Department of Petroleum EngineeringPetroleum Engineering Program emphasizes the development of...

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Department of Petroleum Engineering

Program Assessment Plan

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1. PETRLEUM ENGINEERING PROGRAM EDUCATIONAL OBJECTIVES

The Program Educational Objectives are the foundation upon which the Student Outcomes and

curriculum for the Petroleum Engineering program are built. Program Educational Objectives have

been developed that are consistent with the missions of the University, the College of Engineering and

Mines, and the PE Department and are intended to satisfy the needs of our constituents. Furthermore,

an ongoing process has been implemented to evaluate the Program Educational Objectives and ensure

that the Program Educational Objectives are being achieved.

1.1. Vision Statement

The vision for the Petroleum Engineering program is to educate future generations of Petroleum

Engineers who can contribute to building a better world through professional service and research for

safe, reliable, and affordable energy production and environmental protection.

1.2. Mission Statement

The mission of the Petroleum Engineering program at the University of North Dakota is to educate

petroleum engineers to meet the growing demands in North Dakota and elsewhere.

1.3. Program Educational Objectives

Petroleum Engineering Program emphasizes the development of technical problem solving skills

through a fundamental understanding of geology, chemistry, physics, and engineering. The

fundamentals and problem solving skills are combined with a strong background in ethics, safety,

economics, information technology, leadership, management, inter-culture, and communication. The

Petroleum Engineering program is designed to provide students with a systematic understanding of

the petroleum industry that includes: science and technology; economics and business; policy and

regulation; and society and behavior.

Teamwork, problem solving, and design exercises are interwoven throughout the curriculum;

culminating in a two-semester, capstone design project during the senior year. Several courses include

laboratories which develop experimental, teamwork, and communication skills. Technical reports

and/or presentations required in several courses develop knowledge of contemporary issues and life-

long learning skills, as well as communication skills. Relevant computer software is used throughout

the curriculum. Students are strongly encouraged to prepare for a professional license by taking the

national Fundamentals of Engineering (FE) exam prior to graduation. Students who excel

academically are also well qualified to pursue graduate work in petroleum engineering or a related

field.

3

Program Educational Objectives (PEO) describe the career and professional accomplishments that the

program is preparing graduates to achieve. These PEOs prepare the graduate for their career and

service to the profession:

1. Contribute as engineering professionals in industry, including government or academia.

2. Pursue continued education and professional development through participation in

professional organization, training and possible post graduate education.

3. Progression or attainment of professional registration and licensure.

1.4. Consistency with UND’s Institutional Goals

The PE Program Educational Objectives (PEO) embrace the principles and goals set forth in the

University and CEM missions (Table 1-1)

Table 1-1: Relation between Program Educational Objectives and UND/CEM Goals

PEO1

PEO2

UND Goal: Responsibility for the discovery, development, preservation and dissemination of knowledge.

Through its sponsorship and encouragement of basic and applied research, scholarship, and creative

endeavor, the University contributes to the public well-being.

CEM Goal: Provide students a broad general education coupled with strong fundamentals that prepare

graduates to successfully fill important positions in professional practice in industry and government. Program

graduates will have a solid background in technical subjects, breadth and clearness of vision, and high ideals

and purposes.

PE Program: The work of our PE graduates in engineering design, project management, construction, contract

administration, technical support and research with consulting firms, government agencies and other

employers to define, analyze and solve problems requires use and continued development (research,

scholarship, and creativity) of engineering knowledge and skills and directly contributes to public well-being.

PEO3

UND Goal: The University encourages students to make informed choices, to communicate effectively, to be

intellectually curious and creative, to commit themselves to lifelong learning and the service of others, and to

share responsibility both for their own communities and for the world. In addition to its on-campus

instructional and research programs, the University of North Dakota separately and cooperatively provides

extensive continuing education and public service programs for all areas of the state and region.

CEM Goal: To engage in research and scholarly activity that contributes….discovery to enhance knowledge

and student learning while being of benefit to the state, region and nation.

PE Program: Program Educational Objective 3 directly relates the life-long-learning, employment and service

of our graduates to their responsibilities and productivity as members of society, their communities, the state,

the region, and the world. This objective also emphases on continued life-long learning, graduate studies, and

state and regional economic impact.

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2. PETROLEUM ENGINEERING STUDENT LEARNING OUTCOMES

The PE department has adopted the eleven Student Learning Outcomes described in ABET Criterion.

Student Learning Outcomes reflect a foundation of knowledge and skills that, if satisfied, provide

graduates of the PE program with the tools needed to achieve the Program Educational Objectives

successfully. These outcomes serve as a template for designing and improving the curriculum,

providing an undergraduate program that meets all ABET criteria for petroleum engineer, and

maintaining an educational focus that emphasizes competence and future professional success for our

graduates.

The PE Student Learning Outcomes are listed as follows:

a. An ability to apply knowledge of mathematics, science, and engineering to the field of

Petroleum engineering

b. An ability to design and conduct experiments, as well as analyze and interpret engineering data

c. An ability to design a system, component, or process to meet desired needs in the areas of

environmental, geotechnical, structural, and water resources engineering

d. An ability to function on multi-disciplinary teams

e. An ability to identify, formulate, and solve engineering problems

f. An understanding of professional and ethical responsibility

g. An ability to communicate effectively by written, verbal, and graphical means

h. The broad education necessary to understand the impact of engineering solutions in a global,

societal, and economic context

i. A recognition of the need for, and an ability to engage in life-long learning

j. A knowledge of contemporary issues

k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice

The scope of the PE Student Learning Outcomes also encompasses the Petroleum Engineering

program criteria specified in SPE skill matrix, specifically that program graduates can be:

1. Proficient in mathematics through differential equations, probability and statistics, fluid

mechanics, strength of materials, and thermodynamics;

2. Design and analysis of well systems and procedures for drilling and completing wells;

3. Characterization and evaluation of subsurface geological formations and their resources using

geoscientific and engineering methods;

4. Design and analysis of systems for producing, injecting, and handling fluids;

5. Application of reservoir engineering principles and practices for optimizing resource

development and management;

6. The use of project economics and resource valuation methods for design and decision making

under conditions of risk and uncertainty.

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2.1. Relationship of Student Outcomes to Program Educational Objectives

The Student Learning Outcomes are related to the Program Educational Objectives (PEOs) such that

achievement of the Student Learning Outcomes supports achievement of the PEOs. Student Learning

Outcomes a–k for the Petroleum Engineering undergraduate program corresponds directly to ABET

Engineering Criteria 3 (a–k) and ABET Program Criteria. Table 2-1 lists specific Student Learning

Outcomes that relate to each of the PEOs and describe what students are expected to know and be able

to do by the time of graduation in order to be prepared to achieve the PEOs within approximately five

years post-graduation. Table 2-2 provides a matrix showing undergraduate Petroleum Engineering

courses currently supporting one or more Student Learning Outcomes.

Table 2-1: Relation between Program Educational Objectives and Student Learning Outcomes

Student Learning Outcomes PEO

1 2 3

a Upon graduation, students will demonstrate the ability to apply knowledge of

mathematics, science and engineering to solve engineering problems

b Students will possess and demonstrate the ability to design and conduct

experiments, as well as collect and interpret experimental data

c Students will possess and demonstrate the ability to design an engineering

system, system component or process meeting specific needs

d Students will demonstrate the ability to collaborate, communicate and work

effectively with others on multi-disciplinary teams

e Students will demonstrate the ability to identify, formulate and solve a range

of engineering problems

f Students will demonstrate an understanding and appreciation of professional

and ethical responsibility in the practice of engineering

g Students will demonstrate the ability to communicate effectively in both

written and oral forms

h Broad education necessary to understand the impact of engineering solutions

in global and societal contexts

i Students will demonstrate an understanding of the importance of life-long

learning and continuing education

j Students must demonstrate knowledge of important contemporary issues in

the world as they relate to engineering

k

Students shall demonstrate the ability to use techniques, skills and modern

engineering tools required for the practice of engineering and related

engineering disciplines

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Table 2-2: Matrix Relating PE Courses to Student Learning Outcomes

PE Courses Student Learning Outcomes

a b c d e f g h i j k

PtrE 201

PtrE 311

PtrE 361

PtrE 401

PtrE 411

PtrE 421

PtrE 431

PtrE 441

PtrE 462

PtrE 484

PtrE 485

3. PROGRAM ASSESSMENT PLAN

Success in meeting Student Learning Outcomes is in large part determined by success in achieving

the Performance Criteria. By mapping individual performance criteria to the appropriate Outcomes

they support, faculty can determine the extent to which any given Outcome is emphasized within the

undergraduate curriculum and identify any gaps or weaknesses that need to be addressed. Performance

criteria are mapped to Outcomes and results are used to identify areas of relative strength and

weakness, as well as to begin the process of developing, implementing, and monitoring strategies

designed to improve the PE program. By remapping the curriculum periodically, the continually

changing curriculum will provide new locations for formative and summative assessment

opportunities. Additionally, the plan will guide future curriculum development of the program to

incorporate new skill sets required by the constituency it serves.

3.1. Assessment Methods

Since achievement of Student Outcomes must be measurable, a set performance criteria and a set of

assessment tools were developed for each Student Outcome (Table 3-1). The performance criteria

relate to specific knowledge and skills that students obtain through instruction based in the petroleum

engineering curriculum. The assessment tools are rubrics designed to quantitatively measure how well

students are meeting the performance criteria, using direct and/or indirect assessment measure. The

faculty members of the PE Department use the assessment tools to determine whether the students in

the program are meeting the performance criteria. The results from this process are used to evaluate

whether the Student Outcomes are being attained.

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Direct and indirect assessment measures demonstrate that program Student Outcomes are or are not

being achieved. This evidence is obtained for the PE Program with the following six assessment

measures:

1. Analysis of data from fundamentals of engineering exams taken by students in the program

2. Results from evaluations done by faculty of student performance in PE courses

3. Results from senior exit surveys

4. Results from alumni surveys

5. Materials produced from capstone design projects

6. Laboratory reports from writing intensive courses

Table 3-1: Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes

Outcome a: An ability to apply knowledge of mathematics, science, and engineering to the field of Petroleum engineering

Performance Criteria: a1. Students are familiar with statistics; a2. Appropriate mathematical techniques to achieve solution to engineering problems; a3. Solution synthesis and integration of previous knowledge; a4. Problem solutions via appropriate calculations, including proper manipulation of units

and achievement of reasonable numerical values.

Assessment Tools : Fundamentals of engineering (FE) exam (specifically, overall FE, Math, Chemistry, Engineering Probability & Statistics, Engineering Mechanics Statics and Dynamics, and Fluid Mechanics scores data). Direct Measure Instructor Course Evaluations. Direct Measure Course surveys. Indirect Measure

Outcome b: An ability to design and conduct experiments, as well as analyze and interpret engineering data

Performance Criteria: b1. Demonstrate abilities to understand petroleum fluid-reservoir-completion-production

relationship using analytical and/or experimental tools. b2. Be able to specify instrumentation needs for characterization of physical and mechanical

properties of Earth materials. b3. Safe laboratory practice. b4. Analysis and interpretation of data

Assessment Tools: FE exam (specifically, Engineering Probability & Statistics, Materials, Material Properties, Hydraulics and Hydrologic Systems scores data). Direct Measure Petroleum engineering lab reports. Direct Measure Course surveys and Senior exit surveys. Indirect Measures

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Table 3-1 (Cont.): Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes

Outcome c: An ability to design a system, component, or process to meet desired needs in the areas of


Performance Criteria:

c1. Show an understanding of the engineering design process by designing solutions to

petroleum engineering problems.

c2. Be able to design a casing program with realistic geologic constraints.

c3. Design strategy including a plan of attack, subtasks, timetables, and milestones.

c4. Use of models or simulation software to provide informed design decisions.

Assessment Tools: Capstone design materials. Direct Measure Instructor course evaluations. Direct Measure FE exam (specifically, Hydraulics and Hydrologic Systems, Mechanics and Foundations, Environmental Engineering, Transportation scores data) Direct Measure

Outcome d: An ability to function on multi-disciplinary teams


d1. Students understand the need for a team leader, team meetings, and minutes of team

meetings.

d2. Contribute to the team and understands roles played in a team.

d3. Values other team member’s viewpoints.

Assessment Tools:

Capstone design materials. Direct Measure

Alumni surveys. Indirect Measure

Outcome e: An ability to identify, formulate, and solve engineering problems


e1. Students comprehend engineering problems by evaluating the information given and then

determining what additional information is needed to solve the problem.

e2. Students have the ability to formulate and solve fluid dynamics problems.

e3. Students have the ability to find and calculate geotechnical effective stress problem.

Assessment Tools:

Course surveys. Indirect Measure

Instructor Course Evaluations. Direct Measure

FE exam (specifically, Fluid Mechanics, Mechanics and Foundations, Strength of Materials,

Hydraulics and Hydrologic Systems, and Environmental Engineering scores data). Direct

Measure

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Outcome f: An understanding of professional and ethical responsibility


f1. Students comprehend general ethical principles that apply to engineers and scientists.

f2. Students gain a basic understanding of the SPE code of ethics and analyze case studies that

illustrate the application of ethical principles to the field of engineering.

f3. Be familiar with at least one case of unprofessional and/or unethical engineering practice and

be able to draw some conclusions from this case.

f4. Be able to appreciate importance of ethics in his/her professional career

Assessment Tools:

FE exam (specifically, Ethics and Business Practices score data). Direct Measure

Locally developed exams. Direct Measure

Senior exit surveys and Alumni surveys. Indirect Measure

Outcome g: An ability to communicate effectively by written, verbal, and graphical means

Performance Criteria: g1. Students can communicate findings using an engineering report. g2. Students can use a memorandum to communicate with others g3. Students can present results of a project orally.

Assessment Tools: Capstone design materials. Direct Measure Senior exit surveys. Indirect Measure Petroleum engineering lab reports. Direct Measure

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, societal, and economic context

Performance Criteria: h1. Historical aspects of engineering solutions and their effects on society. h2. Global nature of industry and the marketplace. h3. Able to demonstrate entrepreneurial skills in the energy industry. h4. Health, safety and environmental (HSE) aspects of petroleum engineering

Assessment Tools: Instructor course evaluations. Direct Measure Alumni surveys. Indirect Measure FE exam (specifically, Management, Ethics and Business Practices, and Engineering Economics scores data). Direct Measure

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Outcome i: A recognition of the need for, and an ability to engage in life-long learning

Performance Criteria: i1. Participate actively in technical and professional societies. i2. Students know that they need to engage in learning throughout their engineering career. i3. Students know that they should expect their employer to send them to short courses. i4. Students understand the need to pursue professional licensure. i5. Identifying and organizing learned materials and concepts in a format different from that

taught in class

Assessment Tools: Capstone design materials. Direct Measure of i1.

Senior exit surveys, Placement surveys, and Alumni surveys. Indirect Measures FE exam (specifically, Ethics and Business Practices scores data). Direct Measure

Outcome j: A knowledge of contemporary issues


j1. Students have some understanding of the relationship between energy usage and the

environment.

j2. Ability to address current events in the engineering discipline and in society.

j3. Ability to address major political issues at national, state, and local levels.

j4. Informed about the current job market and job search process

Assessment Tools: Instructor course evaluations. Direct Measure

FE exam (specifically, Ethics and Business Practices scores data). Direct Measure

Alumni surveys and Course surveys. Indirect Measures

Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice


k1. Students have the ability to use a spreadsheet for calculations and plotting.

k2. Students have the ability to use a finite element code to aid in the design of a completion

design.

k3. Uses computer-based and other resources effectively in assignments and projects

Assessment Tools:


Instructor course evaluations. Direct Measure

Senior exit surveys. Indirect Measure

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The core courses provide fundamental skills, knowledge, and experience in key areas that support the

program objectives and are later applied in more advanced, departmental courses. In particular, the

course sequence supports the general outcomes (a–k) as listed in Table 3-2. This mapping is

periodically revised by the faculty to reflect the course content and occasional changes in the overall

curriculum.

Table 3-2 Curriculum Mapping of Performance Criteria

Performance Criteria PtrE 201

PtrE 311

PtrE 361

PtrE 401

PtrE 411

PtrE 421

PtrE 431

PtrE 441

PtrE 462

PtrE 484

PtrE 485

a1

a2

a3

b1

b2

b3

b4

b5

c1

c2

c3

c4

c5

c6

d1

d2

d3

e1

e2

e3

f1

f2

f3

g1

g2

h1

h2

h3

i1

i2

i3

i4

j1

j2

j3

k1

k2

k3

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3.2. Achievement of Program Outcomes

PE Department has adopted the performance vector approach of Estell (April 2013 ABET

Assessment Workshop, Portland, OR) to measure the accomplishment of performance criteria

by students in various courses. The performance vector is categorized as follows:

Performance Vector Category Student Performance

E Exemplary Virtually no conceptual or procedural errors

A Accomplished No significant conceptual errors and only minor procedural errors

D Developing Occasional conceptual errors and minor procedural errors

U Unsatisfactory Significant conceptual errors and/or procedural errors

The PE Department has assigned expected score/levels of attainment, corresponding to E, A,

D, and U, for each performance criteria to be:

Performance Vector Category Expected Score

E 85% to 100%

A 70% to 84%

D 55% to 69%

U 0% to 54%

The performance vector approach has allowed the faculty to design specific course exam

questions or specific course assignments, which can be scored and applied as direct measures

to specific performance criteria, which are in turn related to specific student learning outcomes

via Table 3-2.

3.3. Program Assessment Results

Much of the information used for making decisions regarding program improvements is

generated from the evaluations done by the faculty to determine whether program objectives and

outcomes are being achieved. The members of the PE faculty are responsible for reviewing data

and results from PEO and Student Outcomes and determining whether actions should be taken to

make program improvements. Possible changes are discussed in the program assessment

meetings and at other times during the year. After each annual program assessment committee

meeting, a list of actions items is compiled to help improve the program. This list is used as a

starting point for generating ideas about possible improvements and taking actions for program

improvement.

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The chair is responsible for taking action to further evaluate possible improvements such as

discussions with the Industrial Advisory Committee, students, and other constituents.

The performance vector approach allows flagging of potential issues with average attainment

of performance criteria. The department faculty members maintain the individual student

scores for specific exam questions or specific course assignments in their course grade

spreadsheet, thereby making calculation of E-A-D-U vectors for overall course student

enrollment possible. The expected overall level of attainment and potential issue flagging for

a specific performance criteria by students enrolled in a course is summarized below:

Flag E-A-D-U Vector Average U

Red below 70% and U>15%

Yellow below 70% or U>15%

Green at least 70% and U<15%

White does not fall in the above specifications -

The performance criteria from courses listed for a specific student outcome in Table 3-2 are

then evaluated jointly for determination of the overall attainment level of particular

performance criteria and, in turn, particular student outcome. A red flag for a particular

performance criteria in a course should be discussed by the department faculty and, possibly,

with the PE Department Advisory Board in an effort to improve student performance primarily

through course modifications, but possibly through curriculum modifications as well. A red

flag for an overall performance criteria associated with a particular student outcome would

signify that curriculum modifications or interventions should be discussed by the department

faculty and the PE Department Advisory Board in an effort to improve student attainment of

the student outcome. Yellow flagged performance criteria would require monitoring and,

potentially, intervention discussions by the department.

1

Department of Petroleum Engineering

Program Assessment Plan

Academic Year: 2014 – 2015

2

1. PETRLEUM ENGINEERING PROGRAM EDUCATIONAL OBJECTIVES

The Program Educational Objectives are the foundation upon which the Student Outcomes and

curriculum for the Petroleum Engineering program are built. Program Educational Objectives have

been developed that are consistent with the missions of the University, the College of Engineering and

Mines, and the PE Department and are intended to satisfy the needs of our constituents. Furthermore,

an ongoing process has been implemented to evaluate the Program Educational Objectives and ensure

that the Program Educational Objectives are being achieved.

1.1. Vision Statement

The vision for the Petroleum Engineering program is to educate future generations of Petroleum

Engineers who can contribute to building a better world through professional service and research for

safe, reliable, and affordable energy production and environmental protection.

1.2. Mission Statement

The mission of the Petroleum Engineering program at the University of North Dakota is to educate

petroleum engineers to meet the growing demands in North Dakota and elsewhere.

1.3. Program Educational Objectives

Petroleum Engineering Program emphasizes the development of technical problem solving skills

through a fundamental understanding of geology, chemistry, physics, and engineering. The

fundamentals and problem solving skills are combined with a strong background in ethics, safety,

economics, information technology, leadership, management, inter-culture, and communication. The

Petroleum Engineering program is designed to provide students with a systematic understanding of

the petroleum industry that includes: science and technology; economics and business; policy and

regulation; and society and behavior.

Teamwork, problem solving, and design exercises are interwoven throughout the curriculum;

culminating in a two-semester, capstone design project during the senior year. Several courses include

laboratories which develop experimental, teamwork, and communication skills. Technical reports

and/or presentations required in several courses develop knowledge of contemporary issues and life-

long learning skills, as well as communication skills. Relevant computer software is used throughout

the curriculum. Students are strongly encouraged to prepare for a professional license by taking the

national Fundamentals of Engineering (FE) exam prior to graduation. Students who excel

academically are also well qualified to pursue graduate work in petroleum engineering or a related

field.

3

Program Educational Objectives (PEO) describe the career and professional accomplishments that the

program is preparing graduates to achieve. These PEOs prepare the graduate for their career and

service to the profession:

1. Contribute as engineering professionals in industry, including government or academia.

2. Pursue continued education and professional development through participation in

professional organization, training and possible post graduate education.

3. Progression or attainment of professional registration and licensure.

1.4. Consistency with UND’s Institutional Goals

The PE Program Educational Objectives (PEO) embrace the principles and goals set forth in the

University and CEM missions (Table 1-1)

Table 1-1: Relation between Program Educational Objectives and UND/CEM Goals

PEO1

PEO2

UND Goal: Responsibility for the discovery, development, preservation and dissemination of knowledge.

Through its sponsorship and encouragement of basic and applied research, scholarship, and creative

endeavor, the University contributes to the public well-being.

CEM Goal: Provide students a broad general education coupled with strong fundamentals that prepare

graduates to successfully fill important positions in professional practice in industry and government. Program

graduates will have a solid background in technical subjects, breadth and clearness of vision, and high ideals

and purposes.

PE Program: The work of our PE graduates in engineering design, project management, construction, contract

administration, technical support and research with consulting firms, government agencies and other

employers to define, analyze and solve problems requires use and continued development (research,

scholarship, and creativity) of engineering knowledge and skills and directly contributes to public well-being.

PEO3

UND Goal: The University encourages students to make informed choices, to communicate effectively, to be

intellectually curious and creative, to commit themselves to lifelong learning and the service of others, and to

share responsibility both for their own communities and for the world. In addition to its on-campus

instructional and research programs, the University of North Dakota separately and cooperatively provides

extensive continuing education and public service programs for all areas of the state and region.

CEM Goal: To engage in research and scholarly activity that contributes….discovery to enhance knowledge

and student learning while being of benefit to the state, region and nation.

PE Program: Program Educational Objective 3 directly relates the life-long-learning, employment and service

of our graduates to their responsibilities and productivity as members of society, their communities, the state,

the region, and the world. This objective also emphases on continued life-long learning, graduate studies, and

state and regional economic impact.

4

2. PETROLEUM ENGINEERING STUDENT LEARNING OUTCOMES

The PE department has adopted the eleven Student Learning Outcomes described in ABET Criterion.

Student Learning Outcomes reflect a foundation of knowledge and skills that, if satisfied, provide

graduates of the PE program with the tools needed to achieve the Program Educational Objectives

successfully. These outcomes serve as a template for designing and improving the curriculum,

providing an undergraduate program that meets all ABET criteria for petroleum engineer, and

maintaining an educational focus that emphasizes competence and future professional success for our

graduates.

The PE Student Learning Outcomes are listed as follows:

a. An ability to apply knowledge of mathematics, science, and engineering to the field of

Petroleum engineering

b. An ability to design and conduct experiments, as well as analyze and interpret engineering data

c. An ability to design a system, component, or process to meet desired needs in the areas of


d. An ability to function on multi-disciplinary teams

e. An ability to identify, formulate, and solve engineering problems

f. An understanding of professional and ethical responsibility

g. An ability to communicate effectively by written, verbal, and graphical means

h. The broad education necessary to understand the impact of engineering solutions in a global,

societal, and economic context

i. A recognition of the need for, and an ability to engage in life-long learning

j. A knowledge of contemporary issues

k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice

The scope of the PE Student Learning Outcomes also encompasses the Petroleum Engineering

program criteria specified in SPE skill matrix, specifically that program graduates can be:

1. Proficient in mathematics through differential equations, probability and statistics, fluid

mechanics, strength of materials, and thermodynamics;

2. Design and analysis of well systems and procedures for drilling and completing wells;

3. Characterization and evaluation of subsurface geological formations and their resources using

geoscientific and engineering methods;

4. Design and analysis of systems for producing, injecting, and handling fluids;

5. Application of reservoir engineering principles and practices for optimizing resource

development and management;

6. The use of project economics and resource valuation methods for design and decision making

under conditions of risk and uncertainty.

5

2.1. Relationship of Student Outcomes to Program Educational Objectives

The Student Learning Outcomes are related to the Program Educational Objectives (PEOs) such that

achievement of the Student Learning Outcomes supports achievement of the PEOs. Student Learning

Outcomes a–k for the Petroleum Engineering undergraduate program corresponds directly to ABET

Engineering Criteria 3 (a–k) and ABET Program Criteria. Table 2-1 lists specific Student Learning

Outcomes that relate to each of the PEOs and describe what students are expected to know and be able

to do by the time of graduation in order to be prepared to achieve the PEOs within approximately five

years post-graduation. Table 2-2 provides a matrix showing undergraduate Petroleum Engineering

courses currently supporting one or more Student Learning Outcomes.

Table 2-1: Relation between Program Educational Objectives and Student Learning Outcomes

Student Learning Outcomes PEO

1 2 3

a Upon graduation, students will demonstrate the ability to apply knowledge of

mathematics, science and engineering to solve engineering problems

b Students will possess and demonstrate the ability to design and conduct

experiments, as well as collect and interpret experimental data

c Students will possess and demonstrate the ability to design an engineering

system, system component or process meeting specific needs

d Students will demonstrate the ability to collaborate, communicate and work

effectively with others on multi-disciplinary teams

e Students will demonstrate the ability to identify, formulate and solve a range

of engineering problems

f Students will demonstrate an understanding and appreciation of professional

and ethical responsibility in the practice of engineering

g Students will demonstrate the ability to communicate effectively in both

written and oral forms

h Broad education necessary to understand the impact of engineering solutions

in global and societal contexts

i Students will demonstrate an understanding of the importance of life-long

learning and continuing education

j Students must demonstrate knowledge of important contemporary issues in

the world as they relate to engineering

k

Students shall demonstrate the ability to use techniques, skills and modern

engineering tools required for the practice of engineering and related

engineering disciplines

6

Table 2-2: Matrix Relating PE Courses to Student Learning Outcomes

PE Courses Student Learning Outcomes

a b c d e f g h i j k

PtrE 201

PtrE 311

PtrE 361

PtrE 401

PtrE 411

PtrE 421

PtrE 431

PtrE 441

PtrE 462

PtrE 484

PtrE 485

3. PROGRAM ASSESSMENT PLAN

Success in meeting Student Learning Outcomes is in large part determined by success in achieving

the Performance Criteria. By mapping individual performance criteria to the appropriate Outcomes

they support, faculty can determine the extent to which any given Outcome is emphasized within the

undergraduate curriculum and identify any gaps or weaknesses that need to be addressed. Performance

criteria are mapped to Outcomes and results are used to identify areas of relative strength and

weakness, as well as to begin the process of developing, implementing, and monitoring strategies

designed to improve the PE program. By remapping the curriculum periodically, the continually

changing curriculum will provide new locations for formative and summative assessment

opportunities. Additionally, the plan will guide future curriculum development of the program to

incorporate new skill sets required by the constituency it serves.

3.1. Assessment Methods

Since achievement of Student Outcomes must be measurable, a set performance criteria and a set of

assessment tools were developed for each Student Outcome (Table 3-1). The performance criteria

relate to specific knowledge and skills that students obtain through instruction based in the petroleum

engineering curriculum. The assessment tools are rubrics designed to quantitatively measure how well

students are meeting the performance criteria, using direct and/or indirect assessment measure. The

faculty members of the PE Department use the assessment tools to determine whether the students in

the program are meeting the performance criteria. The results from this process are used to evaluate

whether the Student Outcomes are being attained.

7

Direct and indirect assessment measures demonstrate that program Student Outcomes are or are not

being achieved. This evidence is obtained for the PE Program with the following six assessment

measures:

1. Analysis of data from fundamentals of engineering exams taken by students in the program

2. Results from evaluations done by faculty of student performance in PE courses

3. Results from senior exit surveys

4. Results from alumni surveys

5. Materials produced from capstone design projects

6. Laboratory reports from writing intensive courses

Table 3-1: Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes

Outcome a: An ability to apply knowledge of mathematics, science, and engineering to the field of Petroleum engineering

Performance Criteria: a1. Students are familiar with statistics; a2. Appropriate mathematical techniques to achieve solution to engineering problems; a3. Solution synthesis and integration of previous knowledge; a4. Problem solutions via appropriate calculations, including proper manipulation of units

and achievement of reasonable numerical values.

Assessment Tools : Fundamentals of engineering (FE) exam (specifically, overall FE, Math, Chemistry, Engineering Probability & Statistics, Engineering Mechanics Statics and Dynamics, and Fluid Mechanics scores data). Direct Measure Instructor Course Evaluations. Direct Measure Course surveys. Indirect Measure

Outcome b: An ability to design and conduct experiments, as well as analyze and interpret engineering data

Performance Criteria: b1. Demonstrate abilities to understand petroleum fluid-reservoir-completion-production

relationship using analytical and/or experimental tools. b2. Be able to specify instrumentation needs for characterization of physical and mechanical

properties of Earth materials. b3. Safe laboratory practice. b4. Analysis and interpretation of data

Assessment Tools: FE exam (specifically, Engineering Probability & Statistics, Materials, Material Properties, Hydraulics and Hydrologic Systems scores data). Direct Measure Petroleum engineering lab reports. Direct Measure Course surveys and Senior exit surveys. Indirect Measures

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Outcome c: An ability to design a system, component, or process to meet desired needs in the areas of



c1. Show an understanding of the engineering design process by designing solutions to

petroleum engineering problems.

c2. Be able to design a casing program with realistic geologic constraints.

c3. Design strategy including a plan of attack, subtasks, timetables, and milestones.

c4. Use of models or simulation software to provide informed design decisions.

Assessment Tools: Capstone design materials. Direct Measure Instructor course evaluations. Direct Measure FE exam (specifically, Hydraulics and Hydrologic Systems, Mechanics and Foundations, Environmental Engineering, Transportation scores data) Direct Measure

Outcome d: An ability to function on multi-disciplinary teams


d1. Students understand the need for a team leader, team meetings, and minutes of team

meetings.

d2. Contribute to the team and understands roles played in a team.

d3. Values other team member’s viewpoints.

Assessment Tools:


Alumni surveys. Indirect Measure

Outcome e: An ability to identify, formulate, and solve engineering problems


e1. Students comprehend engineering problems by evaluating the information given and then

determining what additional information is needed to solve the problem.

e2. Students have the ability to formulate and solve fluid dynamics problems.

e3. Students have the ability to find and calculate geotechnical effective stress problem.

Assessment Tools:

Course surveys. Indirect Measure

Instructor Course Evaluations. Direct Measure

FE exam (specifically, Fluid Mechanics, Mechanics and Foundations, Strength of Materials,

Hydraulics and Hydrologic Systems, and Environmental Engineering scores data). Direct

Measure

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Outcome f: An understanding of professional and ethical responsibility


f1. Students comprehend general ethical principles that apply to engineers and scientists.

f2. Students gain a basic understanding of the SPE code of ethics and analyze case studies that

illustrate the application of ethical principles to the field of engineering.

f3. Be familiar with at least one case of unprofessional and/or unethical engineering practice and

be able to draw some conclusions from this case.

f4. Be able to appreciate importance of ethics in his/her professional career

Assessment Tools:

FE exam (specifically, Ethics and Business Practices score data). Direct Measure

Locally developed exams. Direct Measure

Senior exit surveys and Alumni surveys. Indirect Measure

Outcome g: An ability to communicate effectively by written, verbal, and graphical means

Performance Criteria: g1. Students can communicate findings using an engineering report. g2. Students can use a memorandum to communicate with others g3. Students can present results of a project orally.

Assessment Tools: Capstone design materials. Direct Measure Senior exit surveys. Indirect Measure Petroleum engineering lab reports. Direct Measure

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, societal, and economic context

Performance Criteria: h1. Historical aspects of engineering solutions and their effects on society. h2. Global nature of industry and the marketplace. h3. Able to demonstrate entrepreneurial skills in the energy industry. h4. Health, safety and environmental (HSE) aspects of petroleum engineering

Assessment Tools: Instructor course evaluations. Direct Measure Alumni surveys. Indirect Measure FE exam (specifically, Management, Ethics and Business Practices, and Engineering Economics scores data). Direct Measure

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Outcome i: A recognition of the need for, and an ability to engage in life-long learning

Performance Criteria: i1. Participate actively in technical and professional societies. i2. Students know that they need to engage in learning throughout their engineering career. i3. Students know that they should expect their employer to send them to short courses. i4. Students understand the need to pursue professional licensure. i5. Identifying and organizing learned materials and concepts in a format different from that

taught in class

Assessment Tools: Capstone design materials. Direct Measure of i1.

Senior exit surveys, Placement surveys, and Alumni surveys. Indirect Measures FE exam (specifically, Ethics and Business Practices scores data). Direct Measure

Outcome j: A knowledge of contemporary issues


j1. Students have some understanding of the relationship between energy usage and the

environment.

j2. Ability to address current events in the engineering discipline and in society.

j3. Ability to address major political issues at national, state, and local levels.

j4. Informed about the current job market and job search process

Assessment Tools: Instructor course evaluations. Direct Measure

FE exam (specifically, Ethics and Business Practices scores data). Direct Measure

Alumni surveys and Course surveys. Indirect Measures

Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice


k1. Students have the ability to use a spreadsheet for calculations and plotting.

k2. Students have the ability to use a finite element code to aid in the design of a completion

design.

k3. Uses computer-based and other resources effectively in assignments and projects

Assessment Tools:


Instructor course evaluations. Direct Measure

Senior exit surveys. Indirect Measure

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The core courses provide fundamental skills, knowledge, and experience in key areas that support the

program objectives and are later applied in more advanced, departmental courses. In particular, the

course sequence supports the general outcomes (a–k) as listed in Table 3-2. This mapping is

periodically revised by the faculty to reflect the course content and occasional changes in the overall

curriculum.

Table 3-2 Curriculum Mapping of Performance Criteria

Performance Criteria PtrE 201

PtrE 311

PtrE 361

PtrE 401

PtrE 411

PtrE 421

PtrE 431

PtrE 441

PtrE 462

PtrE 484

PtrE 485

a1 a2 a3 b1 b2 b3 b4 b5 c1 c2 c3 c4 c5 c6 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 h1 h2 h3 i1 i2 i3 i4 j1 j2 j3 k1 k2 k3

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3.2. Achievement of Program Outcomes

PE Department has adopted the performance vector approach of Estell (April 2013 ABET

Assessment Workshop, Portland, OR) to measure the accomplishment of performance criteria

by students in various courses. The performance vector is categorized as follows:

Performance Vector Category Student Performance

E Exemplary Virtually no conceptual or procedural errors

A Accomplished No significant conceptual errors and only minor procedural errors

D Developing Occasional conceptual errors and minor procedural errors

U Unsatisfactory Significant conceptual errors and/or procedural errors

The PE Department has assigned expected score/levels of attainment, corresponding to E, A,

D, and U, for each performance criteria to be:

Performance Vector Category Expected Score

E 85% to 100%

A 70% to 84%

D 55% to 69%

U 0% to 54%

The performance vector approach has allowed the faculty to design specific course exam

questions or specific course assignments, which can be scored and applied as direct measures

to specific performance criteria, which are in turn related to specific student learning outcomes

via Table 3-2.

3.3. Program Assessment Results

Much of the information used for making decisions regarding program improvements is

generated from the evaluations done by the faculty to determine whether program objectives and

outcomes are being achieved. The members of the PE faculty are responsible for reviewing data

and results from PEO and Student Outcomes and determining whether actions should be taken to

make program improvements. Possible changes are discussed in the program assessment

meetings and at other times during the year. After each annual program assessment committee

meeting, a list of actions items is compiled to help improve the program. This list is used as a

starting point for generating ideas about possible improvements and taking actions for program

improvement.

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The chair is responsible for taking action to further evaluate possible improvements such as

discussions with the Industrial Advisory Committee, students, and other constituents.

The performance vector approach allows flagging of potential issues with average attainment

of performance criteria. The department faculty members maintain the individual student

scores for specific exam questions or specific course assignments in their course grade

spreadsheet, thereby making calculation of E-A-D-U vectors for overall course student

enrollment possible. The expected overall level of attainment and potential issue flagging for

a specific performance criteria by students enrolled in a course is summarized below:

Flag E-A-D-U Vector Average U

Red below 70% and U>15%

Yellow below 70% or U>15%

Green at least 70% and U<15%

White does not fall in the above specifications -

The performance criteria from courses listed for a specific student outcome in Table 3-2 are

then evaluated jointly for determination of the overall attainment level of particular

performance criteria and, in turn, particular student outcome. A red flag for a particular

performance criteria in a course should be discussed by the department faculty and, possibly,

with the PE Department Advisory Board in an effort to improve student performance primarily

through course modifications, but possibly through curriculum modifications as well. A red

flag for an overall performance criteria associated with a particular student outcome would

signify that curriculum modifications or interventions should be discussed by the department

faculty and the PE Department Advisory Board in an effort to improve student attainment of

the student outcome. Yellow flagged performance criteria would require monitoring and,

potentially, intervention discussions by the department.

Petroleum Engineering Assessment of the program and student learning is central to the ongoing curriculum development of the Petroleum Engineering degree program. The program faculty are currently developing a comprehensive assessment plan similar to those for other programs in the College of Engineering & Mines. This plan focuses on an outcome‐based assessment of student learning, and long‐term objectives as defined by the Petroleum Engineering Industry Advisory Council. As the plan is yet completed, the faculty are already assessing student learning in course. As an example, one course in the curriculum (PtrE 484) is approved as an Essential Studies course (Advance Communication [A] and Capstone [C]). Student learning is evaluated using course work and rubrics. This data is then assessed to determine current learning and improve future offerings of the material. It is understood that as the plan is implemented there are a number of assessment tools that must be selected and implemented prior to the designated evaluation each year. The stated performance criteria for each learning outcome will be remapped to the curriculum every three years, or as needed. By remapping the curriculum periodically, the continually changing curriculum will provide new locations for formative and summative assessment opportunities. Additionally, the plan will guide future curriculum development of the program to incorporate new skill sets required by the industry. The education of the competent Petroleum Engineers is the desired goal of the program and constituencies served. To this end, the program has design of the curriculum with ABET, inc. accreditation in mind. Accreditation requirements are dependent on student outcome assessment so evaluation of student learning is critical to the accreditation process. A faculty member of the program is an ABET Scholar and is engaged with assessment planning as the curriculum development occurs. In addition to onsite assessment resources, the program faculty are involved the Society of Petroleum Engineer’s Education and Accreditation (EA) committee. SPE is the lead member society for ABET in evaluating Petroleum Engineering programs. Continued involvement with SPE and the EA committee is viewed as critical to successful accreditation given the required student learning assessments.

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