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Construction Engineering Technology
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Program and degrees offeredConstruction Engineering Technology
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Program assessed in this reportSchool of Engineering Technology
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Department Chair/Program CoordinatorScott Dunning/Will Manion
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Form Completed byWill Manion
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Academic Year2018-2019
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URL for published learning outcomeshttps://umaine.edu/construction-engineering/educational-objectives-and-student-outcomes/
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Outcome(s) Examined:Data/Evidence:
Evaluation Process:
Results & ReflectionRecommendations & PlanningImpacts
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Which program student learning outcome(s) was assessed during this reporting period?Other than grades, what data/evidence* were used to determine that students have achieved the stated outcome(s) for the degree? Direct evidence is required; indirect evidence is optional. Provide: •type of data/evidence* •sample (include # of students sampled, which semesters, where in curriculum the outcome was assessed (in course(s), section(s) or a program requirement)What method(s) or process(es) were used to evaluate student work?
Provide:
evaluation instrument
expected level of student achivement of the outcome
who applied the evaluation tool
who interpreted the results of the assessment process		What were the results of the analysis of the assessment data? Provide:
quantitative results, including a comparison of expected level of student achievement to actual level of student achievement
analysis of the results including the identification of patterns of weakness or strength
reflection and conclusions		Are there recommendations for change based on the results?
Provide:
recommendations for change(s) planned
timeline for program to implement the change(s)
timeline for program to assess the impact of the change(s)		What impacts have you observed in response to the changes made? Are there unintended consequences? Were the changes successful? (Note: this box is completed after changes are implemented.)
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a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activitiesCET 360: To develop proposed solutions for a real construction engineering problem, such as a community service project. Total points earned for draft proposal components and the final written proposal, 37 students, spring 2018, senior capstone program outcome.The total points earned during the proposal phase of the semester, including proposal writing drafts, materials and equipment costs, written proposal, materials and equipment quality, proposal presentation and final cost estimate. It is expected that students will earn at least 85% of the points from this phase. The instructor evaluated each component and interpreted the results.The classs average was 93%, higher than expected. This indicates that the transition (second year) to developing the proposals in CET 360 in the spring has been successful. We definitely spent more time articulating expectations for what the proposal phase was about, and added more specific instruction about how to do it.No significant changes in plan for spring 2019
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e. an ability to function effectively as a member or leader on a technical teamCET 458: The student team peer evaluations, 35 students, fall 2018, senior capstone program outcome.A student team peer evaluation assignment was deployed using Blackboard once during the semester. Student responses were individually submitted, rating the other members of their team and themeselves. It is expected that at least 95% of the class members will be evaluated as meeting expectations or higher. The instructor reviewed and interpreted the student responses on Blackboard.The class average was 99%, higher than expected. Overall this particular class worked well together, with only a very few students performing less that expected with their team.So significant changes in plan for Fall 2019
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k. a commitment to quality, timeliness and continuous improvementCET 458: Management exercises. Total points earned for quality and management work, 35 students, Fall 2018, senior capstone program outcome.The total points earned performing management exercises, including communications, lists, safety work, team evaluations and presentations. It is expected that students will earn at least 80% of the points from these activities, because these activities can be more challenging for students to complete well. The instructor evaluated each component and interpreted the results. The class average was 79%, slightly less than expected. This year we introduced a "Project Engineer of the Day" (PED) assignment, where one student on each project was assigned to oversee all the work for that day. They were supposed to document their work with a daily log, two safety forms and some progress photos, uploaded to the Google Team Drive after completion. Although many students reported this exercise to be valuable in their evaluations, quite a number of them failed to complete and upload the documentation. Next year we will have to implement a better procedure to help them through the process.For Fall 2019, a better system of documentation workflow for the Project Engineer of the Day and timecard reporting functions will need to be developed and piloted.
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