making your assessment of the student abilities with respect to the outcome. You will want to spend some
time doing this. It is recommended that you do NOT write in past tense. SINCE YOU WILL BE USING
THE SCORING RUBRIC TO RATE STUDENT ABILITIES FOR EACH OUTCOME, IT WILL HELP TO
USE THE RUBRIC TO DETERMINE THE APPROPRIATE EDUCATIONAL ACTIVITIES TO LIST IN
THE TABLE. You may elect to put a bulleted list together for each outcome
SSE XXX: XXXXX
This course is required of xxxxxx
Contribution to professional component: This will be completed by others
Catalog Description: Use description from UW-Madison undergraduate catalog
Prerequisites: List prerequisites as given in UW-Madison undergraduate catalog
Course Credits: X
Class/Laboratory Schedule: List number of sessions each week and duration of each session
Textbooks:
List textbook here. Probably would not hurt to give web address for course materials that are located
on-line
Course Learning Objectives:
1. Place learning objectives in a numbered list for consistency between dept. syllabi
Topics Covered:
1. Place topics in a numbered list for consistency between dept. syllabi
X
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r
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r
\ _ ~ ~ , _ , ~ w " , . , .
X
r
_ J
d)
and ethical
communicate,
on mUltidisciplinary teams
of
to effectively
an ability to write in a clear, concise, grammatically correct and
manner
an ability to document work activities and properly archive information
an ability to develop appropriate illustrations including hand sketches,
generated and (ABET k)
an ability to
x
x
x
x
x
x
a recognition of the need for, and an ability to engage in lifelong learning
i)
x
x
x
the broad education necessary to and assess the impact of
solutions in a global, economic, environmental, and societal
.. ... ....=) . ..__ .. __ __ __ _j
Level of
Coverage
Saturation -
Moderate
Limited L
Description of Coverage Level
a primary/major focus of entire course or a project within the course
IULllcome is the FOCUS of at least one lesson within the course. Scheduled
in lesson plan related to outcome. Is represented in homewo\k or
Is a PART of a lecture or lesson, discussion is In lesson
not the focus of a lesson. May be part of a homework, or reading,
is mentioned in course, but is not a theme, and does not receive extra
Exposure E Maybe briefly discussed in class but not as a scheduled homework
None o
is not mentioned or covered at all in course or in lesson plan
Prepared by: Professor XXX
Date of Preparation: 03-2005
UNIVERSITY OF WISCONSIN
DEPARTMENT OF BIOLOGICAL SYSTEMS ENGINEERING
STUDENTS EVALUATION of COURSE AND INSTRUCTOR
Course No.
Semester
COURSE
Instructor
~ - - - - - ~ - - - - - -
Year
1. The quality of the course content was:
o Excellent o Very Good o Good . 0 Satisfactory o Poor
2. The relevance of this course to your career goals was:
o Excellent o Very Good o Good o Satisfactory o Poor
3. For the number of credits, the course workload was:
o Light o Reasonable o Heavy o Unreasonable
4. Your overall impression of this course, independent of the instructor, was:
o Excellent o Very Good o Good o Satisfactory o Poor
5. Please share comments concerning how the course structure such as problem assignments, labs,
text and exams helped you learn the material:
6. Please share comments concerning how the course structure such as problem assignments, labs,
text and exams hindered your learning of the material:
INSTRUCTOR
7. The instructors understanding of the course subject was:
o Excellent 0 Very Good 0 Good 0 Satisfactory
8. The instructors explanation of course material was:
o Excellent 0 Very Good 0 Good 0 Satisfactory
9. The instructors preparation and course management was:
o Excellent 0 Very Good 0 Good 0 Satisfactory
10. The instructors enthusiasm and interest in subject were:
o Excellent 0 Very Good 0 Good 0 Satisfactory
11. Your overall impression of this instructors compared to others you have had:
o Top 20% 0 Next 20% 0 Middle 20% 0 Next 20%
o Poor
o Poor
o Poor
o Poor
o Bottom20%
12. Please share comments concerning how the instructor helped you learn the material:
13. Please share comments concerning how the instructor hindered your learning of the material:
lJnil.-ersity - Matiison
College of Agricultur,11 Life Sciences
460 Henry Mall Madison, WI 53706
608/262-3310 FAX:608/262-1228
e-mail: bse@wisc.edu
Web site: http://bse.wisc.edu!
Supervisor's Evaluation of SSE Student Performance
1. Please have a person who has daily supervisory contact with the student complete this evaluation.
2. Please discuss this evaluation with the student. The experience is an important learning opportunity. One of
the primary goals of this evaluation is to help the student grow both personally and professionally.
3. If student is receiving University course credit for their employment with your company, then receipt of this
evaluation is required for student to receive a course grade.
4. Fax or mail to the attention of Debby Sumwalt. Debby is the Student Services Coordinator for the Biological
Systems Engineering Department. Do not hesitate to contact Debby by phone (608-262-3310) or e-mail
(dsumwalt@wisc.edu) if you have any questions.
Student _
Employing Organization _
Supervisor: ,Supervisor's E-mail: __ --_
Performance Evaluation Exceeds Expectations Meets Expectations Below Expectations
Attendance
(punctuality, reliable)
ProductiVity
(volume, promptness)
Quality of Work
(accuracy, thoroughness, neatness)
Initiative
(seff-starter, resourceful)
Dependability
(organized, trustworthy)
Attitude
(enthusiasm, curiosity, desire to learn)
Interpersonal Relations
(cooperative, courteous, friendly)
Judgment
(decision making)
Overall Performance
1. Area(s) where student excels: _
2. Area(s) where student needs to improve: _
Supervisor's Evaluation of SSE Student's Academic Preparation
Please evaluate the student's academic preparation for his/her cooperative education or summer internship
assignment using the ABET (Accreditation Board for Engineering and Technology - www.abet.org) outcomes and
assessment criterion. Academic department chairs receive summaries of responses. Provide specific comments
or observations directly below the criterion.
E E - Exceeds Expectations M E - Meets Expectations B E - Below Expectations NA - Cannot Rate
Ability to apply knowledge of mathematics, sciences, and engineering EE ME BE NA
Ability to design and conduct experiments, analyze and interpret data EE ME BE NA
Ability to design a system, component, or process to meet desired needs EE ME BE NA
Ability to function on multi-disciplinary teams EE ME BE NA
Ability to identify, formulate and solve engineering problems EE ME BE NA
Understanding of professional and ethical responsibility EE ME BE NA
Abilitv to communicate effectivelv.......... -throuqh interpersonal skills EE ME BE NA
-throuqh formal presentations EE ME BE NA
-throuqh technical writinq EE ME BE NA
Broad education necessary to understand the impact of engineering solutions
EE ME BE NA
in a qlobal and societal context
Knowledqe of contemporary issues EE ME BE NA
Ability to use the techniques, skills, and modern engineering tools
EE ME BE NA
necessary for enqineering practice
Recoqnition of the need for, and an ability to engage in life-long learning EE ME BE NA
Does it appear that this student's academic program is oriented to the particular needs of your organization?
What if any, changes would you like to see implemented in the curriculum?
Other Comments/Observations (include here any concerns student may have expressed):
o NO o YES This report has been discussed with the student.
Student comments: ~ _
Student Signature:============ _
Signature verifies student review, but does not denote agreement.
Date _
Is this the student's final work term with your organization? 0 YES
If Yes, have you offered full-time employment after graduation? 0 YES
ONO
oNO
Supervisor Signature. _
Date _
Please fax to Biological Systems Engineering Depl. - 608.262.1228
6/02
Course # Instructor
Instructor's Course Evaluation Form
Semester/Year
The purpose of this form is to document the achievement of course objectives and student outcomes in the above listed
course. Answers to the questions below should cite supporting evidence from your own observations, student
performance and other feedback
How many times have you taught this course?
Course prerequisites:
Were the students adequately prepared by these prerequisites
iiM! !j'fji!il!Ji,iii""" 'i', i", 'ii"" i','iiii, ",iii"'ii,' ii',ii"','i 'i""i" ," i'i i' "i'ii i'i' 'i 'i i '" ",'
Desired
Educational
Outcome,,2
Tools Used to Evaluate Desired Educational Outcome
(e.g., homework, lab report, exam, etc)
Student Performance Level
(list percentage that fall into each
category based on SSE Outcome
Assessment Rubric
Overall Student
Performance Relative to
Previous Course Offering
5 4 3 2 1 Hi her Same Lower
1 Desired Educational Outcome(s) 4. Information retrieval skills
1. Engineering analysis skills (uncovering existing things)
a. Fundamental skills 5. Communication skills
b. Practical skills a. Speaking skills
c. Problem solving skills b. Writing skills
2. Creative skills c. Documentation skills
3. Research skills discoverin new thin s d. I1lustratin skills
6. Professionai integrity
7. Teamwork skills
8. Engineering impact assessment skills
9. Continuing education awareness
10. Social awareness
2 Please list only the Desired Educational Outcomes indicated as a major focus.of instruction on your Course Syllabi sheet
pm
16th!!!,!!i i .! ....

.
EXIT SURVEY FOR GRADUATING BSE STUDENTS
Please comment on the following 3 questions in addition to completing the EEl form.
1. What are the 3 major strengths of the program?
a.
b.
c.
2. What are the 3 major weaknesses of the program?
a.
b.
c.
3. What is your overall assessment of the Biological Systems Engineering program at the
University of Wisconsin-Madison?
Satisfied-Explain
Dissatisfied-Explain
DESIRED BSE EDUCATION OUTCOME EVALUATION
Based on your BSE 509 capstone experience, your on and off-campus work LEVEL
experiences, and course work, at what level would you rate the following?
(Use the attached rubric to help you select your level of performance. Put a mark in 5 4 3 2 1
the column to the right that best represents your skill level for each item)
la
Your ability to apply knowledge of math, science, and engineering
fundamentals (fundamental engineering analysis skills)
Ib
Your ability to use the techniques and tools of modern engineering practice
(practical engineering analysis skills)
lc
Your ability to identifY, formulate, and solve engineering problems
(engineering problem solving skills)
Your ability to create a system, component or process to meet desired needs
2
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability (creative
skills)
Your ability to formulate and conduct basic investigations such as laboratory
3 experiments, prototype tests, field trials, computer simulations and market
analyses (research skills)
Your ability to identifY important resources, and to retrieve, interpret, analyze
4 and critique information for use in solving engineering problems and
conducting basic investigations (information retrieval skills)
5a Your ability to effectively orally communicate (speaking skills)
5b
Your ability to write in a clear, concise, grammatically correct and organized
manner (writing skills)
5c
Your ability to document work activities and properly archive information
(documentation skills)
5d
Your to develop appropriate illustrations including hand sketches, computer
generated drawings/graphs and pictures (illustrating skills)
6
Your understanding of professional and ethical responsibility (professional
integrity)
7
Your ability to function on (multidisciplinary) teams and demonstration of
team skills in general (teamwork)
Your ability to assess the impact of engineering solutions in a global,
8 economic, environmental, and societal context (engineering impact
assessment skills)
9
Your recognition of the need for, and an ability to engage in lifelong learning
(continuing education awareness)
10 Your knowledge of contemporary issues (social awareness).
2. The instructor organized and presented 111e material in a clear and lillderstandableDlaliller.
14. The homeworkhelped me to learnthe course material.
9. The instructor explaioed complex concepts well.
o
co
9.
3.
4.
2.
7.
6.
5.
8.
1.
10.
11.
12.
13.
14.
17.
15.
18.
16.
SA=STRONGLYAGREE
DNA= DOES NOT APPLY
SD = STRONGLYDISAGREE
!L = DISAGREE MODERATELY
A =AGREE
SCALE:
1. I always knewwhat the instructor expected me to learn.
INSTRUCTOREVALUATION OUESTIONS ( 1-22)
8. Exams provided useful feedback as to my learuiog and progress.
3. The presentation (volume, pace, enlillciation. handwriting, etc.) was suitable. Please olIer
specific
4. The instructor was available for consultation outside ofclass ill needed it
7. The instructor stressed comprehension and logical reasoning, rather thanjust memorization.
5. Iustructioual aids (e.g., supplementary materials, visual aids, demonstrations, etc.) were used
offer specific suggestions.
6. Class activities (lectures, discussions, etc.) were clearly relatedto learuiog 111ematerial.
10. The instructor's grading systemwas clearly defined.
12. The instructor buih upon students' actual knowledge and skills inpresenting course materials.
11. I felt free to ask questions or expreas my opinion.
13. The instructor stimulated my 1hinking.
16. The instructor related 111e course materials to real problems.
15. The instructor's grading was fair and impartial.
17. The instructor aroused my interest in 111e subject II!8tter.
19. It was obvious iliat 111e instructor Was interested in111e students.
NOTE: This questionnaire is designed to provide student input/or-evaluating andhelping to improve an
instructor's teaching. Pleasefeelfree to wn'te comments using space provided on reverse side. Number
comments. -OVER- Biosstemeng.w.99
18. The instructor encouraged students to develop 111eir ability to learn on 111eir own.
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COURSE EVALUATION OUESTIONS (23-27)
24. I could clearly see the relationbetween the course material and course goals.
23. I would recommend this course to other students (evenifit were not required).
A
D
27.
22.
21.
20.
26.
24.
23.
25.
SA=STRONGLYAGREE
DNA= DOES NOT APPLY
SD = STRONGLY DISAGREE
!! = DISAGREE MODERATELY
A =AGREE
21. The rate ofinstruction was about rightfor me. (Comment whether too fast or too slow.)
26. The workloadwas reasonable for the number of credits received. (Comment whether too heavy,
too light.)
27. The backgroundrequired for this course was appropriate (please comment):
COMMENTS: Please number to correspond to questions. Write in this blank space below only.
22. Your rating ofinstruction ofthis mstructor comparedto all instructors you have had is: (Use
following scale for this questions only):
1=Bottom20% 2=Next20% 3=Middle20% 4=Next20% 5=TOP20%
25. The textbook(s) was well worth buying. !fnot, why not?
SCALE:
20. The number and frequency of exams was about right. (Comment whether too many or too few.)
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DO NOT MAKE ANY STRAY MARKS. ERASE COM-
PLETELYIFYOU CHANGE YOUR MIND. MARK ANY
REQUESTED IDENTIFICATION ON THE REVERSE SIDE.
USE A NUMBER 2 OR SOFTER LEAD PENCIL. MAKE
ALL MARKS IN THE RESPONSE CIRCLES. THEY
SHOULD BE DARK AND GLOSSY, AS SHOWN BELOW.
... IIllIlllIlll.lIlllllli!liiI I l l I U I l l l R R l I l l l l l l l l i i l l i ! l l l ~ i i I l ! I l l l l i ~ i ! I l I ~ I!II!!II!!IRI!!II!!II!!I1I4
UNIVERSITY OF WISCONSIN
FORM Q10S-GENERAL PURPOSE QUESTIONNAIRE
INSTRUCTIONS
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III .. FORM Q108 - BACK
Mark RefleX by NeS MM916453 1413"
11-97
Printed in U.S.A.
509 - BiologicalSYl>tems Engineering Senior Design
Instructor's of Student
STUDENT:
---------------
ASSESSMENT BY:
Assessment Maximum Performance Points
Comments
Criteria Points Level (1-5) Awarded
Analytical Skills 22
CreatiVity 16
Research Skills 6
Information
10
Retrieval Skills
Speaking Skills 4
Writing Skills 6
Documentation
6
Skills
Illustrating Skills 6
Professional
3
Integrity
Teamwork 8
Engr. Impact
4
Assessment Skills
Continuing
Education 2
Awareness
Social Awareness 3
Time Mgmt. Skills 4
TOTALS 100
______________ Year
UNIVERSITY OF WISCONSIN-MADISON BIOLOGICAL SYSTEMS ENGINEERING DEPT.
STUDENT EVALUATION OF BSE 509: BSE Senior Design
All data that you provide is auonymously recorded. Please help improve the UW-Madison BSE
educational experience by providing honest and thoughtful answers to the following questions.
When completed, please e-mail this form to Debby Snmwalt (dsnmwalt@wisc.edu)
Semester
Project Faculty Advisor:
Section I. LECTURES
Please share any comments you may have concerning the lectures (e.g. quality, organization, content).
Please share any comments you may have concerning the lecturer (e.g., knowledge of material,
preparation, enthusiasm, commitment, accessibility)
Section II. PROJECT FACULTY ADVISOR(S)
Please share any comments you may have concerning your project faculty advisor (e.g., knowledge of
material, preparation, enthusiasm, commitment, accessibility)
Section III. DESIGN PROJECT
Please share any comments you may have concerning your senior design project.
If you had to do this over again, what would you do differently to make senior design a better
experience?
Section IV. BSE PROGRAM
Based on your self-assessment in Section ill, what changes would you recommend for the BSE
program?
Section III. DESIRED BSE EDUCATION OUTCOME EVALUATION
LEVEL
(Use the attached rubric to help you select your level of performance. Put a mark in
5 4 3 2 1
the column to the right that best represents your skill level for each item)
la
Your ability to apply knowledge ofmath, science, and engineering
fundamentals (fundamental engineering analysis skills)
lb
Your ability to use the techniques and tools of modem engineering practice
(practical engineering analysis skills)
lc
Your ability to identifY, formulate, and solve engineering problems
(engineering problem solving skills)
Your ability to create a system, component or process to meet desired needs
2
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability (creative
skills)
Your ability to formulate and conduct basic investigations such as laboratory
3 experiments, prototype tests, field trials, computer simulations and market
analyses (research skills)
Your ability to identifY important resources, and to retrieve, interpret, analyze
4 and critique information for use in solving engineering problems and
conducting basic investigations (information retrieval skills)
Sa Your ability to effectively orally communicate (speaking skills)
Sb
Your ability to write in a clear, concise, grammatically correct and organized
manner (writing skills)
Sc
Your ability to document work activities and properly archive information
(documentation skills)
Sd
Your to develop appropriate illustrations including hand sketches, computer
generated drawings/graphs and pictures (illustrating skills)
6
Your understanding of professional and ethical responsibility (professional
integrity)
7
Your ability to function on (multidisciplinary) teams and demonstration of
team skills in general (teamwork)
Your ability to assess the impact of engineering solutions in a global,
8 economic, environmental, and societal context (engineering impact
assessment skills)
9
Your recognition of the need for, and an ability to engage in lifelong learning
(continuing education awareness)
10 Your knowledge of contemporary issues (social awareness).
The following questions refer to the BSE Undergraduate Program Objectives. These are skills and
accomplishments that the BSE department would like to see graduates achieve within 3-5 years of
graduation.
Please comment on the success of the program in achieving these objectives in your opinion.
We have for our students the following objectives; that they will:
1. exhibit strong skills in problem solving, leadership, teamwork, and communication;
SuccesslNeeds work
Please Comment:
2. use these skills to contribute to their communities;
SuccesslNeeds work
Please Comment:
3. make thoughtful, well-informed career choices; and
SuccesslNeeds work
Please Comment:
4. demonstrate a continuing commitment to and interest in their own and others' education.
SuccesslNeeds work
Please Comment:
Please take the opportunity below to comment on the appropriateness of the both the 10 educational
outcomes and the 4 program objectives stated in the first part of this form. These 14 items drive course
requirements and course content within the program. If you feel there should be any additions/deletions
or alterations please provide them along with your reasoning.
Are the 10 desired educational outcomes above appropriate for the BSE undergraduate program?
Yes/No
What changes would you make to the 10 desired educational outcomes?
Are the four program objectives sufficient? YeslNo
What changes would you make to the 4 program objectives?
ENGINEERINGANALYSIS: FUNDAMENTAL SKILLS
Ia) An abilitv to alJ1Jlv knowledge ofmath, science, and engineering fundamentals
Level 5 Performance Level 3 Performance Level 1 Performance
Combines mathematical &tar scientific
Chooses a mathematical model or scientific
Does not understand the connection
principles to formulate models of
principle that applies to an engineering
between mathematical models and
a chemical, physical and/or biological
problem, but has trouble in model
chemical, physical, and/or biological
processes and systems relevant to
development
processes and systems in biological
biological systems engineering systems engineerina
Applies concepts of integral and
Shows nearly complete understanding of Does not understand the application of
b
differential calculus and/or linear
applications of calculus and/or linear algebra calculus and linear algebra in solving
algebra to solve biological systems
enQineerinQ problems
in problem-solving biological systems engineering problems
c
Correctly analyzes data sets using
Minor errors in statistical analysis of data
No application of statistics to analysis of
statistical concepts data
Shows appropriate engineering
Most mathert:1atical terms are interpreted Mathematical terms are interpreted
d interpretation of mathematical and
correctly incorrectly or not at all
scientific terms
Translates academic theory into
Some gaps in understanding the application
e
engineering applications and accepts
of theory to the problem and expects theory
Does not appear to grasp the connection
limitations of mathematical models of between theory and the problem
physical realitv
to predict reality
f
Executes calculations correctly by
Minor errors in calculations by hand
Calculations not performed or performed
hand incorrectly bv hand
Recognizes practical significance of
Gives an answer, but does not check its
9
(e.g. no pipes 1 mile
practicality
Design is incomplete, no answer is given
in diameter.
Expresses quantities using correct and Most quantities are listed with units.
Quantities are generally listed without
h units. Is not familiar with preferred units
preferred units Occasionally does not use units
for common quantities
Rounds answers, but does not do so
Seldom, if ever attempts to accurately
Expresses answers with correct correctly based on type of operation
;
number of significant figures performed (Le., multiplication/division or
represent precision of a calcl,.llated
addition/subtraction)
values
Unit conversions are always correct Does not show all unit conversions on paper, Units are changed without conversion
i and are shown as part of the solution but generally does not make mistakes when factors shown and/or unit conversions
orocess chanaina units are in error
ENGINEERINGANALYSIS: PRACTICAL SKILLS
Ib) An ubi/itv to use the techniques and tools ofmodern engineerin
a
practice
Level 5 Performance Level 3 Performance Level 1 Performance
Uses computer-based and other
Uses computer-based and other resources Does not use computer-based and other
a resources effectively in
assianments/oroiects
occasionally in assignments/projects resources for assignments and projects
Maintains current, state-of-the-art Can perform simple tasks requiring personal
Struggles with simple tasks in PC use and
b is unable to use current software
abilities in PC use computer use
packaQes
Executes calculations correctly using Minor errors in applying mathematical Does not know how to use mathematical
c
mathematical software software software
d
Is able to learn and implement Has difficulty implementing Relies on others to perform tasks in which
simulation/modelina and other software simulation/modelina and other software computer-based skills are reauired
Is aware of assumptions inherent in Is aware of assumptions inherent in Uses simulation/modeling software
e simulation/modeling software, and their simulation/modeling software but is not clear without knowledge of assumptions
imoact on problem solution on their impact on problem solution inherent in its development
Is aware of simulation/modeling Is unaware of some simulation/modeling
Uses simulation/modeling software
f
software imposed boundary conditions software limitations, and thus occasionally
without regard to imposed boundary
and other program limitations, and used uses program outside its range of
proaram accordina applicabilitv
conditions and other program limitations
Does not operate most instrumentation
9
Is able to operate instrumentation and Is tentative in operation of instrumentation and other equipment, and/or does so
other equipment and other equipment incorrectly or requires frequent
suoervision
h
Checks calibration of equipment before,
Occasionally checks equipment calibration Never checks equipment calibration
durina and after use
i
Understand the organization and use of ReqUires assistance in locating materials
Does not use the library
the library from the library
ENGINEERING ANALYSIS: PROBLEMSOLVINGSKiLLS
I c) An ability to identify,formulate, and solve enzineerinz problems
Level 5 Performance Level 3 Performance Level 1 Performance
Demonstrates creative synthesis of
Demonstrates solution with integration of
Demonstrates solutions implementing
solution and creates new alternatives
diverse concepts or derivation of useful
simple applications of one formula or
a
by combining knowledge and
relationships involving ideas covered in
equation with close analogies to
information
course concepts: however, no alternative
class/lecture problems
solutions are generated
Demonstrates understanding of how
Is missing some of the pieces of the whole Does not realize when major components
b various pieces of the problem relate to
each other and the whole
problem of the problem are missing
Translates academic theory into
Some gaps in understanding the application
c
engineering applications and accepts
of theory to the problem and expects theory
Does not appear to grasp the connection
limitations of mathematical models of between theory and the problem
phvslcal realitv
to predict reality
d
Can relate theoretical concepts to Connects theoretical concepts to practical Does not see the connection between
practical problem salvina oroblem-solvina when oromated theorY and practical problem salvina
e
Takes new information and effectively - Must be assisted in integrating previous Has no concept of how previous
integrates it with previous knowledge knowledge and new information knowledge and new information relate
f
Uses appropriate resources to locate
Uses limited resources to solve problems Uses no resources to solve problems
information needed to solve problems
9
Formulates strategies for solving Has some strategies for problem-solving, but Has no coherent strategies for problem
problems does not applv them consistently salvina
lnvestigates impact of variations in input
Occasionally assesses the' extent to which Has no idea of how changes and
variables on problem solution (i.e.,
h
conducts sensitivity analysis of critical
changes in input variables will affect problem uncertainties in input variables will affect
independent variables)
solution calculated outputs
Justifies assumptions, and in some Notes assumptions but does not justify them Does not acknowledge, or in some cases
I cases investigates the impact of or investigate their impact on problem even realize, assumptions inherent in the
assumptions on problem solution solution solution _process
j
Can predict and defend problem Occasionally predicts and defends problem Is unable to predict or defend problem
outcomes outcomes outcomes
The answer is correct and properly
The answer is nearly correct, but properly
The answer is incorrect and not checked
k labeled (within reasonable and logical range
labeled
of the correct answer-it's in the "ballpark")
for its reasonableness
The solution is correct and checked in
I
other ways when it can be; the The solution is correct, but not checked in No attempt at checking the obviously
interpretation is appropriate and makes other ways incorrect solution-no commentary
sense
CREATIVE SKiLLS
2) An ability to create a system, component or process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability
Level 5 Performance Level 3 Performance Level 1 Performance
Develops a design strategy, including
a
a plan of attack, decomposition of work
Uses a design strategy with guidance No design strategy; haphazard approach
into subtasks, development of a
timetable
Thoroughly understands how existing
Knows how existing designs work but does
Has a poor understanding of how
designs work (i.e., how they meet
not clearly understand the science or
existing-designs work and has no
b desired needs) and thoroughly
thought-process behind the formulation of
understanding of the science or thought
understands the science and thought process behind the formulation of
process behind existina desians
existing designs
existina desians
Understands how areas interrelate and Can use prior knowledge to design
Unable to relate prior knowledge to the
c demonstrates ability to integrate prior individual pieces of equipment competently
knowledge into a new oroblem when auided to do so
design problem
d
Has obtained true customer input
Has identified true customer, but has not
Does not know who the true customer is.
obtained their inout
Establishes a clear definition of the
Provides a definition of the problem, but it is
design problem/need and does not No formal definition of the design
e
define the problem in terms of the
largely stated in terms of the existing
problem/need is provided
existinQ solution
solution
Establishes a comprehensive list of
Missing some essential and desirable Several important design criteria are
f essential and desirable design
soecifications/criteria
design specifications/criteria missing
Design specs/criteria are put in
terms/quantities that can be targeted
Some design specs/criteria are not put in Few, if any design specs/criteria are put
9
( e ~ g . , lists "increase flowrate 23%"
terms/quantities that can be targeted in terms/quantities that can be targeted
instead of "significantly increase
flowrate")
CREATIVE SKILLS, continued
Level 5 Performance Level 3 Performance Level 1 Performance
Design criteria address economic, Includes only minor or cursory
Design criteria are extremely limited in
h environmental, social, political and consideration of economic, environmental;
scope. Little, if any, consideration of
ethical constraints social, political and ethical factors
economic, environmental, social, political
and ethical factors
Develops and promotes designs that
easily meet applicable safety and
Designs minimally address applicable Is not aware of major applicable safety
i health standards and regulations.
Introduces new and ingenious safety
safety and health standards and regulations and health standards and regulation
devices/orocedures
Understands how design will be Does not fully understand how certain Is not familiar with
fabricated/construction. Gives portions of design would be fabrication/construction methods, and
j consideration to the specific equipment constructed/fabricated. Does not adjust thus creates designs that can not be
available for actual designs for specific equipment available for manufactured or are extremely
fabrication/construction actual fabrication/construction eXDensive to manufacture
Understands how, and constantly Attempts to minimize impact of design on
strives to develop designs that natural resourceconsumption. Could be
Ignores environmental sustainability
k minimize the consumption of natural more effective but is unclear as to the
resources during their fabrication and environmental impact of certain design
when making design decisions
use decisions
Provides numerous alternative
Relatively inactive during brainstorming
ideas/approaches during brainstorming Moderately active during brainstorming
i sessions. Is capable of self-generating sessions. Capable of self-generating
sessions. Does not give team members
ideas to playoff of. Has difficult time
numerous alternative ideas/approaches
generating ideas away from team
ideas/approaches
Generates alternative solutions that Generates solutions that are workable and
Ideas are not new or innovative. Most
m are unique, novel and workable. practical, but generally are not that
are not workable and/or practical.
I
Shows overall lack of knowledge and
Thinks outside the box innovative. Seldom thinks outside the box
eXDerience
n
Thinks holistically: sees the whole as Does not think holistically: does not see the Has no concept of the process as a sum
well as the Darts intearation of the nieces clearlv ofits Darts
Selects among alternative solutions
Does not consider all relevant criteria when No objective criteria used to make
0 using properly weighted design
making design decisions. Weighting of design decisions. Generally focuses on
criteria/specifications
some design criteria/specifications shows a single solution without due
oersonal bias consideration of alternatives
Optimizes all major aspects of selected
Optimizes most aspects of a design. Some Either does not optimize the design, or
design(s) correctly using appropriate
p
engineering analysis tools and
errors in analysis and/or incorrect incorrectly uses engineering tools and
methods
application of analysis tools and methods methods when doing so.
RESEARCHSKILLS (Discoverin!! New Thin!!s)
3) An ability to formulate and conduct basic investigations such as laboratory experiments, prototype tests,jield trials,
comvuter simulations and market analYses
Level 5 Periormance Level 3 Periormance Level 1 Periormance
Seeks information for investigations
Seeks information for investigations from a Seeks no extra information for
a
from multiple sources
few sources-mainly from the textbook or investigations other than what is
the instructor nrovided bv instructor
I
Formulates a plan of data gathering to Develops a simplistic plan of data
No systematic plan of data gathering;
b
attain a stated objective (develop gathering, does not recognize entire scope
data collection is disorganized, even
correlation, test a model, of study (e.g. not all affecting
oerformance of eauioment, etc. the results are investicated
random, and incomplete
Experimental procedures most often
c
Develops and implements logical followed, but occasional oversight leads to
Does not follow experimental procedure
experimental procedures loss of experimental efficiency and/or loss
of data
Conducts investigations in- accordance
Experimental designs are rather crude.
d with well-planned, statistically-based
Confounding of key variables could be
No real experimental designs used
avoided, or investigation simplified with
experimental designs
better olannina
Can select appropriate equipment and Needs some guidance in selecting
Cannot select th-e appropriate equipment
e and instrumentation for required
instruments to perform investigations appropriate equipment and instrumentation
investinations
Selects equipment with the precision Is aware of an eqUipment's precision, but Has no idea of the precision of
f required for proper discrimination of does not select equipment based on the eqUipment in use, or how precision of
data during analyses precision needed for data analvses collected data will affect data analvses
Is aware of measurement error and is
Is aware of measurement error but does not
9
able to account for it statistically
account for it statistically or does so at a Is unaware of measurement error
minimal level
h
Observes good laboratory safety Unsafe lab procedures observed
Practices unsafe, risky behaviors in lab
procedures infreauentlv
Analyzes and interprets data carefully Applies appropriate theory to data when
i
using appropriate theory; if required, prompted to do sO,but misinterprets
Makes no attempt to relate data to theory
translates theory into practice or physical significance of theory or variable
applies to process model s) involved; makes errors in unit conversions
INFORMATION RETRIEVAL SKILLS (Uncovering E ~ i s t i n g Things)
4) An ability to identify important resources, and to retrieve, interpret, analyze and critique information for use in solving
engineering problems and conducting basic investigations
Level 5 Performance Level 3 Performance Level 1Performance
Often does not even use the course
a
Seeks information from multiple Looks only to class resources in solving textbook to help solve problems or
resources problems and homework homework (comes to office hours
.
unprepared)
Obtains true customer input before Has identified true customer, but has not
b commencing major design/problem obtained their input prior to commencing Does not know who the true customer is.
salvino activities major desian/oroblern solving activities
Requires assistance in interpretation of
Is able to interpret and understand information from outside resources and/or Is not willing to use outside resources
c
information from a variety of resources only uses a small number of outside unless required
resources
Is able to interpret and understand
Can follow most technical publications
Lacks knowledge to comprehend most
d virtually all technical publications within
without help from fellow student or mentor
technical publications. Must rely on
field
.
instructor to exolain information
e
Has conducted an extensive and
Misses key patents during patent search Has not conducted a patent search
thorouah oatent search
Is aware of most comparable
Identifies and critiques comparable products/services. Examination of Is unaware of many comparable
I products/services prior to commencing comparable products/services is limited in products/services, and does not
major design activities scope and/or done well after major design investigate known products/services
activities have commenced
Knows titles of most major technical Does not know the titles of major
9
Identifies and obtains appropriate publications in field of study. Review of technical publications in field of study.
technical publications these technical publications somewhat Does not obtain or reference major
irregular technical oublications
Is capable of tracking specific Occasionally requires assistance in tracking
Can not track specific information to its
h original source without assistance from
information to its original source specific information to its original source
instructors and other students
Uses internet search engines efficiently. Has some difficultly locating information on Seldom uses the internet for information
i Regularly visits popular internet sites in the internet. Occasionally visits some of the retrieval. Is not familiar with popular
field of studY popular internet sites in field of study internet sites related to filed of study
i
Is able to identify major researchers Knows only the top couple researchers Has no idea of who is generating cutting
within field of studv within filed of study edoe information within field of studY
Is able to separate fact from fiction,
Is able to disseminate fact from fiction in
Lacks knowledge to separate fact from
most cases. Is careful not to promote a
k myth from reality. Is able to identify
particular viewpoint when uncertain as to
fiction, and as a result, frequently
junk science within field of study
what is fact and what is fiction
perpetuates myths
COMMUNiCATION: SPEAKINGSKILLS
Sa) An abilitv to effectively orally communicate
Level 5 Performance Level 3 Performance Level 1 Performance
Well organized. Items discussed in a
logical sequence that has been made
Presents key elements of an oral Talk is poorly organized, e.g. no clear
a
clear to the audience. Applies the
presentation adequately, but "tell them" not introduction or summary of talk is
principle of "tell them" (Tell them what
clearly applied presented
you are going to tell them, tell them,
and tell them what you've told them)
Excellent voice quality. Voice is lively
Occasionally difficult to hear or understand Difficult to hear or understand speaking.
b
and crisp, and varies in pitch, rate and
speaking Speaks in a monotone
loudness
Presentation has enough detail Presentation contains excessive or Presentation is inappropriately short or
c appropriate and technical content for insufficient detail for time allowed or level of excessively long; omits key results during
the time constraint and the audience audience oresentation
Good preparation as evidenced by a Overuses prompts or does not use prompts
clear and concise delivery of material enough-occasionally stumbles or loses
d and minimal use of prompts (e.g., place. Noticeable transition/difference Reads from prepared script
notecards, glancing at slides, overuse between memorized lines/segments and ad
01 pointer) lib
Excellent stage presence. Exhibits
Slight appearance of stage fright. Some
Extremely nervous delivery. Distracting
confidence and enthusiasm. Gestures
nervous habits (um, ah, clicking pointer,
nervous habits (urn, ah, clicking pointer,
e are appropriate. Makes eye contact
etc.). Eye contact is sporadic. Occasionally
etc.). No eye contact. Appears-to hide
Does not block screen. Not excessively behind lectern, or the opposite -
deoendent on lectern
blocks screen.
continuallv moves across stace
~
I Uses proper American English
Occasionally uses an inappropriate style of
Uses poor English
EnqJish-too conversational
9
Dressed in appropriate professional Appearance is too casual for the Dress hot at all appropriate for
attire circumstances
circumstances
Listens carefully to questions, repeats
Sometimes misunderstands questions, does
Does not listen carefully to questions,
question for audience and responds
not always repeat question, does not
does not repeat question, does not
h appropriately. Is able to explain and
respond appropriately to the audience, or
provide an appropriate answer, or is
interpret results for various audiences unable to answer questions about
and purposes
has some trOUble answering questions
oresentation material
COMMUNICATION: WRITING SKILLS
5b) An abilitv to write in a clear, concise, !!rammaticallv correct and or!!anized manner
Level 5 Performance Level 3 Performance Level 1 Performance
I
Articulates ideas, but writing is somewhat
Text rambles, points made are only
a Articulates ideas clearly and concisely understood with repeated reading, and
disjointed, superfluous or difficult to follow
key points are not ofQanized
Organizes written materials in a logical Material are generally organized well, but
Little or no structure or organization; no
b
sequence to enhance the reader's paragraphs combine multiple thoughts or
subheadings or proper paragraph
comprehension (paragraphs, sections and sub-sections are not identified
structure used
subheadina, etc.) c1earlv
Uses graphs, tables, and diagrams to Uses graphs, tables, and diagrams, but only
Graphs, tables or diagrams are used, but
c support pointsM-to explain, interpret, and in a few instances are they applied to
no reference is made to them
assess information support, explain or interpret information
d
Written work is presented neatly and
Work is not neatly presented throughout Work is not presented neatly
professionally
e Grammar and spelling are correct One or two spelling/grammar errors per page
Spelling/grammar errors present
throuahout more than 1/3 of the paper
f Figures are all in proper format
Figures are present but are flawed axes
No figures or graphics are used at all
mislabeled, no data points, etc
9
Uses good professional writing style
Style is informal or inappropriate, jargon is The writing style is inappropriate for the
used, improper voice, tense. audience and for the assignment
h
COf]forms to the prescribed format (if The prescribed format is only followed in
The prescribed format is not followed
anv) some portions of the paper
COMMUNICATION: DOCUMENTATIONSKILLS
5c) An abilitv to document work activities and properlv archive information
Level 5 Performance Level 3 Performance level 1 Performance
Maintains up-to-date list of personal
Has an easily located list of personal
Missing information on most major
contacts (along with contact contacts. Contact information that is
a
information) in a place where they are
contacts but only about half of important
archived is either out-of-date or scattered
easily found by others
project contacts are listed
amonast other information
Accurately records important Takes notes of some discussions. Does not record information during
b
information from design meetings, Frequently leaves out important information meetings and/or discussions with others.
phone conversations, brainstorming (e.g. name of person providing Relies on team members for minutes and
sessions, personal contacts, etc. information/idea, making request, etc.) other records
Maintains a complete log of work
Half-heartedly maintains a log of work
activities that includes description of
activities. Frequently postpones data entry
Does not keep track of time spent or
c
activity, date, and time spent on
until information is lost from memory and
days worked on specific projects
thus is forced to guess at dates, times,
specific projects
specific proiect activities, etc.
All original ideas are archived along
Most ideas are written down. Advantages
Ideas/thoughts are seldom put to paper
d with a clear description and reasons for (i.e., they frequently remain in the mind of
acceotance or reiection
and disadvantages of some are listed
the individual)
All patentable ideas/work are
All patentable ideas/work are recorded but Patentable ideaslwork are not
e witnessed, signed and dated by at
not witnessed and/or signed and/or dated documented/recorded
least two individuals
Reasons for changing designs,
processes, procedures, bylaws, etc.
Some important changes are made without
No record is kept that explains reasons
f are always recorded along with the for changing designs, processes,
date of the change and individuals
recording the reason for the change
procedures, bylaws, etc.
involved
Equation formulation is somewhat difficult to
All important equation formulations and
follow. Person checking derivation required
Equation formulation can not be followed
9
calculations are archived and include
to figure out one or more steps in
or is in error. Some assumptions clearly
explanation of all assumptions
development process. Supporting
invalid.
data/reasons for some assumptions not
provided
All photographs.are archived with a Most photographs are archived with the
Photographs are stored without
h descriptive note that includes date and date they were taken, but few contain
descriptive notes
location of ohotooraoh description of ohotooraph contents
Maintains a hard copy of all important
Occasionally prints outs and files hard
electronic mail correspondences that
copies of electronic correspondences.
Never prints hard copy of Important e-
j
includes sender, recipient(s) and date
Wastes time and paper printing and
mail correspondences
archiving e-mail correspondences that have
of correspondence
no real value/historical significance
Laboratory and field data is archived in
Data collected are not all documented, units
j
an organized manner with a
are missing, or some measurements are not
Laboratory and field data are poorly
description, proper units and date of
recorded
documented. Portions of data are lost
collection
k Always works in pen
Uses pen for most important information
Always works in pencil
(i.e., documentation of oriainal ideas)
COMMUNICATION: DOCUMENTATIONSKILLS, continued
Level 5 Performance Level 3 Performance Level 1 Performance
Information is always archived at the Sporadic archiving of information, which
Only archives information when
I time it is collected or when work is occasionally results in permanent loss of
specifically requested to do so, which
done critical information
frequently results in permanent loss or
misplacement of critical information
Information is archived such that It is impossible to determine and/or
m
someone not familiar with project can Can somewhat follow project development understand the work done on a project by
read it and clearly understand what by reading archived information reading project notebooks and/or other
was done and why. project documentation
COMMUNICATION: ILLUSTRATING SKILLS
5d) An ability to develop appropriate illustrations including hand sketches, computer generated drawings/graphs and
victures
Level 5 Performance Level3 Performance Level 1 Performance
a
Illustrations conform to the prescribed The prescribed format is only used for some
The prescribed format is not followed
format (if anv) illustrations
b
Numbers appearing in illustrations are Numbers appearing in a couple illustrations Most illustrations contain numbers that
alwavs properlv rounded are not orooerlv rounded are not properly rounded
- -- Uses colors, but not very creatively. Uses
Uses colors effectively to help reader
color combinations that can be difficult for Only prepares drawings/graphs in one
c differentiate between items in
some people to differentiate (e.g., dark color
drawings/graphs
areen/red)
d Grammar and spelling are correct
One or two spelling/grammar errors per More than two spelling/grammar errors
illustration oer illustration
Illustrations contain all necessary
quantities/labels (e.g., flow type, Illustrations lack important
volume, temperature, pressure, Illustrations missing some information that labels/quantities and/or contain incorrect
e velocity; component height, length, would be useful. Some quantities lacking labels/quantities (e.g. graph axes are
thickness; etc.). All quantities are units mislabeled). Quantities that are given are
followed by units unless they are generally missing units
unitless
Is proficient at using advanced features
f
of one or more CAD programs
Can use basic features of a CAD program
Can not create an engineering drawing
(computer aided or assisted design or using a CAD program
draftina oroarams)
Provides all specified drawings or
Drawing set is missing a major required
Is not aware of drawings required by
9
drawings required by code/regulation regulation and/or specification, and thus
fora project
drawing or several minor required drawings
fails to develop several required drawings
Identifies and develops details (e.g.
Identifies and develops some of the more
h
cross-sections, alternative views, etc.)
obvious details. Gets ideas for other details
Must be shown specific details that will
to more effectively communicate a
from team members
more effectively communicate a design
desiQn
Part drawings are dimensioned to
Has no idea how dimensioning of
minimize problems associated with
Does not always account for variations in drawings can affect assembly of
fabrication tolerances (and hence
fabricated component dimensions/sizes or components. As no idea how
i assembly problems), and assembly
assembly procedures when dimensioning components are assembled, and thus as
drawings are dimensioned so that
assembler does not have to figure out
part and assembly drawings no idea how-to dimension assembly
an alternate set of dimensions
drawings
Uses graphs, tables, and diagrams in Uses graphs, tables, and diagrams in written
Graphs, tables or diagrams appear in
j
written documents to support points -- reports, but only in a few instances are they
written documents, but no reference is
to explain, interpret, and assess applied to support, explain or interpret
made to them
information information
One or two slides are unclear or
Multiple slides are unclear or
Information on video presentation slides incomprehensible. Most text slides could be
incomprehensible. Too much detail on
is always presented in a concise more succinct. Could remove a table
text slides. Tables contain so.much
k
manner that can be quickly and easily row/column here or there. Information in
information that text is not legible. Many
digested some tables better presented in XY plot, pie
slides contain nonessential captions,
figures and equations, etc. Graphs are
chart, and/or bar graph form
difficult to understand
PROFESSIONAL INTEGRITY
6) An understanding ofvrofessional and ethical resvonsibilitv
Level 5 Performance Level 3 Performance Level 1 Performance
Student understands the Code of Student is aware of the existence of the
Student is not aware of any codes for
a Professional Engineers and other bases Code of Professional Engineers and other
for ethical behavior bases for ethical behavior
ethical behavior
Participates in class discussions and Does not take the discussion of ethics
Does not participate in or contribute to
b
exercises on ethics and professionalism seriously but is willing to accept its existence
discussions. of ethics; does not accept the
need for professional ethics
c
Demonstrates ethical behavior among Does not model ethical behavior among Student has been caught cheating or
peers and faculty peers and facultv plaQiarizinQ the work of others
d
Takes personal responsibility for his/her Doesn't recognize the need to take personal Blames others for own issues and
actions responsibilitv for his/her actions problems
Is punctual, professional, and collegial;
Sometimes exhibits unprofessional behavior; Is frequently absent from class and is
e is sometimes absent from class without generally not collegial to fellbw students,
attends classes regularly
reason staff,'and faculty
Evaluates and judges a situation in
Evaluates and judges a situation in practice
Evaluates and judges a situation in
f practice or as a case study, using facts
or as a case study using personal
practice or as a-case study using a biased
understanding of the situation, possibly
and a professional code of ethics
applvinQ a personal value system
perspective without objectiVity
Uses personal value system to support
Uses personal value system to support Uses personal value system to support
actions, but understands the role of
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professional ethical standards for
actions, but confuses personal ethics with actions to the exclusion of all other ethical
corporate decisions
professional ethics standard
TEAM.WORK
7) The abilitv to function on (multidiscivlinarv) teams and demonstration ofteam skills in general
Level 5 Performance Level 3 Performance Level 1 Performance
a
Routinely present at team meetings or Absent occasionally, but does not Is absent from team meetings or work
work sessions inconvenience Qroup sessions >50% of the time
b
Contributes a fair share to the project Sometimes depends on others to complete Does not contribute to group work at all or
workload the work; contributes less than fair share submits own work as the grouo's
c
Is prepared for the group meeting with Prepares somewhat for meetings, but ideas
Routinely failsto prepare for meetings
clearlY formulated ideas are not clearlv formulated
Cooperates with others (outside of the
Occasionally works as a loner or interacts to
Does work on his/her own; does not value
d
discipline)
a minor extent with extra-disciplinary team
team work
members '
Shares credit for success with others
Makes subtle references to other's poor
Claims work of group as own or frequently
e performance or sometimes does not identify
and accountability for team results
contributions of other team members
blames others
f
Shares information with others and Sometimes keeps information private: not Hides in the background; only participates
orovides assistance to others very willing to share if stronalv encouniaed
9
Demonstrates the ability to assume a Takes charge when not in the position to
Does not willingly assume team roles
desianated role in the a-rouo lead
Values alternative perspectives and
Persuades others to adopt only his/her ideas
h encourages participation among all
or grudgingly accepts the ideas of others
Does not consider the ideas of others
teammembers
Remains non-judgmental when
i
disagreeing with others/seeks conflict Sometimes criticizes ideas of other team Is openly critical of the performance of
resolution; does not "point fingers" or members; blames others for errors others
blame others when thinas 00 wrona
j Is a courteous group member
Is not always considerate or courteous
Is discourteous to other group members
towards team members
k
Always completes team-assigned tasks Occasionally does not complete team- Never meets team scheduled work
bv established deadline assioned tasks bv established deadline deadlines
Is punctual and dependable. Always
Does not miss design meetings but Consistently shows up late and frequently
I shows up for scheduled meetings and
occasionally shows up late
misses team meetings
on time
Has knowledge of technical skills,
Has some knowledge of other disciplines,
m
issues and approaches germane to
but gets lost in discussions with extra-
Has no knowledge of disciplines outside
disciplines outside of biological systems of biological systems engineering
engineerinQ
disciplinary team members
ENGINEERING IMPACTASSESSMENTSKILLS
8) The broad education necessary to understand and assess the impact of engineering solutions in a global, economic,
environmental, and societal context
Level 5 Performance Level 3 Performance Level 1 Performance
Is familiar with the current trends in
A the biological systems engineering Is aware of current events in society Is unaware of current events
discipline
Respects the historical aspects of Is aware of historical aspects of
Is unaware of historical effect of engineering
B engineering solutions and their engineering solutions, but is not
impacts influenced by them
solutions
Reads and is familiar with the content
Is aware of the existence of technical
C
of periodicals.that are relevant to
periodicals-would know where to look to Is not familiar with any technical periodicals
understanding the global and societal
impact of em:iineerinQ
find them
Has a personal perspective on the Is interested in engineering because of
D importance (oTlack thereof) of what the discipline offers him/her Isn't sure why he/she is studying engineering
enaineering in todav's world oersonatlv
CONTINUING EDUCATIONAWARENESS
.
9) A recoenilion ofthe need for, and an ability to eneaee in lifelone learnine
Level 5 Performance Level 3 Performance Level 1 Performance
a
Demonstrates ability to learn Requires guidance as to expected outcome Requires detailed or step-by-step
indeoendentlv of task or proiect instructions to comolete a task
Goes beyond what is required in
b
completing an assignment and brings
Completes only what is required
Has trouble completing even the
information from. outside sources into minimum required tasks
assignments
c
Learns from mistakes and practices Sometimes is able to avoid repeating the Unable to recognize own shortcomings
continuous improvement same mistakes or deficiencies
d
Demonstrates capability to think for Does not always take responsibilfty for Own Assumes that all learning takes place
one's self learning within the confines of the class
Demonstrates responsibility for
Seldom brings information from outside Shows little or no interest in outside
e creating one's own learning
sources to assignments learning resources
opportunities
Is able to understand, interpret, and
apply learned materials and concepts
Has some trouble using materials and
f
in a format different from that taught in
concepts that are in a different format from
Cannot use materials outside of what is
class (e.g. different nomenclature,
that taught in class
explained in class
understand equation from different
textbook)
Participates and takes a leadership role
Occasionally participates in the activities of Does not show any interest in
9
in professional and technical societies
local professional and technical societies professional and/or technical societies
avaitable to the student body
SOCIAL AWARENESS
10) A knowledee ofcontemvorary issues
Level 5 Performance Level 3 Performance Level 1Performance
Has knOWledge of current events in
Has no clue about issues and events in
a the engineering discipline and in Has some knowledge of current events
the world
society
b
Has a good perspective on the current Has a somewhat narrow perspective on
Hopes that a job will fall into his/her lap
iob market the current iob market
Able to d i s c u ~ s in-depth major Able to comment on major political issues, Unable to comment on political
political issues at national, state and but is not familiar enough with them to solutions or is unaware of world and
local levels defend a position on them local happenings
1. Can summarize essence of 1. Can summarize the facts of the
several issues: take and defend issues
C
a position on them 2. Can only comment on possible
2. Is able to evaluate political alternative political solutions, or
solutions, or scenarios using a scenarios using a few different
series of different measures- measures -
e.g., economic, quality of fife; e.g., economic, quality of life; number
number of individuals affected; of individuals affected; political
political ramifications; etc. ramifications; etc.