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
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.
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
8
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
environmental, geotechnical, structural, and water resources engineering
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
Performance Criteria:
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
Performance Criteria:
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
9
Table 3-1 (Cont.): Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes
Outcome f: An understanding of professional and ethical responsibility
Performance Criteria:
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
10
Table 3-1 (Cont.): Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes
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
Performance Criteria:
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
Performance Criteria:
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:
Capstone design materials. Direct Measure
Instructor course evaluations. Direct Measure
Senior exit surveys. Indirect Measure
11
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
12
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.
13
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.
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
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.
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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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
environmental, geotechnical, structural, and water resources engineering
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
Performance Criteria:
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
Performance Criteria:
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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Table 3-1 (Cont.): Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes
Outcome f: An understanding of professional and ethical responsibility
Performance Criteria:
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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Table 3-1 (Cont.): Performance Criteria and Assessment Tools for the PE Program Student Learning Outcomes
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
Performance Criteria:
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
Performance Criteria:
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:
Capstone design materials. Direct Measure
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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