Matrix of strategies and actions, student outcomes, assessment methods, and improvements for each defined educational objective.

Strategies and Actions

Outcomes

ABET 2000 Criterion 3. (a-k)

Assessment Methods/Metrics

Improvements

Program Objective #1:

Provide students with a broad knowledge of the principles of Petroleum Engineering and their application.

1A.

Provide students with breadth in the PETE curriculum through required course offerings that cover the basics of Mathematics, science and engineering.

Our graduates will have the basic understanding of all the principles traditionally used by PETE's and an appreciation for how and where these are used.

a, b, c, e, k

1. Senior design project assessment.

2. Successful completion of coursework.

3. Faculty review of curriculum.

4.Alumni evaluation of academic advising.

1. During the curriculum review retreat, review and revise the core course syllabi.

2. Faculty addresses advising deficiencies.

Provide students with the opportunity to attain more depth in specific areas within PETE, e.g. reservoir engineering, drilling engineering, production engineering as well other areas that are related to PETE, e.g. through focused courses and technical electives.

Graduates will demonstrate competence in the use of the techniques, skills and modern engineering tools necessary for engineering practice.

a, b, c, e, k

1.Criteria: Senior Capstone Design Course.

2. The Department faculty will evaluate the performance of each years graduates in the Senior Capstone Design Course in order to identify areas of competence and of incompetence in the application of the techniques and modern engineering tools, according to the generally accepted standards of the profession. At least 60-80% of the graduates are expected to demonstrate competency in all relevant areas.

Reassess scheduling and subject material offered in elective courses.

1C.

Provide students with a state-of-the-art learning environment, including facilities and faculty.

1. Graduates will demonstrate knowledge of contemporary issues, and will be well prepared for graduate studies or for the work force.

a - k

1. Peer Evaluation of Teaching.

2. Student course evaluation.

3. Administrative review of facilities.

Institute targeted development for faculty and facilities as needed.

Program Objective # 2:

Provide students with the knowledge and skills required to design and analyze Petroleum Engineering Problems, taking into account, safety, environmental, and societal impacts.

2A.

Incorporate design modules in Sophomore, Junior and Senior PETE courses using commercial simulation software and/or an open-ended design project, and culminating in a capstone senior design project; incorporate open-ended problems in other core PETE courses

1. Graduates will demonstrate the ability to: Design and conduct experiments, as well as to analyze and interpret data;

2. Identify, formulate, and solve engineering problems;

3. Design a system, component or process to meet desired needs.

a, b, c, e, k

1, Performance in use of simulation tools in the capstone design course.

2.Compilation of a design portfolio by the faculty member teaching the senior design class containing examples of the senior design project, as well as design projects from sophomore- and junior-level classes.

Construct more appropriate design modules and open-ended projects; reevaluate basic principles of introducing sequential design modules in core classes.

2B.

Add a sophomore-level course in professionalism designed to sensitize students to the importance of ethics, environmental, economic and societal impacts in the chemical process industry, and apply these concepts in all core, design and laboratory courses.

1.Students will understand the need to examine the societal and global impact of technical decisions regarding chemical processes.

2.Students will be aware of the ethical responsibilities inherent to professional conduct.

f, h, j

1.Faculty and peer evaluation of ethics/societal scenarios.

2.Student ethical code violation statistics.

Optimize course content to best meet level of maturity of student.

Program Objective #3:

Provide students with the skills necessary to perform in the multi-disciplinary environment of the 21^st Century.

3A.

Incorporate projects or a series of homework exercises in core PETE classes that require application of basic mathematic skills.

Students will understand how to use mathematics (e.g. numerical integration, differentiation, statistics) in solving Petroleum Engineering problems.

a, b, e, k

1. Faculty Evaluation of applied math skills in homework projects throughout curriculum

2. Student self-evaluation of mathematic ability at beginning and end of semester in selected courses.

3. Compilation of department-wide student performance by year and specific math skill (e.g. numerical integration, differentiation, statistics)

1.Inform SME of need to meet with College of Arts & Sciences math instructors to improve or enhance math course offerings for PETEs.

3B.

Incorporate teamwork experiences in at least one course per semester. These projects/laboratory assignments will be complex enough to require task differentiation and coordination.

1.Students will be able to divide complex problems into discrete tasks.

2.Students will be able to communicate with one another in order to coordinate this task into a final project.

3.Students will be able to adapt to unanticipated technical or interpersonal problems.

g, d

Student survey made by SME, which includes teamwork assessment, will be given in every course.

1.Reassess impact of teamwork exercises on student learning.

2.Optimize classroom facility and use for active learning.

3C.

Incorporate training in oral and written technical communication in PETE Classes

1.Students will be able to communicate technical information clearly and concisely in both oral and written formats to both technical and non-technical audiences.

2.Students will understand the importance of effective communication and documentation of engineering principles and practice.

1.Faculty and peer assessment of oral presentation skills.

2.Self-assessment of videotaped presentations.

3.Compilation of a presentation portfolio by the faculty member teaching the senior design class containing videotapes of the presentations made in the design and laboratory classes.

4.Inclusion of oral and written presentation methods in the review of the design portfolios by the Departmental Visiting Committee.

Further refine education of communication skills, and possibly engage specialist lecturers in the subject.

Program Objective #4:

Provide students with appreciation for the value of continuing professional development in maintaining their professional competence.

4A.

Encourage co-op education and summer internships.

Students will experience the value of synergistically integrating education with work experience.

i, f, g

1.Faculty, peer and self-evaluation of work experience.

2.Alumni surveys of participation in professional development activities.

3.Measurement of success of current student advising.

1.Actively encourage alumni via e-mail and department newsletter, to provide co-op opportunities for undergraduates.

2.Support the efforts of co-op office by advising students.

3.Optimize advising effectiveness.

4B.

Facilitate and encourage membership of all undergraduate students in the SPE professional organization, specifically by subsidizing membership fees and providing financial support to the student chapter.

Students will participate in student chapter activities and in local and national meetings and see the value of these organizations in life-long learning.

1.Alumni surveys of participation in technical and professional societies.

2.Measurement of success of current student advising.

1.Utilize alumni volunteers to assess how best to encourage participation.

2.Optimize advising effectiveness.

4C.

Encourage use of outside resources, such as WWW, library, etc., in solving open-ended problems in undergraduate PETE classes.

Students will know how to effectively use the WWW and the library to find information.

i, k

1.Compilation of an outside resource portfolio by the faculty member teaching the senior design class containing examples of the use of WWW and library in undergraduate classes.

2.Measurement of success of current student advising.

1.Measure library and internet usage by students, and further facilitate access.

2.Optimize advising effectiveness.