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SUMMARY FORM AY 2018-2019
Degree and
Program Name:
Submitted By:
PART ONE
What are the learning objectives?How, where, and when are they assessed? What are the expectations?What are the results?Committee/ person responsible? How are results shared?Students will demonstrate understanding of scientific principles related to the field of sustainable energy (CGS goal: depth of content knowledge)Sustainable Energy program design was based on sciences related to sustainable energy applications. The scientific knowledge and skills are addressed by departments of Biology, Chemistry and Physics, and School of Technology.
The following four (4) courses were offered in the science cluster to meet those related scientific requirements:
BIO 5333 Bioenergy and Bioresources TEC 5533 Biomass Gasification and Renewable Energy
Students are assessed in the above courses in terms of the depth of science knowledge. Either class projects or comprehensive research papers were used to assess the knowledge acquisition of the respective science disciplines by 鶹ý. Evaluation guidelines or rubrics were developed and used by respective faculty members in charge of the specific course content.
At the end of every semester, assessment data will be submitted by faculty teaching the courses that are on regular rotation.
The following program outcomes are addressed in the delivery of the graduate program:
Impact of greenhouse gas and energy consumption on climate, industrial productivity, living environment and global society;
Energy generation, production, storage and conversion;
Sustainable and renewable resources;
Effective means to conserve energy and resources.
Students are expected to demonstrate their knowledge or understanding of principles in biological sciences, chemistry, physics and technology, related to sustainable energy discipline and program outcomes.
To meet expectations, 鶹ý perform at a B+ level in each area of criteria established for respective science content.
Out of 7 鶹ý enrolled in the class (TEC 5533 Biomass Gasification and Renewable Energy) in Spring 2019 semester,
7 鶹ý (100 %) met expectations,
0 鶹ý (or 0%) exceeded expectations, and 0 鶹ý (or 0%) did not meet the expectations.
Note: This course is offered for Sustainable Energy program and open for Technology graduate program. Only 鶹ý in Sustainable Energy program were assessed.
Out of 5 鶹ý enrolled in the class (BIO 5460A: Bioenergy the online version of BIO 5333) in SP19 semester,
1 鶹ý (or 20 %) met expectations,
4 鶹ý (or 80 %) exceeded expectations, and 0 鶹ý (or 0 %) did not meet the expectations
Note: This course is offered for Biological Science and Sustainable Energy programs. Only 鶹ý in Sustainable Energy program were assessed for this report.
The science subcommittee includes Drs. Canam, He, Periyanna, Daniels, and Cloward.
The assessment results are shared and discussed among committee members, to look for ways to continuously improve the curriculum design and offerings. The results are also shared and discussed during the regular Sustainable Energy board meeting every semester.
Based upon the assessment feedback, faculty members adjusted their way of instruction so that scientific content can be readily understood by 鶹ý with non-science background.
Students are encouraged and they are highly satisfied with the breadth offered by the interdisciplinary program.
2. Students will have a grasp of leadership and managerial practices in sustainable energy operations (CGS goal: depth of content knowledge)Sustainable Energy program is focused on technology management practices. Students will be assessed in the following courses in Technology Management cluster:
TEC 5103 Leadership in Technology
MBA 5680 Organizational Behavior and Group Dynamics TEC 5133 Total Quality Systems MBA 5660 Operations Management MBA 5001 Business Operations in Sustainable Energy Facilities
ECN 4751 Managerial Economics
Students are assessed in the above courses in terms of the depth of science knowledge. Either class projects or comprehensive research papers were used to assess the knowledge acquisition of the respective leadership or management principles by 鶹ý. Evaluation guidelines or rubrics were developed and used by respective faculty members in charge of the specific course content.
At the end of every semester, assessment data will be submitted by faculty teaching the courses that are regular rotation.The following technology management program outcomes are addressed in the delivery of the graduate program:
Organizational effectiveness and leadership;
Employee motivation and empowerment;
Customer focus and service excellence;
Sustainability, environment and corporate social responsibility;
Students must possess knowledge of leadership, and managerial principles and practices related to sustainable energy operations.
To meet expectations, 鶹ý perform at a B+ level in each area of criteria established for respective management content.
Out of 27 鶹ý enrolled in the class (ECN 4751 Managerial Economics) in Fall 2018 semester,
14 鶹ý (or 52%) met expectations,
10 鶹ý (or 37%) exceeded expectations, and 3 鶹ý (or 11%) did not meet the expectations.
Out of 22 鶹ý enrolled in the class (TEC 5133 Total Quality Systems) in Spring 2019 semester,
8 鶹ý (or 36%) met expectations,
14 鶹ý (or 64%) exceeded expectations, and 0 鶹ý (or 0%) did not meet the expectations.
The management subcommittee includes Drs. Boonsuk, Breuhler, Chao, Cloward, and Liu.
The assessment results are shared and discussed among committee members, to look for ways to continuously improve the curriculum design and offerings. The results are also shared and discussed during the regular Sustainable Energy board meeting every semester.
Based upon the feedback, team work experience was enhanced in the class exercises and project assignment. Interaction among faculty and 鶹ý is actively encouraged to enhance the leadership and organizational skills and knowledge by 鶹ý. 3. Students will be able to apply critical thinking and problem solving skills in the areas of sustainable energy. (CGS goal: Effective critical thinking and problem solving)One of the distinct features of this program is that a practicum experience is offered and required for every student. The practicum gives 鶹ý opportunities to connect what they learned in classroom or laboratory with the real-world applications. This is one of the best ways to promote and test 鶹ý problem solving skills.
In terms of critical thinking and problem solving skills, 鶹ý will be assessed in the following venue: CERE 5983 Sustainable Energy Practicum
At the end of the semester, assessment data will be submitted by faculty when the practicum is offered. So far, the practicum has been offered during spring semester.
Students must possess critical thinking and problem solving skills, related to sustainable energy. The practicum gives 鶹ý opportunities to connect what they learned in classroom or laboratory to the real-world applications. Students have to demonstrate their ability to think critically and be able to solve problems and manage projects.
To meet expectations, 鶹ý must perform at a passing level in each area of criteria established for the practicum.
Seven (7) 鶹ý enrolled in the practicum during Fall 2018 semester. All 鶹ý (or 100%) exceeded expectations.The faculty in charge of assessing critical thinking through practicum is: Dr. Cloward (Practicum Coordinator).
The assessment results are shared and discussed among CENCERE members, to look for ways to continuously improve the curriculum design and offerings. The results are also shared and discussed during the regular Sustainable Energy board meeting every semester.
Following the feedback from the program assessment, we have expanded practicum activities beyond the Renewable Energy Center at EIU. For example, during Fall 2018, seven (7) 鶹ý were engaged in practicum or internship. Trips were arranged to visit Lake Land College for the applications of roof top solar arrays and campus wide geothermal heating and cooling systems. The broad experience in practicum enhanced significantly the connection between 鶹ý knowledge and their ability to apply the knowledge.
4. Students will be able to conduct intellectual research related to sustainable energy. (CGS goal: Advanced scholarship through research or creative activity) Another high-quality feature of this program is that 鶹ý are required to conduct a research project by enrolling in CERE 5953 Sustainable Energy Research. Students are expected to successfully complete their research projects and produce something deemed publishable before they can be certified for graduation.
Students are assessed in the following course:
CERE 5953 Sustainable Energy Research
At the end of students graduate study, a certification form will be submitted by faculty supervising the research, after the student has been certified for their Sustainable Energy Research committee.A comprehensive rubric has been developed and used by the certification committee. In addition to their ability to conduct meaningful research, 鶹ý are also assessed on their written and oral communication skills through publication and oral defense.
The rubric as an evaluation guideline is available to 鶹ý on the program website, which supervising faculty and 鶹ý follow as they are engaged in the research.
At the end of the program, 鶹ý must demonstrate their ability to conduct meaningful research, related to sustainable energy.
To meet expectations, 鶹ý must receive a minimum score of 70 points out of 100 for Sustainable Energy Research, per evaluation rubric by the exam committee.
This (Sustainable Energy Research) is a part of the degree requirement. Students are expected to successfully complete their research projects and produce something deemed publishable before they can be certified for graduation.
Out of 3 鶹ý graduating during Spring 2019, 2 鶹ý (67%) exceeded the expectations, and 1 鶹ý (33%) met the expectations.
Completion of Sustainable Energy Research is a part of the degree requirement. Students enrolled in the project at early stage of their graduate studies, and continue on their research work until the end of their graduate study.
This is an activity that was well received by 鶹ý. They believe that the Sustainable Energy Research enabled them to interact with faculty on one-to-one basis and they gained a significant knowledge and hands-on skills through the research.
The faculty in charge of assessing 鶹ý research ability is: faculty members supervising 鶹ý research. There is a committee of three (3) faculty members reviewing the research and presentation, at the end of the graduate study.
The assessment results are shared and discussed among CENCERE members, to look for ways to continuously improve the curriculum design and offerings. Faculty members are also in constant contact with the CENCERE director in terms of student progress and program improvement.
Completion of Sustainable Energy Research is a part of the graduate degree requirement. Students enrolled in the project at early stage of their graduate studies, and continue on their research work until the end of their graduate study.
Committee members may also gain a sense how 鶹ý worked at the research, based upon their presentation and through the Question and Answer session. This knowledge and experience enable faculty to adjust their approach for future 鶹ý.
5. Students will develop effective oral and written communication skill (CGS goal: effective oral and written communication)1. Students will be assessed in the following course: CMN/ENG 5260 Communication in Science or Technical Organizations.
Written communication is assessed through the final project, the culminating assignment for the semester.
Oral communication is assessed through presentation of the final project.
At the end of semester when the course is offered, assessment data will be submitted by the faculty team teaching the course.
Students will be assessed in terms of their written and oral communication skills, as evidenced by the following course:
CERE 5953 Sustainable Energy Research: In addition to their ability to conduct meaningful research, 鶹ý are also assessed on their written and oral communication skills through publication and oral defense.
Students ability to communicate in writing and oral form will also be assessed during an exit interview before their graduation.Students possess effective oral and written communication skills, related to sustainable energy.
To meet expectations, 鶹ý perform at a B+ level in each area of criteria established for written communication.
To meet expectations, 鶹ý perform at a B+ level in each area of criteria established for oral communication, as measured by a rubric.
Written: Out of 12 鶹ý enrolled in the class (CMN/ENG 5260 Communication in Science or Technical Organizations) during Fall 2018,
3 鶹ý (or 25%) met expectations for written communication,
4 鶹ý (or 33%) exceeded expectations for written communication, and 5 鶹ý (or 42%) did not meet the expectations for written communication.
Oral: Out of 12 鶹ý enrolled in the above class in Fall 2018,
2 鶹ý (or 17%) met expectations for oral communication,
6 鶹ý (or 50%) exceeded expectations for oral communication, and 4 鶹ý (or 33%) did not meet the expectations for oral communication.
Note: This course is offered for Sustainable Energy program and open for other graduate programs. Thus, most 鶹ý enrolled in the course are in the major.
During the exit interview, 鶹ý expressed a very high level of satisfaction on CMN/ENG 5260 Communication in Science and Technical Organizations. Students were impressed by the fact that this type of course content was included in the interdisciplinary program, and they gained useful knowledge and skills from this course, which may not be possible without.
The faculty members in charge of communication skills are: Drs. Fredrick and Janssen-Danyi.
The assessment results are shared and discussed among CENCERE members during a board meeting every semester, to look for ways to continuously improve the curriculum design and offerings. The results are also shared and discussed during the regular Sustainable Energy board meeting every semester.
PART TWO
Describe your programs assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Directors comments on last years report or simply describe what assessment work was initiated, continued, or completed.
Competency or Comprehensive Knowledge Assessment on Graduates:
In addition to regular assessment or evaluation during classes, practicum and research activities, graduates were assessed of their competency and comprehensive knowledge in the field of Sustainable Energy at the conclusion of their graduate study. As a sampling method, 鶹ý are asked one question related to Sustainable Energy during the graduates exit interview. The questions are not released ahead of time, and may vary from student to student. The following lists some sample questions:
What is the greenhouse gas? What is its effect on humans living on Earth?
What is the impact of renewable energy vs. fossil fuel?
How is electricity generated?
How is bio-ethanol produced?
How is bio-diesel produced? What happens in the process (chemical reaction)?
How to measure the energy needed to heat or cool a building or a room?
How does a wind mill (solar PV, or solar water heater) work?
Show me one typical chemical reaction in an energy conversion process, such as gasification, ethanol fermentation, or ...
What will be the impact of dedicated energy crops on agriculture or ecological systems?
What kind of policy will be needed to promote sustainability and/or sustainable energy?
What sustainable energy process is the solution to our energy crisis?
What is HPLC or GC? How are they related to bio-energy?
Describe "combustion reactions of hydrocarbons."
Based upon the student response to the question, the program director will further ask related or follow up questions to clarify the response, and he will assign a score for students comprehensive knowledge in Sustainable Energy. A maximum score will be 100 and minimum will be 0. Since this is used only for program assessment purpose, the score will not be shared with 鶹ý. Continuing monitoring of the score is expected since the inception of the graduate program. Consequently, the assessment results provide a gauge independently on the outcome of student learning in the program.
As of Spring 2019, a composite score of 96% was achieved for the Sustainable Energy knowledge acquisition by all the graduates from the program. This fact is something worth celebrating and commending.
Program Outcome:
An exit interview is conducted with every graduate from the Sustainable Energy program, at the conclusion of 鶹ý graduate study. Graduates are asked about questions related to the program outcome, and asked to provide a score for each question, with a scale from 0 to 10, 0 being strongly disagree, and 10 strongly agree. Additional comments are also solicited for each question and recorded.
The following illustrates the program outcome, as of Spring 2019:
Practicum: I would agree I receive significant benefits from the Practicum experience. The score for the question is 7.9 out of 10 since the inception of the program, and as of Spring 2019. Students highly value the job-shadowing at Renewable Energy Center, which is a unique experience provided on campus among all science and engineering programs in the country. This is similar to the experiential learning a medical school provides for the first year professional 鶹ý, which is not readily available in other science or engineering programs in US.
Students are also appreciative to the exposures offered through off campus visits, including roof top solar energy arrays, wind and geothermal applications at Lake Land College. Students also visited the Technology Application Center of Ameren Illinois in Champaign, to witness the microgrid and renewable energy applications.
Research: I learned significant amount of knowledge and gained skills through "sustainable energy research." The cumulative score for this assessment category is 9.0 out of 10 as of Spring 2019 since the inception of the program. Students were highly satisfied by the opportunity to interact with faculty members on one-to-one basis, and they highly praised the hands-on involvement during their research. Depending upon individuals interests, 鶹ý are able to customize their own study to develop a deep understanding on the subject of their choosing. Many 鶹ý presented their research at national conferences and at research symposia at EIU. The School of Technology highly values the student engagement in the learning process, and provides its best support for 鶹ý to go to national conferences. EIU has been well represented on those national conferences for the past years.
Faculty Interaction: I would describe the interaction with faculty during graduate study in Sustainable Energy as positive and constructive.
The cumulative score for this question is 9.5 out of 10 since the inception of the program, and as of Spring 2019. It was anticipated that the student-faculty interaction may be a challenge due to the interdisciplinary nature of the program and the fact that 鶹ý may not know their faculty well. Nevertheless, the overwhelming response to this question is highly positive. Students shared their high levels of satisfaction toward faculty members. This shows the fact that faculty in our contributing departments/schools are all committed and dedicated to the 鶹ý success, which is very encouraging for an interdisciplinary graduate program.
Faculty Expertise: I would describe the teaching and research competency of the faculty during graduate studies as sound and effective. The cumulative score for this question is 8.9 out of 10 since the inception of the program, and as of Spring 2019. Faculty members are well respected by 鶹ý, while being approachable. The collaborative culture in the interdisciplinary program enables 鶹ý and faculty members to learn together and grow together intellectually.
Academic Programs: I am satisfied with the overall academic preparation afforded me by my graduate study in Sustainable Energy.
The cumulative score for this question is 8.8 out of 10 since the inception of the program, and as of Spring 2019. It is noted that 鶹ý are highly satisfied with the academic program offered in Sustainable Energy, which is indicative of high quality education at EIU.
Overall Experience: I would describe the overall experience in Master of Science in Sustainable Energy program as superior.
The cumulative score for this question is 9.0 out of 10 since the inception of the program, and as of Spring 2019. It is observed that 鶹ý highly regard their superior experience in MS in Sustainable Energy program. Kudos to all faculty members involved in the delivery of this interdisciplinary program, which is across 10 departments/schools, spanning from three major academic colleges, and in collaboration with Facility Management and Planning.
Employment Outlook: I feel confident as a highly competitive candidate for employment in the renewable energy market. The cumulative score for this question is 8.6 out of 10 since the inception of the program, and as of Spring 2019. We are pleased to report that many individuals grow and mature significantly as a result of their graduate studies. Graduates from the program have become confident in the job market of renewable and sustainable energy field. Many 鶹ý expressed their satisfaction on their growth in communication skills thanks to the CMN/ENG 5260 course implemented in the program. This type of course is highly unusual in many traditional science and technology programs.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?
Fine Tuned Content Delivery of Science-Related Courses:
Based upon the assessment feedback, faculty members adjusted their way of instruction so that scientific content can be readily understood by 鶹ý with non-science background. Students are encouraged and they are highly satisfied with the breadth offered by the interdisciplinary program.
During the exit interview, 鶹ý expressed a high level of satisfaction on CMN/ENG 5260 Communication in Science and Technical Organizations by Claudia Jassen-Danyi and Terri Fredrick. They highly value the skills gained in the areas of oral and written communication. Dr. Daniels was also commendable by graduates for his way of instructing PHY 5233 Energy and Environment.
Teamwork Experience Enhanced:
Based upon the feedback, team work experience was enhanced in the class exercises and project assignment for both TEC 5103 Leadership in Technology and TEC 5133 Total Quality Systems. Interaction among faculty and 鶹ý is actively encouraged to enhance the leadership and organizational skills and knowledge by 鶹ý.
Practicum Expansion:
Following the feedback from the program assessment, we have expanded practicum activities beyond the Renewable Energy Center at EIU, which is a unique feature for science and engineering program in the country. For example, 鶹ý toured Prairie State Generation Company in Marrisa, IL as a result of collaboration with industry partners. Students were exposed extensively to coal mining and electricity generation operations immediately next to the coal mine-mouth. Two (2) trips were also arranged to visit Lake Land College for the applications of roof top solar arrays and campus wide geothermal heating and cooling systems. The broad experience in practicum significantly enhanced the connection between 鶹ý knowledge and their ability to apply the knowledge.
Highlight of Communication Skill Gains by Students
Students are uniformly positive about the inclusion of Communication Studies/English course (CMN/ENG 5260 Communication in Science and Technical Organizations) in the program, which is team taught by faculty from respective departments. This is a strength gained through the openness and collaboration among disciplines among science and technology, and humanities. We are pleased to report that many individuals grow and mature significantly as a result of their graduate studies. Graduates from the program have become confident in the job market of renewable and sustainable energy field, in part thanks to their improved communication skills.
Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department. Worksheets are due to CASA this year by June 17, 2019. Worksheets should be sent electronically to HYPERLINK "mailto:kjsanders@eiu.edu" kjsanders@eiu.edu and should also be submitted to your college dean. For information about assessment or help with your assessment plans, visit the Assessment webpage at HYPERLINK "http://www.eiu.edu/~assess/" http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.
Master of Science in Sustainable Energy (Interdisciplinary)
Dr. Peter Ping Liu, Director, CENCERE
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