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Assessment and Accreditation

The engineering programs at the University of Massachusetts Dartmouth are accredited by the Engineering Accreditation Commission (EAC) of ABET, 415 N. Charles Street, Baltimore, MD 21201; Telephone: 410-347-7700. The computer science program is accredited by the Computing Accreditation Commission (CAC) of ABET, 415 N. Charles Street, Baltimore, MD 21201,; Telephone: 410-347-7700. ABET is recognized by the Council on Higher Education Accreditation and accredits degree programs, not institutions.

UMass Dartmouth has full accreditation by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges (NEASC).

Educational Objectives

The overarching objective of our college curriculum is to provide our graduates with a solid foundation of knowledge and a level of skill that enables them to be productive and fulfilled professionals throughout their careers.

  1. Successful Careers: Graduates of the program are pursuing successful technical or professional careers.
  2. Lifelong Learning: Graduates of the program are continuing to learn and to adapt in a world of constantly evolving technology.
  3. Service: Graduates of the program are performing service to society and the engineering profession through participation in professional societies, government, civic organizations, and humanitarian endeavors.

Undergraduate Student Learning Outcomes

The baccalaureate educational objectives of the UMass Dartmouth College of Engineering will be achieved by insuring that graduates have:

  • The ability to apply knowledge of mathematics, science, and engineering
  • the ability to design and conduct experiments, as well as to analyze and interpret data
  • the ability to design a system, component, or process to meet desired needs
  • the ability to function on multidisciplinary teams
  • the ability to identify, formulate, and solve engineering and science problems
  • the understanding of professional and ethical responsibility
  • the ability to communicate effectively to diverse audiences
  • the broad education necessary to understand the impact of engineering and scientific solutions in a global/societal context

Each program in the college has adopted its own discipline-specific objectives and outcomes that are compatible with those of the College (and with those laid out by ABET). The ABET-driven objectives and outcomes of our accredited academic programs are provided in the following links:

 

 

 

The programs formally assess both ‘process’ (curricula and pedagogy) and ‘product’ (student learning and achievement) using a variety of tools, including course evaluations, capstone design course reviews, exit and alumni surveys, licensing exam results, curriculum committees and advisory board visits.

Constituencies

Principal constituencies served by the baccalaureate programs of the College are students, faculty, alumni, employers, and accrediting agencies.

College Assessment

External Evaluations

University Accreditation – NEASC, every 10 years (2009-10)

Program Accreditation – ABET, every 6 years (2010-11)

Department Review – BOT Academic Quality Assessment & Development (AQAD), every 5 - 7 years (2010-11)

In support of our ABET accreditation efforts and strategic planning, the college reviews objectives, outcomes, and degree programs and curricula, often with input from advisory board members, faculty, staff, and students.  Assessment tools and processes include:

  • institutional data collection
  • several surveys
  • annual reports

As a result of the information gathered using the tools above, changes are made to:

  • increase student understanding and critical thinking
  • enhance the learning environment
  • reflect advances within each discipline
  • implement improvements in pedagogy

Continuous Improvement

The College improves the undergraduate academic programs in partnership with industry, alumni and government by:

1. Attracting and enrolling an excellent and diverse student body as demonstrated by:

a)      Number of undergraduate admissions

b)      Number of admitted undergraduate students who attend

c)      Percentage of minority and female undergraduate students who attend

2. Retaining students to graduation as demonstrated by:

a)      Percentage of undergraduate degree-track students retained each semester

b)      Percentage of freshman cohort degree-track students retained to graduation

c)      Number of equivalent years to graduation

3. Assisting students in gaining career experience and placement as demonstrated by:

a)      Percentage of students who have a career experience prior to graduation

b)      Percentage of graduates placed in career positions

4. Seeking the opinions of exiting seniors relative to their experience while students

a)      Overall satisfaction of students leaving the program with bachelor of science degrees

b)      Overall satisfaction of students leaving the program without bachelor of science degrees

5. Maintaining an External Advisory Council that is actively involved in educational improvement as demonstrated by:

a)      Number of industries represented on EAC

b)      Proportion of EAC agenda dedicated to involvement in undergraduate education matters

6. Seeking the opinions of industrial and governmental partners and alumni relative to student outcomes and other educational matters as demonstrated by:

a)      Percentage of industrial and governmental partners returning survey questionnaires annually

b)      Percentage of alumni returning survey questionnaires annually

 

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