scholarly journals USING POST COURSE ASSESSMENTS TO INVOLVE INSTRUCTORS IN THE CONTINUOUS IMPROVEMENT PROCESS

2018 ◽  
Author(s):  
M. Ivey ◽  
S. Dew ◽  
M. Mandal ◽  
Y. Mohamed ◽  
J.A. Nychka ◽  
...  
Keyword(s):  
Continuous Improvement ◽  
Feedback Mechanism ◽  
Assessment System ◽  
Critical Aspect ◽  
Course Assessment ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Continuous Improvement Process ◽  
Specific Feedback ◽  
Successes And Challenges

Abstract – Continuous improvement is a critical aspect of engineering program development and accreditation. Instructors are important stakeholders who can provide valuable feedback with regards to courses and curriculum; however, obtaining this information can be problematic. Here we present a post course assessment system (PCAS) that enables all instructors to provide timely and specific feedback about their courses as well as pause to reflect on the pedagogical successes and challenges they have faced over the course of a semester. The PCAS also serves a number of program specific uses (triggers, graduate attributes, consistency). The system has been very successful if providing course-based information and, taken in aggregate, program-based insight. The system continues to be adapted but is a good model of instructor engagement and feedback mechanism.

scholarly journals SCALABILITY OF A GRADUATE ATTRIBUTES ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS

2015 ◽  
Author(s):  
Steven Dew ◽  
Robert Driver ◽  
Glen Thomas ◽  
Mrinal Mandal ◽  
Phillip Choi
Keyword(s):  
Continuous Improvement ◽  
Individual Student ◽  
University Of Alberta ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Student Assessments ◽  
Improvement Process ◽  
Key Aspects ◽  
The University ◽  
Naive Approach

The recent Canadian Engineering Accreditation Board (CEAB) requirements mandating a graduate attributes (GA) assessment and continuous improvement process present a potentially huge burden for assessment, analysis and data management. Designing a robust GA management system and scaling to a large multi-program engineering faculty represents a significant challenge. This paper presents a hierarchical approach developed at the University of Alberta to address these challenges for one of the largest programs in Canada. A set of specific overarching principles has allowed us to significantly reduce the overall task. Key aspects include the exploitation of common indicators and measures where possible. The system currently employs 451 measures and 93,240 individual student assessments vs potentially about 1000 measures and 106 student assessments for a similar, but naïve, approach. A multiyear strategy is described to monitor progress and demonstrate a continuous improvement system.

scholarly journals OBACIS: Outcome Based Analytics and Continuous Improvement System

2017 ◽  
Author(s):  
Mohamed A. Ismail
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
User Interfaces ◽  
Integrated System ◽  
Categorical Analysis ◽  
Course Assessment ◽  
Graduate Attributes ◽  
Multiple User ◽  
Data Compilation ◽  
Data Informed

In this paper, an integrated system for outcome-based assessment and continuous improvement is presented. The system is designed and implemented as a suite of three integrated Apps: An Excel-App for creating Auto Grading Sheets (AGSs); a Web-App for building assessmenttrees, updating server database(s), uploading associated documents, and conducting surveys; and a Win-App for program-wide and faculty-wide OBA data compilation, performance analysis, and data-informed continuousimprovement. The proposed system adopts a bottom-up approach for building assessment trees that define the structure and the smart logic embedded in AGSs. Some course assessment activities, possibly all, are mapped to graduate attributes, more precisely indicators, and course learning outcomes. The proposed system analyzes the collected datafrom three different views: 1) Categorical Analysis view (CAs), 2) Learning Outcomes Analysis view (LOAs), and 3) Graduate Attributes Analysis (GAAs) view. The paper presents some principles related to the proposed system, demonstrates its multiple user interfaces, and digs more intoOBA analytics and its proposed closed-loop continues improvement process. The objective of the proposed system and its underlying framework is to set new grounds for the accreditation process by making it more appealing, more economical, and more fruitful for all involved stakeholders.

scholarly journals Framework to Evaluate Continuous Improvement Process Efficacy: A Case Study of a Capital Goods Company

2020 ◽  
Vol 24 (2) ◽  
pp. 93
Author(s):  
Gorka Unzueta ◽  
Aritz Esnaola ◽  
José A. Eguren
Keyword(s):  
Action Research ◽  
Continuous Improvement ◽  
Evaluation System ◽  
Basque Country ◽  
Research Strategy ◽  
Assessment System ◽  
Maturity Level ◽  
Capital Goods ◽  
Continuous Improvement Process ◽  
Improvement Process

<p><strong>Purpose:</strong> This document describes a continuous improvement process assessment system (CIPAS). A continuous improvement process (CIP) was developed to progress through the levels of continuous improvement (CI) defined by Bessant, Caffyn and Gallagher (2001), and the CIPAS was developed to measure this evolution. The CIP and the CIPAS were tested in a mature industrial small and medium-sized enterprise (SME) cooperative company (Basque Country, Spain) that works in the capital goods sector.</p><p><strong>Methodology/Approach:</strong> The study was developed according to an ‘action research’ strategy (Coughlan and Coghlan, 2002) over a period of two years. The action research team includes the authors and managers of several areas of the studied company.</p><p><strong>Findings:</strong> The assessment identified critical elements and related routines for the effective execution of the CIP in this company. In addition, the evaluation system allowed for a visualisation of the company’s CI maturity level progression.</p><p><strong>Research Limitation/implication:</strong> The assessment system was designed in an ad hoc manner for this CIP and this industrial company, but it may be possible to adapt these to other types of companies by using the steps followed and indicators defined as an example.</p><p><strong>Originality/Value of paper:</strong> The CIPAS is used to identify the key CI elements, to measure the evolution of CI routines, and to identify a CI maturity level of the company in which the CIP is applied. It can be applied to any type of company and serves to define future actions for its evolution.</p>

CDIO as an Enabler for Graduate Attributes Assessment

2012 ◽  
Vol 2 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Robert W. Brennan ◽  
Ronald Hugo ◽  
William D. Rosehart
Keyword(s):  
Continuous Improvement ◽  
Mechanical Engineering ◽  
Assessment Process ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Curriculum Improvement

Recent changes to the criteria for engineering accreditation in Canada emphasize continuous curriculum improvement through outcomes-based assessment. In this article, the authors show how the CDIO (Conceive-Design-Implement-Operate) approach not only enables continuous improvement, but can assist Canadian engineering programs with the overall graduate attributes assessment process through a case study of the B.Sc. in mechanical engineering program at the Schulich School of Engineering.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

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