MSE Accreditation Program Outcomes & Review Process Flowchart

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MSE Review Process

The MSE Program Criteria identify the following topics that are distinctive to materials related engineering programs:

0.   Nanostructure
1.   Microstructure
2.   Properties
3.   Processing
4.   Cost/Performance
5.   Metals
6.   Ceramics
7.   Polymers
8.   Electronic Materials
9.   Composites
10.  Biomaterials

11.  Experimental

12.  Computational

13.  Statistics

 In addition, outcomes of student learning identified by ABET (with minor adjustments appropriate to MSE) are assessed:

[a] an ability to apply knowledge of mathematics, science, and engineering
[b] an ability to design and conduct experiments, as well as to analyze and interpret data
[c] an ability to design a system or process to produce a material or component
[d] an ability to function on teams, including multi-disciplinary teams
[e] an ability to identify, formulate, and solve engineering problems
[f] an understanding of professional and ethical responsibility
[g] an ability to communicate effectively
[h] the broad education necessary to understand the impact of engineering solutions in a
global and societal context
[i] a recognition of the need for, and an ability to engage in life-long learning
[j] a knowledge of contemporary issues
[k] an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

Curriculum and Processes to Ensure Achievement of Objectives

Students who progress through the MSE curriculum at MSU learn the core of knowledge that distinguishes MSE students from other engineers as identified in topics 0-13. Each course generates student learning that satisfies the 0-13 topics and the a-k program outcomes. The ABET course learning goals found here indicate which outcomes are assessed in each class.  The course learning goals are not written explicitly in terms of the 0-13 topics or a-k outcomes, though examples of how these links are developed in student learning are provided in the ABET course syllabi.

Results Used to Improve Effectiveness of the Program

Student learning and attainment of the outcomes common to all engineers [a-k] are assessed periodically, as indicated in the flow chart.

MSE flowchart

Feedback systems for the MSE Program

The Course Evaluation Form (CEF) based feedback system illustrated in the flow chart above takes place according to the schedule outlined below.  

Timing of MSE Curriculum/ABET Committee and Faculty Assessment of Outcomes

 

Timing

Activity 

Purpose

End of Fall Finals week

Faculty meet for two hours to enter information into the CEFs and discuss assessed outcomes and other matters.  Action items for subcommittees are identified for making changes. Student assessment from SIRS responses to prior Spring courses are reveiwed, and course evaluation forms are finalized.

All faculty become aware of successes and challenges that take place in alll courses of the curriculum, which provides opportunity for prerequisite tree pedagogy to become understood by all

January-February 

Action items are addressed from fall meeting. 

Only relevant faculty are involved

March

MSE faculty meets for 2 hours to review any curriculum based action items, and to discuss teaching assignments for the following academic year

Provides opportunity for discussion and voting on any needed changes.  Faculty own the teaching assignment process.

End of Spring Finals week 

Faculty meet for two hours to enter information from Spring courses into the CEFs and discuss assessed outcomes and other matters.  Action items for subcommittees are identified for making changes. Student assessment from SIRS responses to prior Fall courses are reveiwed, and course evaluation forms are finalized.

All faculty become aware of successes and challenges that take place in alll courses of the curriculum, which provides opportunity for prerequisite tree pedagogy to become understood by all

September

Action items identified in prior meeting that need subcommittee efforts are worked out.

Not all faculty need to be involved

Sometime in Fall

External Alumni Board meets with students at lunch to ask questions and hear about student's perspective.  Board debriefs faculty later in the afternoon

External board gains understanding of student experience

About every other year Student forum in MSE Society meeting to obtain program scale feedback from students on various topics provided by faculty. This is collected without faculty presence to obtain student perspectives