The Learning Objectives for the Biological Engineering degree program are broad statements that describe the characteristics and attributes that graduates are expected to demonstrate three years after graduating with the B.S. degree from USU. The Program has an assessment and evaluation process that periodically documents and demonstrates the degree to which the Learning Objectives are attained. The Learning Objectives are identified below.

1. Effective application of knowledge. Expand practical problem-solving and communication abilities to apply what is known and to convey the information to others that will contribute to biological engineering practice, advance knowledge, and contribute to society.
2. Desire and ability to grow professionally. Expand the work ethic and drive to provide continuous self improvement, and expand a professional sensitivity to the economic, social, and legal dimensions of technical problems in order that engineering solutions are more holistic and applicable; and
3. Ability to adjust to rapidly changing environment. Stimulate a desire for life-long learning and for adaptation to a change in direction with a rapid response as two means of extending engineering knowledge.

Mapping of Objectives and Courses

The Learning Objectives are periodically (on a three-year cycle) reviewed and analyzed by the BIE Department Industrial Advisory Board. The Learning Objectives are the results of input received at the 2007 IAB annual meeting at USU and approval by the Program faculty, Curriculum Committee chairs, and the department head.

The relationship of courses in the curriculum to Learning Objectives is demonstrated in the table below that shows the mapping of required and elective courses to the Learning Objectives. Each course is evaluated by the Department Accreditation Committee Chair and the Curriculum Committee Chair with regard to the contribution (i.e., high, medium or low) of each course toward each Learning Objective. All Biological Engineering core courses and Biological Engineering elective courses are designed to make at least one “High” contribution to the Objectives, as indicated in the table. The table below is used as a curriculum design element by the Biological Engineering Curriculum Committee to ensure that the total Biological Engineering Program addresses all of the Learning Objectives.

Assessment Plan

On a three-year cycle, the Department Head and ABET Coordinators interview selected employers of our biological engineers who graduated three years earlier, with a focus on industrial and governmental employers rather than graduate and professional schools.

An assessment survey with regard to meeting the Program Learning Objectives was conducted in 2008 concerning students now employed and who graduated in 2004. The class of 2004 was selected to allow employers to develop several years of performance data for each student. Employers were requested to rank students on a scale from 5 to 1 for Excellent (5), Good (4), Fair (3), Poor (2), and Failure (1). The criterion for meeting each Learning Objective was an average score of 4 (good).

More recent graduates and successes with regard to acceptance into graduate school, industry, and medical school is shown in the table below.

FEE refers to successfully passing the Fundamentals of Engineering Examination, a nationally administered examination

Evaluation

On the same three-year cycle as described for assessment, the process for evaluation involves review of the assessment information by the Department Head, then evaluation of the assessment information by the Department Head who makes recommendations to the ABET Committee and Program faculty for program improvement. The process results in identification of actions to be taken to improve the Program, followed by implementation of actions by the Program faculty.

Review and evaluation of the assessment results shown in the Table above and provided in qualitative statements on the assessment forms indicate that all three Learning Objectives of the Biological Engineering program were attained. Average scores were 4 (good) for all three PEOs. In addition, qualitative responses indicated that Program graduates are strong and competitive with respect to performance. Therefore, attainment of the Learning Objectives is achieved.

Program Outcomes

Program outcomes are narrower statements that describe what students are expected to know and be able to do at the time of graduation. Engineering accreditation (ABET) Outcomes "a" through "k" have been summarized as Biological Engineering Program Outcomes 1 through 6. The Outcomes are identified in the table below that shows the correlation between ABET Outcomes and Biological Engineering Program Outcomes.

Relationship between Program Outcomes and ABET Outcomes (a) through (k) including

Assessment

Six sources of information for assessment are used that include a combination of external, internal, and behavioral observations data. External assessment data sources include those identified as numbers 1 through 3 in the table below. Behavioral observations assessment data are identified under number 4 in the table and include maintaining records of student participation in professional organizations, conferences, internships, and other professional activities outside the classroom as well as in service activities and organizations. Internal assessment data sources include those identified as numbers 5 and 6 in the table. These assessment tools and the frequency of information collection are described in the table. Evaluation of achievement of every program outcome is based on two means of assessment as identified in the table below.

Means of Assessment and Frequency of Information Collection

The assessment means (evidence) for each accreditation (ABET) Outcome and Program Outcome are summarized in the table below. Also shown is the achievement (+) or lack of achievement (-) for each outcome based on evaluation of the assessment information.

Specific Assessment Means Utilized for each Program and ABET Outcome

Outcomes Data

Data from the six sources of assessment information identified above are collected and summarized in quantitative, tabular form, as well as in written summary form. Summaries of the assessment information sources are then used to evaluate the achievement of Program outcomes.

Evaluation of the assessment information involves interpretation of the data and evidence, accumulated through the assessment tools identified above, to determine the extent to which program outcomes are being achieved. Assessment data summaries are used by the department ABET Committee, Curriculum Committee, and department head for evaluation of outcomes achievement.

Evaluation

Based on the assessment information developed and evaluated, all accreditation (ABET) Outcomes are achieved and therefore all Program Outcomes are achieved.

Continuous Program Improvement Based on Assessment and Evaluation

Data-based Decisions

The BIE Department has a structured and systematic approach for data-based decision making. We have the ABET Committee, an Undergraduate Curriculum Committee, and an advisory board that was formed in the Fall of 2002, with representation from the different areas of specialization within the department. The following graphic illustrates how the BIE department has been and will continue to collect data, perform data analysis, recommend changes, and implement changes for undergraduate curriculum improvement.

Learning Objectives are reviewed and evaluated by the Industrial Advisory Board (IAB) and by the employers of students. Program Outcomes are also reviewed and evaluated by the IAB. Based on the information that was obtained, the Learning Objectives were modified and are as presented in the previous section on Learning Objectives, and involved adding detail and definition to the Objectives. With regard to Program Outcomes 3, 5, and 6, changes were implemented and are summarized here. For Outcome 3, more involvement of undergraduate students in making poster and platform presentations at professional conferences, on-campus symposia, and classroom presentations is providing students with more feedback and practice. Practice in communication skills (verbal and written) is increased through participation in sponsored professional meetings. The Biological Engineering Program continues to expand student participation in professional presentations, and specific examples include the Biomedical Engineering Society (BMES), Institute of Biological Engineering (IBE), "Posters on the Hill" at the Capitol Building in Salt Lake City, and USU Undergraduate Scholars Day. Increased emphasis on communication skills has been added to the Capstone Design experience so that all students are included. Specifically, a competitive written project proposal is required to be prepared by every student (or team of students) that is externally evaluated (from the Biological Engineering Program) by the USU committee on Undergraduate Research and Creative Opportunities (URCO), with an award of $500 for successful proposals. In addition, the Biological Engineering Program provides a match in the amount of $500 for each successful project proposal. Student proposals are evaluated with regard to effective communication of project plan, organization, design, and proposed approach.

With regard to Program Outcome 5, more discussions of ethics issues and inclusions of ethics and professional responsibility have been added to multiple courses (BIE 1000, 3220, 4890, 5810) as a result of this finding. Capstone Design I (BIE 3870) includes an examination on professional ethics and professional conduct.

With regard to Program Outcome 6, The requirement in the Capstone Design for students to prepare an engineering project proposal provides students the opportunity to identify and gain knowledge of a contemporary issue to address ABET Outcome (j). We have expanded opportunities for undergraduates to become involved in life-long learning as a professional (ABET Outcome (i)). In addition to students attending professional meetings both on and off-campus to make presentations (described above under "Program Outcome 3,") the Program encourages every student to join a professional society as early as possible in their academic career. Specifically the Program will pay 50% of the cost for a student to join a professional organization at the student rate.

Summary