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| School of Engineering & Science Educational Mission Statement | |
The Charles V. Schaefer, Jr. School of Engineering and Science seeks to be globally recognized as an engineering and science school that educates students to have the breadth and depth required to lead in their chosen profession, and leads in the development of important new knowledge and new technologies and their integration into the fabric of society by the various education and innovation pathways we support.
Our mission is one that confidently addresses the challenges facing engineering now and into the future yet remains true to the vision of the founders of Stevens Institute in 1870 as one of the first engineering schools in the nation. Their vision was to provide an engineering education that would prepare leaders. The success of our alumni provides abundant testimony to the strength of a Stevens education in meeting this vision. The Technogenesis environment at Stevens is an embodiment of this vision to address a more entrepreneurial orientation needed by our graduates for the years ahead.
In the Undergraduate Programs this is accomplished through a broad-based Core Curriculum of applied sciences, engineering sciences, design, management and the humanities coupled to a long-standing honor system. The curriculum is intended to provide for development of competencies that go beyond the purely technical. These competencies include: ability to analyze and provide creative solutions to problems, self reliance in approaching open-ended problems and in the use of information technologies, effective teamwork and communication skills, an understanding of the societal, economic, environmental and ethical impact of engineering decisions, an openness to and knowledge of entrepreneurial concepts that will facilitate success in a rapidly changing business environment. | Schaefer School Objectives | |
The graduates of the Charles V. Schaefer, Jr. School of Engineering and Science shall: acquire technical competence in engineering design and analysis consistent with the practice of a specialist and with the broad perspective of the generalist. (Broad Based Technical Expertise), develop the hall marks of professional conduct including a keen cognizance of ethical choices, the confidence and skills to lead, to follow, and to transmit ideas effectively (Professional Advancement and Communications), and inculcate learning as a lifelong activity and as a means to the creative discovery, development, and implementation of technology (World View and Personal Development). The assessment system that has been implemented by the Charles V. Schaefer, Jr. School of Engineering at Stevens Institute of Technology is designed to evaluate the educational outcomes of our various undergraduate engineering programs.
Each engineering program has established a set of Program Objectives that capture the desired characteristics of alumni of the Program some years after graduation. The objectives of each program have been developed in concert with the various constituencies of that program such as alumni, employers, faculty, students, etc. The objectives are subject to periodic assessment to ensure their continued relevance and updated where needed in response to this assessment. Methods for objectives assessment include employer and alumni surveys together with regular feedback from the Advisory Board that has been established for each program.
In order to meet the Program Objectives, a set of Program Outcomes has been established for each program that represent the educational outcomes that are expected of students by the time that they have completed the program. These outcomes range from the technical, such as in knowledge and application of science and engineering science as well as design competencies, to so-called "soft skills" such as relate to effective teamwork, communication skills, ethics, life-long learning, etc. Program Outcomes are used to ensure that the Program Curriculum is aligned with the Program Objectives. The Program Outcomes are linked to the School of Engineering-level Curriculum Outcomes. The Outcomes of all programs are also designed to be consistent with the requirements of Criteria 3 of ABET Engineering Criteria 2000.
The following tools are used to assess the success of the program in achieving its stated objectives and outcomes:
Program Objectives:
Employer Survey
Alumni Survey
Visiting Committee Input
Program Outcomes:
Senior Exit Surveys
Course Outcomes Assessment, consisting of:
Course Survey
Student Performance Assessment
For assessment of Program Objectives, the Employer Survey and Alumni Survey are conducted once every three years. The Visiting Committee meets with program faculty on an annual basis to review the objectives and to consult on curricular and professional matters.
Program Outcomes are assessed at the program level by a Senior Exit Survey conducted by an independent testing firm. In addition, the results of an assessment of Course Outcomes conducted in each program course are collected into a program-level report. The procedures for assessing Program Objectives and Outcomes are described here.
The Course Outcomes Assessment Procedure includes the course survey and the Student Performance Assessment. The course survey solicits students' opinions on whether they themselves fell that they have had a significant learning experience in the course with respect to the Course Outcomes.
Student Performance Assessment is a key component of the assessment process, because it is the only "direct" assessment method. That is, it is the only assessment based directly on students' work, rather than on surveys or other indirect results. Data from student work and surveys are used by individual instructors for continuous course improvement. | About Stevens Engineering Assessment Center (SEAC) | |
Purpose: To provide a coordinating and advisory role to the Dean of Engineering concerning development and implementation of the SOE Assessment Plan.
SEAC activities:
- Participate in the SOE Education and Assessment Committee
- Provide an official contact point on assessment for faculty, students, and administrators
- Manage the SEAC website
- Manage the SOE assessment database
- Manage the assessment server and software
- Support faculty assessment activities
- Assist in the design and implementation of surveys
- Interact with outside agencies and foundations
- Share information and coordinate activities with STM and SASLA
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Download the Program Assessment Form (doc) Download Course Assessment Form (doc) Professor Adeniyi Lawal
Professor
Burchard
Room 427
Phone: 201.216.8241
Fax: 201.216.8306
alawal@stevens.edu Keith Sheppard
Professor & Associate Dean of Engineering & Science
Edwin A. Stevens Hall
Room 216
Phone: 201.216.5260
Fax: 201.216.8372
Keith.Sheppard@stevens.edu Kathryn Abel, PhD
Undergraduate Program Director, On-Campus Channel Director, and Industry Professor
Babbio
Room 546
Phone: 201.216.8647
Fax: 201.216.5541
kabel@stevens.edu Dr. Hongbin Li
Professor & EE Undergraduate Program Director (RESEARCH INTERESTS: Signal processing, detection/estimation, wireless communications and networking, radar systems)
Burchard Building
Room 203
Phone: 201.216.5604
Fax: 201.216.8246
hli@stevens.edu Dr. Hong Man
Associate Professor & CPE Undergraduate Program Director (RESEARCH INTERESTS: Multimedia networking, image and data analysis, medical imaging, video coding)
Burchard Buidling
Room 201
Phone: 201.216.5038
Fax: 201.216.8246
hman@stevens.edu Dr. Sophia Hassiotis
Associate Professor
Rocco
Room 308
Phone: 201.216.8231
Fax: 201.216.8739
shassiot@stevens.edu Dr. David Vaccari
Associate Professor and Department Director
Rocco
Room 301
Phone: 201.216.5570
Fax: 201.216.8739
dvaccari@stevens.edu Dr. Hamid Hadim
Professor & Undergraduate Program Director
Edwin A. Stevens Hall
Room E-319
Phone: 201.216.5569
Fax: 201.216.8315
ahadim@stevens.edu Dr. Arthur Ritter
Distinguished Service Professor; Associate Department Director for Biomedical Engineering
McLean
Room 201
Phone: 201.216.8290
Fax: 201.216.8306
aritter@stevens.edu
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