Chemical Materials Engineering Department Plan for ... · Chemical & Materials Engineering...
Transcript of Chemical Materials Engineering Department Plan for ... · Chemical & Materials Engineering...
Chemical & Materials Engineering Department Assessment Plan for Graduate Programs
Draft version, December 13, 2010
Responsibility for Assessment Coordinating the assessment of the graduate programs in the Chemical and Materials Engineering Department will be the responsibility of the Director of Graduate Studies (DGS) or Co‐Directors of Graduate Studies (if the position is shared) and the Graduate Studies Committee (GSC). Some of the assessment instruments (such as pre‐qualifying exams) will be administered by the DGS and some (such as rubrics) by the chair of the student’s advisory committee. Data will be assembled by the Student Affairs Officer of the department as it becomes available and analyzed by the DGS and GSC. Missions and Student Learning Outcomes
Chemical Engineering Ph.D.
Mission Statement The mission of the Ph.D. degree program in Chemical Engineering is to provide students with an advanced education in the foundations of chemical engineering, with the ability to identify and develop creative solutions to problems, with the expertise to independently contribute to scholarly research and to new technologies, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes
Students completing a Ph.D. degree in Chemical Engineering in the Department of Chemical and
Materials Engineering are expected to meet the following outcomes:
a) A mastery of the fundamental principles of chemical engineering
b) In‐depth knowledge of the state of the art in student’s chosen field
c) The ability to identify, investigate, formulate, and solve new problems through scholarly
research in order to contribute new ideas and engineering concepts
d) The ability to communicate technical concepts both orally and in writing
e) Understanding of professional and ethical responsibilities
Chemical Engineering M.S.
Mission Statement The mission of the M.S. degree program in Chemical Engineering is to provide students with an advanced education in the foundations of chemical engineering, with the ability to identify and develop creative solutions to problems, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes
Students completing a M.S. degree in Chemical Engineering in the Department of Chemical and
Materials Engineering are expected to meet the following outcomes:
a) A mastery of the fundamental principles of chemical engineering
b) In‐depth knowledge of the state of the art in student’s chosen field
c) The ability to communicate technical concepts both orally and in writing
d) Understanding of professional and ethical responsibilities
Materials Science and Engineering Ph.D.
Mission Statement The mission of the Ph.D. degree program in Materials Science and Engineering is to provide students with an advanced education in the foundations of materials science and engineering, with the ability to identify and develop creative solutions to problems, with the expertise to independently contribute to scholarly research and to new technologies, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes
Students completing a Ph.D. degree in Materials Science and Engineering in the Department of Chemical
and Materials Engineering are expected to meet the following outcomes:
a) A mastery of the fundamental principles of materials science and engineering
b) In‐depth knowledge of the state of the art in student’s chosen field
c) The ability to identify, investigate, formulate, and solve new problems through scholarly
research in order to contribute new ideas and engineering concepts
d) The ability to communicate technical concepts both orally and in writing
e) Understanding of professional and ethical responsibilities
Materials Science and Engineering M.S.
Mission Statement The mission of the M.S. degree program in Materials Science and Engineering is to provide students with an advanced education in the foundations of materials science and engineering, with the ability to identify and develop creative solutions to problems, and with the professional skills needed to make substantial contributions to the quality of life of their communities. Learning Outcomes
Students completing a M.S. degree in Materials Science and Engineering in the Department of Chemical
and Materials Engineering are expected to meet the following outcomes:
a) A mastery of the fundamental principles of materials science and engineering
b) In‐depth knowledge of the state of the art in student’s chosen field
c) The ability to communicate technical concepts both orally and in writing
d) Understanding of professional and ethical responsibilities
Curriculum Maps
Curriculum Map for Ph.D. in Chemical Engineering
a) A m
astery of the
fundam
ental principles of
chemical engineering
(b) In‐dep
th knowledge of
the state of the art in
studen
t’s chosen field
(c) The ability to identify,
investigate, form
ulate,
and solve new problems
through
scholarly research
in order to contribute new
ideas and engineering
concepts
(d) The ability to
communicate technical
concepts both orally and
in writing
(e) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
I
Pre‐qualifying Exam I CME 505 Applied Math R/A CME 620 Thermodynamics R/A I CME 630 Transport Phenomena
R/A
CME 650 Advanced Reactor Design
R/A
CME 780 Research in Chemical Engineering
I R R
Elective courses R/A Qualifying Exam A A E/A E/A A Annual Ph.D. Review A R A A Ph.D. Final Exam A E/A E/A A
I = Introduction of concepts R = Reinforce concepts E = Emphasize concepts A = Apply concepts
Curriculum Map for M.S. in Chemical Engineering
a) A m
astery of the
fundam
ental principles of
chemical engineering
(b) In‐dep
th knowledge of
the state of the art in
studen
t’s chosen field
(c) The ability to
communicate technical
concepts both orally and
in writing
(d) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
I
CME 505 Applied Math R/A CME 620 Thermodynamics R/A I CME 630 Transport Phenomena
R/A
CME 650 Advanced Reactor Design
R/A
CME 780 Research in Chemical Engineering
I/R/A R
Elective courses R/A M.S. Final Exam A E/A A
I = Introduction of concepts R = Reinforce concepts E = Emphasize concepts A = Apply concepts
Curriculum Map for Ph.D. in Materials Science and Engineering
a) A m
astery of the
fundam
ental principles of
materials scien
ce and
engineering
(b) In‐dep
th knowledge of
the state of the art in
studen
t’s chosen field
(c) The ability to identify,
investigate, form
ulate,
and solve new problems
through
scholarly research
in order to contribute new
ideas and engineering
concepts
(d) The ability to
communicate technical
concepts both orally and
in writing
(e) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
I
Written Pre‐qualifying Exam A Oral Pre‐qualifying Exam A MSE 632 Structure of Materials
R/A
MSE 635 Advanced Mechanical Behavior of Mater.
R/A
MSE 650 Advanced Materials Thermodynamics
R/A
CME 782 Research in MSE I R R Elective courses R/A Qualifying Exam A A E/A E/A A Annual Ph.D. Review A R A A Ph.D. Final Exam A E/A E/A A
I = Introduction of concepts R = Reinforce concepts E = Emphasize concepts A = Apply concepts
Curriculum Map for M.S. in Materials Science and Engineering
a) A m
astery of the
fundam
ental principles of
materials scien
ce and
engineering
(b) In‐dep
th knowledge of
the state of the art in
studen
t’s chosen field
(c) The ability to
communicate technical
concepts both orally and
in writing
(d) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
I
MSE 632 Structure of Materials
R/A
MSE 635 Advanced Mechanical Behavior of Mater.
R/A
MSE 650 Advanced Materials Thermodynamics
R/A
CME 782 Research in MSE I/R/A R Elective courses R/A M.S. Final Exam A E/A A
I = Introduction of concepts R = Reinforce concepts E = Emphasize concepts A = Apply concepts
Artifact Maps
Assessment methods are summarized in the following artifact and include the following:
Direct measures of learning
CoE / EHS Safety & Professionalism Training: The College of Engineering recently implemented a
one‐day safety and professionalism workshop for incoming graduate students. The Department
of Health and Safety also provides laboratory safety courses and certification. Certificates and
standardized quiz scores will be used to assess the aspects of professionalism covered in these
courses.
Qualifying Exam Rubric (QER): A rubric designed for the qualifying exam which will ask
committee members to rate student skills in all objective areas. Will also be administered at the
oral presentation in CME 780 / MSE 782 (our first research experience for 1st year students) to
show value added.
CME 780 / MSE 782 reports: Initial, weekly and final reports are produced in CME 780 which will
be assessed by the student’s advisor.
Pre‐qual rubric: A rubric will be used for pre‐qualifying exam(s) to assess the skills of students by
professors administering the exam.
Dissertation prospectus and qualifying exam presentation: Written document and presentation
required for the qualifying exam and used by the advisory committee to assess skills in outcome
areas.
Publications: Peer‐reviewed publications will be weighed heavily in assessing success of the
programs in preparing students for outcomes (c) and (d).
Presentations: Poster and oral presentations at local, regional and national meetings will be
used to assess success of the program in preparing students for outcomes (c) and (d).
Defense rubric: A rubric will be used for annual Ph.D. reviews and defense to assess the skills of
students by the advisory committee.
Dissertation and defense presentation: The dissertation and defense provide direct evidence of
scholarship and application of what has been learned during a Ph.D. program.
Indirect measures of learning
Grades from core courses will be used as indirect measures of learning of the fundamentals of
the program.
An exit survey will be used to gather information on special accomplishments of graduate
students, including awards, professional development activities, publications, presentations, etc.
The survey will provide a mix of direct and indirect measures of learning.
Artifact Map for Ph.D. in Chemical Engineering
a) A m
astery of the
fundam
ental principles
of chemical engineering
(b) In‐dep
th knowledge
of the state of the art in
studen
t’s chosen field
(c) The ability to identify,
investigate, form
ulate,
and solve new problems
through
scholarly
research in
order to
contribute new
ideas and
engineering concepts
(d) The ability to
communicate technical
concepts both orally and
in writing
(e) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
Certificates / standardized quiz scores
Core courses (CME 505, 620, 630, 650)
Grades
CME 780 Research in Chemical Engineering
Qualifying Exam Rubric (QER)
QER Initial, Weekly and Final Reports; QER
Initial, Weekly and Final Reports;
QER
QER
Pre‐qualifying Exam Pre‐qual Rubric
Qualifying Exam QER QER QER and Dissertation Prospectus
Dissertation Prospectus, Presentation and QER
QER
Annual Ph.D. Review Defense Rubric (DR)
DR and Progress Report
DR and Progress Report
DR
Publications Published Manuscript
Published Manuscript
Poster Presentations Abstract and Poster
Abstract and Poster
Oral Presentations Abstract and Slides Abstract and Slides
Professional Activities (Outreach, Internships, etc.) and Awards
Exit Survey
Research Awards Exit Survey Exit Survey
Dissertation Dissertation Rubric
Dissertation Rubric and Dissertation
Dissertation Rubric and Dissertation
Dissertation Rubric
Ph.D. Final Exam DR DR and Slides DR and Slides DR
Highlighted artifacts provide direct evidence of learning
Artifact Map for M.S. in Chemical Engineering
a) A m
astery of the
fundam
ental principles
of chemical engineering
(b) In‐dep
th knowledge
of the state of the art in
studen
t’s chosen field
(c) The ability to
communicate technical
concepts both orally and
in writing
(d) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
Certificates / standardized quiz scores
Core courses (CME 505, 620, 630, 650)
Grades
CME 780 Research in Chemical Engineering
QualifyingExam Rubric (QER)
QER Initial, Weekly and Final Reports;
QER
QER
Publications Published Manuscript
Poster Presentations Abstract and Poster
Oral Presentations Abstract and Slides
Professional Activities (Outreach, Internships, etc.) and Awards
Exit Survey
Research Awards Exit Survey
Thesis Thesis Rubric (TR)
TR and Thesis TR
M.S. Final Exam TR TR and Slides TR
Highlighted artifacts provide direct evidence of learning
Artifact Map for Ph.D. in Materials Science and Engineering
a) A m
astery of the
fundam
ental principles
of materials scien
ce and
engineering
(b) In‐dep
th knowledge
of the state of the art in
studen
t’s chosen field
(c) The ability to identify,
investigate, form
ulate,
and solve new problems
through
scholarly
research in
order to
contribute new
ideas and
engineering concepts
(d) The ability to
communicate technical
concepts both orally and
in writing
(e) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
Certificates / standardized quiz scores
Core courses (MSE 632, 635 and 650)
Grades
MSE 782 Research in Materials Science and Engineering
Qualifying Exam Rubric (QER)
QER Initial, Weekly and Final Reports; QER
Initial, Weekly and Final Reports;
QER
QER
Pre‐qualifying Exams Written Pre‐qual Rubric
Oral Pre‐qual Rubric
Oral Pre‐qual Rubric
Qualifying Exam QER QER QER and Dissertation Prospectus
Dissertation Prospectus, Presentation and QER
QER
Annual Ph.D. Review Defense Rubric (DR)
DR and Progress Report
DR and Progress Report
DR
Publications Published Manuscript
Published Manuscript
Poster Presentations Abstract and Poster
Abstract and Poster
Oral Presentations Abstract and Slides Abstract and Slides
Professional Activities (Outreach, Internships, etc.) and Awards
Exit Survey
Research Awards Exit Survey Exit Survey
Dissertation Dissertation Rubric
Dissertation Rubric and Dissertation
Dissertation Rubric and Dissertation
Dissertation Rubric
Ph.D. Final Exam DR DR and Slides DR and Slides DR
Highlighted artifacts provide direct evidence of learning
Artifact Map for M.S. in Materials Science and Engineering
a) A m
astery of the
fundam
ental principles
of materials scien
ce and
engineering
(b) In‐dep
th knowledge
of the state of the art in
studen
t’s chosen field
(c) The ability to
communicate technical
concepts both orally and
in writing
(d) Understanding of
professional and ethical
responsibilities
CoE / EHS Safety & Professionalism Training
Certificates / standardized quiz scores
Core courses (MSE 632, 635 and 650)
Grades
MSE 782 Research in Materials Science & Engineering
QualifyingExam Rubric (QER)
QER Initial, Weekly and Final Reports;
QER
QER
Publications Published Manuscript
Poster Presentations Abstract and Poster
Oral Presentations Abstract and Slides
Professional Activities (Outreach, Internships, etc.) and Awards
Exit Survey
Research Awards Exit Survey
Thesis Thesis Rubric (TR)
TR and Thesis TR
M.S. Final Exam TR TR and Slides TR
Highlighted artifacts provide direct evidence of learning
Assessment Cycle
All of the assessment methods described above track with the progress of a graduate student, and the
assessment data will be collected continuously and compiled by the Student Affairs Officer under the
direction of the DGS. Analysis of the data and recommendation for improvements to the graduate
program will occur according to the following 3‐year cycle. Meetings of the GSC will occur in late
September of each year, and Improvement Action Plans prepared and submitted to the office of
assessment by October 31 of each year.
Year 1 [Starting Fall 2011]: Coursework (Outcomes a and b)
DGS prepares report with assessment results for outcomes a and b
GSC meets, identifies areas for improvement and recommended changes (if any)
Primary strengths, weaknesses and changes to graduate program discussed with faculty
Year 2 [Starting Fall 2012]: Communications and professionalism (Outcomes d and e)
DGS prepares report with assessment results for outcomes d and e
GSC meets, identifies areas for improvement and recommended changes (if any)
Primary strengths, weaknesses and changes to graduate program discussed with faculty
Year 3 [Starting Fall 2013]: Research scholarship (Outcome c)
DGS prepares report with assessment results for outcome c
Highlights from 3 years compiled into report and made available to department faculty, Advisory
Boards of CME & MSE programs, and assessment office for feedback
GSC meets, identifies areas for improvement and recommended changes (if any)
Primary strengths, weaknesses and changes to graduate program discussed with faculty
Pre‐Qualifying Exam Rubric, Chemical Engineering Ph.D. Program
Student ID number: ________________________ Evaluator Name: _____________________________ Date: ________________________ Subject: ______________________________
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering
Student failed this part of the pre‐qualifying exam. Suggestions for remedial work are provided.
Student barely passed this subject of the exam and may need to continue to brush up on the subject, especially if it is a part of their dissertation.
Student performed solidly on this subject of the exam and is well prepared for Ph.D. studies.
The student performed almost flawlessly on this subject of the exam.
Rating and comments:
Qualifying Exam Rubric, Chemical Engineering Ph.D. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: CME 780 or Qualifying Exam
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering
Student requires remedial work in one or more fundamental areas of chemical engineering before Ph.D. can proceed.
Student is able to demonstrate basic understanding of fundamental ChemE principles with prompting.
Student has mastered fundamental principles of ChemE needed to proceed with Ph.D. program.
Student displays excellentdepth of understanding and ability to convey fundamental principles of ChemE.
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their dissertation field.
Student has rudimentary knowledge of their field but will need to improve by time of defense.
Student has good grasp of the state of the art in their field and is well prepared to make a contribution.
Student has exceptional understanding of their field and how to make new contributions to it.
Rating and comments: c) The ability to identify,
investigate, formulate, and
solve new problems through
scholarly research in order to
contribute new ideas and
engineering concepts
Student displays no understanding of how to conduct scholarly research and will require remedial work to develop this ability.
Student has some understanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.
Student has good understanding of how to conduct scholarly research and has begun to think independently about their dissertation topic.
Student has excellent understanding of the conduct of scholarly research and functions well as an independent scholar.
Rating and comments:
d) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
With prompting and help the student is able to communicate technical concepts.
The student communicates technical concepts fluently, with little or no impediments.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments: e) Understanding of professional and ethical responsibilities
The student should not continue Ph.D. studies until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and could be a role model for his or her peers.
Rating and comments:
Additional comments:
Thesis Rubric, Chemical Engineering M.S. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering
Student requires remedial work in one or more fundamental areas of chemical engineering before M.S. can be awarded.
Student is able to demonstrate basic understanding of fundamental ChemE principles with prompting.
Student has mastered fundamental principles of ChemE consistent with a M.S. degree.
Student displays excellentdepth of understanding and ability to convey fundamental principles of ChemE.
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their thesis field.
Student has sufficientknowledge of their field needed to pass their final M.S. exam.
Student has good grasp of the state of the art in their field and can place their thesis in context.
Student has exceptional understanding of their field and the impact of their thesis on it.
Rating and comments: c) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
The student is able to communicate technical concepts with minor impediments.
The student communicates technical concepts fluently.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments:
d) Understanding of professional and ethical responsibilities
The student should not be awarded a M.S. degree until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and serves as a role model for his or her peers.
Rating and comments:
Additional comments:
Final Exam Rubric, Chemical Engineering Ph.D. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: Annual Review or Final Ph.D. Exam
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering
Student requires remedial work in one or more fundamental areas of chemical engineering before Ph.D. can be awarded.
Student is able to demonstrate basic understanding of fundamental ChemE principles with prompting.
Student has mastered fundamental principles of ChemE needed consistent with a Ph.D. degree.
Student displays exceptional depth of understanding and ability to convey fundamental principles of ChemE.
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their dissertation field.
Student has sufficientknowledge of their field needed to pass their final Ph.D. exam.
Student has a good grasp of the state of the art in their field and can place their dissertation in context.
Student has exceptional understanding of their field and the likely impact of their research.
Rating and comments: c) The ability to identify,
investigate, formulate, and
solve new problems through
scholarly research in order to
contribute new ideas and
engineering concepts
Student displays no understanding of how to conduct scholarly research and should not be awarded a Ph.D. degree.
Student has reasonableunderstanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.
Student has good understanding of how to conduct independent scholarly research as exemplified in their dissertation.
Student has excellent understanding of the conduct of scholarly research and already is an independent scholar.
Rating and comments:
d) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
The student is able to communicate technical concepts with minor impediments.
The student communicates technical concepts fluently.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments: e) Understanding of professional and ethical responsibilities
The student should not be awarded a Ph.D. until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and serves as a role model for his or her peers.
Rating and comments:
Additional comments:
Written Pre‐Qualifying Exam Rubric, Materials Science & Engineering Ph.D. Program
Student ID number: ________________________ Evaluator Name: _____________________________ Date: ________________________ Subject: ______________________________
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of chemical engineering
Student failed this part of the pre‐qualifying exam. Suggestions for remedial work are provided.
Student barely passed this subject of the exam and may need to continue to brush up on the subject, especially if it is a part of their dissertation.
Student performed solidly on this subject of the exam and is well prepared for Ph.D. studies.
The student performed almost flawlessly on this subject of the exam.
Rating and comments:
Oral Pre‐Qualifying Exam Rubric, Materials Science & Engineering Ph.D. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________
Outcomes \ Ratings 0 1 2 3 c) The ability to identify,
investigate, formulate, and
solve new problems through
scholarly research in order to
contribute new ideas and
engineering concepts
Student displays no understanding of how to conduct scholarly research and will require remedial work to develop this ability.
Student has some understanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.
Student has good understanding of how to conduct scholarly research and has begun to think independently about their dissertation topic.
Student has excellent understanding of the conduct of scholarly research and functions well as an independent scholar.
Rating and comments:
d) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
With prompting and help the student is able to communicate technical concepts.
The student communicates technical concepts fluently, with little or no impediments.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments:
Additional comments:
Qualifying Exam Rubric, Materials Science and Engineering Ph.D. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: MSE 782 or Qualifying Exam
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of materials science and engineering
Student requires remedial work in one or more fundamental areas of MSE before Ph.D. can proceed.
Student is able to demonstrate basic understanding of fundamental MSE principles with prompting.
Student has mastered fundamental principles of MSE needed to proceed with Ph.D. program.
Student displays excellentdepth of understanding and ability to convey fundamental principles of MSE.
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their dissertation field.
Student has rudimentary knowledge of their field but will need to improve by time of defense.
Student has good grasp of the state of the art in their field and is well prepared to make a contribution.
Student has exceptional understanding of their field and how to make new contributions to it.
Rating and comments: c) The ability to identify,
investigate, formulate, and
solve new problems through
scholarly research in order to
contribute new ideas and
engineering concepts
Student displays no understanding of how to conduct scholarly research and will require remedial work to develop this ability.
Student has some understanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.
Student has good understanding of how to conduct scholarly research and has begun to think independently about their dissertation topic.
Student has excellent understanding of the conduct of scholarly research and functions well as an independent scholar.
Rating and comments:
d) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
With prompting and help the student is able to communicate technical concepts.
The student communicates technical concepts fluently, with little or no impediments.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments: e) Understanding of professional and ethical responsibilities
The student should not continue Ph.D. studies until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and could be a role model for his or her peers.
Rating and comments:
Additional comments:
Thesis Rubric, Materials Science and Engineering M.S. Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of materials science and engineering
Student requires remedial work in one or more fundamental areas of MSE before M.S. can be awarded.
Student is able to demonstrate basic understanding of fundamental MSE principles with prompting.
Student has mastered fundamental principles of MSE consistent with a M.S. degree.
Student displays excellentdepth of understanding and ability to convey fundamental principles of MSE.
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their thesis field.
Student has sufficientknowledge of their field needed to pass their final M.S. exam.
Student has good grasp of the state of the art in their field and can place their thesis in context.
Student has exceptional understanding of their field and the impact of their thesis on it.
Rating and comments: c) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
The student is able to communicate technical concepts with minor impediments.
The student communicates technical concepts fluently.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments:
d) Understanding of professional and ethical responsibilities
The student should not be awarded a M.S. degree until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and serves as a role model for his or her peers.
Rating and comments:
Additional comments:
Final Exam Rubric, aŀǘŜNJƛŀƭǎ {ŎƛŜƴŎŜ ŀƴŘ 9ƴƎƛƴŜŜNJƛƴƎ Ph.D . Program
Student name: ________________________ Evaluator Name: _____________________________ Date: ________________________ Event: Annual Review or Final Ph.D. Exam
Outcomes \ Ratings 0 1 2 3 a) A mastery of the fundamental principles of a{9
Student requires remedial work in one or more fundamental areas of a{9 before Ph.D. can be awarded.
Student is able to demonstrate basic understanding of fundamental a{9principles with prompting.
Student has mastered fundamental principles of a{9 needed consistent with a Ph.D. degree.
Student displays exceptional depth of understanding and ability to convey fundamental principles of a{9Φ
Rating and comments: b) In‐depth knowledge of the state of the art in student’s chosen field
Student is unfamiliar with the state of the art in their dissertation field.
Student has sufficientknowledge of their field needed to pass their final Ph.D. exam.
Student has a good grasp of the state of the art in their field and can place their dissertation in context.
Student has exceptional understanding of their field and the likely impact of their research.
Rating and comments: c) The ability to identify,
investigate, formulate, and
solve new problems through
scholarly research in order to
contribute new ideas and
engineering concepts
Student displays no understanding of how to conduct scholarly research and should not be awarded a Ph.D. degree.
Student has reasonableunderstanding of the conduct of scholarly research, but remains dependent on advice from advisory committee.
Student has good understanding of how to conduct independent scholarly research as exemplified in their dissertation.
Student has excellent understanding of the conduct of scholarly research and already is an independent scholar.
Rating and comments:
d) The ability to communicate technical concepts both orally and in writing
Student requires remedial help with communication skills.
The student is able to communicate technical concepts with minor impediments.
The student communicates technical concepts fluently.
The student is an excellent communicator of technical concepts in both oral and written form.
Rating and comments: e) Understanding of professional and ethical responsibilities
The student should not be awarded a Ph.D. until they better understand research ethics and professional responsibilities
The student has a basic understanding of professional and ethical responsibilities associated with research.
The student has a good understanding of the professional and ethical responsibilities associated with research.
The student shows exemplary understanding of professional and ethical conduct and serves as a role model for his or her peers.
Rating and comments:
Additional comments: