Curricular mapping and indirect assessment of Universidad de las Amricas Puebla's Engineering School outcomes

Abstract

As part of assessment efforts at Universidad de las Américas Puebla (UDLAP) Engineering School (ES), in 2009-2011 curricular mapping analyses were performed for ES outcomes in each of the undergraduate engineering programs as well as a series of surveys were designed and implemented to assess ES outcomes with various stakeholders (faculty, students throughout the curricula, graduating seniors, alumni, and employers), regarding their perception about the importance of the thirteen ES outcomes and the progress made by our students in achieving these outcomes. Engineering programs' curricular mapping was carried out with collaboration of the program faculty who were asked to rate for each of the courses they teach the degree to which they are promoting ES outcomes. Faculty felt that the outcome that they best promote and emphasize throughout the curriculum is "an ability to apply knowledge of mathematics, science, and engineering", while the outcome that they promote and emphasize less is "an ability to communicate effectively in English in written form". The five surveyed groups claim as one of the most important program outcomes "an ability to communicate effectively". There are also two other outcomes that are considered very important for three stakeholder groups: "recognition of the need for, and an ability to engage in life-long learning" and "an ability to function on multi-disciplinary teams". From the responses received relating to the progress of our students, stakeholder groups agree that major progress is achieved regarding "an ability to function on multi-disciplinary teams", "an ability to rationally use information and communication technologies as learning tools, and to find and manage important information", and "a recognition of the need for, and an ability to engage in life-long learning". Current students felt that program outcomes are very important, assigning mean scores higher than 4.0 out of 5.0 points. Food engineering students were the only undergraduates that clearly perceived a continuous improvement in their progress achieving ES outcomes from their 1st through their 9th semester. © 2012 American Society for Engineering Education.