Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	evoges@cnm.edu	2021-11-10T18:24:10.181Z

School	Name of Program	Courses
MSE	Engineering AS Degree	ECON 2110,BCIS 1110,ENGL 1120,ENGL 2210,PHYS 1320,PHYS 1310,CHEM 1215,PHYS 1310L,CHEM 1215L,PHYS 1320L,MATH 2530,MATH 2410,MATH 1520,MATH 1510

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
During the past 3 years, the engineering program has seen consistent enrollment and has achieved all of the target measures. One of the challenges of the program is the lack of math preparedness many students have upon entry to CNM. Engineering faculty have garnered an NSF grant to prepare high school students for college level math to address this shortcoming. We have faculty that are passionate about student success and we have crafted a strong engineering curriculum that emphasizes problem solving and analysis. We have recently developed a full suite of online physics courses, providing more flexible options for our students. The faculty have also developed ENGR 1101, a survey course to promote interest in the field of engineering that also transfers to all NM 4-year engineering programs. Finally, to meet student demand, we have begun offering our engineering courses during both fall and spring semesters.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

During the past 3 years, the engineering program has seen consistent enrollment and has achieved all of the target measures. One of the challenges of the program is the lack of math preparedness many students have upon entry to CNM. Engineering faculty have garnered an NSF grant to prepare high school students for college level math to address this shortcoming. We have faculty that are passionate about student success and we have crafted a strong engineering curriculum that emphasizes problem solving and analysis. We have recently developed a full suite of online physics courses, providing more flexible options for our students. The faculty have also developed ENGR 1101, a survey course to promote interest in the field of engineering that also transfers to all NM 4-year engineering programs. Finally, to meet student demand, we have begun offering our engineering courses during both fall and spring semesters.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	28	42	45
Number of declared majors	1149	1049	840
Average Class Size	23.5	22.6	20.8
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	14%	17%	16%
Annual C-Pass rate for coursework is 60% or above	72%	70%	67%
Average class fill rate at 60% or above capacity within a term or over a year	85%	82%	79%
Graduate Transfer to 4-year Schools	64%	57%	n/a
Full-time Faculty Coverage by Section	49%	49%	48%

Summarize how your program met or did not meet the target measures based on the data above
For the past three years, the engineering program has surpassed all targets listed.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
2. Use the principles of work, conservation of energy and/or conservation of momentum to solve a Newtonian mechanics problem, describe the relationships between physical quantities in the equations, and conduct dimensional analysis.	PHYS 1310	Final Exam	Seventy-eight students were assessed and 76% passed the assessment. The average score was 6.1 on a scale of 0 - 10.
4. Use Ohm's Law and Kirchoff's Laws to find currents in circuit branches and voltage drops across circuit elements.	PHYS 1320	Final Exam	Thirty-four students were assessed and 91% passed the assessment. The average score was 7.6 on a scale of 0 - 10.

Interpretation of Assessment findings
Our six-year cycle plan allots two academic years to each SLO in the event students do not do well and we need to reassess. The above SLOs were slated for the years 2019/2020 and 2020/2021. Our students performed well in Fall 2019, so we did not repeat the assessments in 2020. We have no new findings to report. In 2019 in PHYS 1310 we assessed SLO 2. Seventy-eight students were assessed. The average score was 6.1 out of 10 points, and 76% of the students met the target score of at least 5/10 points. In 2019 in PHYS 1320 we assessed SLO 4. Thirty-four students were assessed. The average score was 7.6 out of 10 points, and 91% of the students met the target score of at least 5/10 points. Our lecture students did well solving complex, multi-part physics problems. For PHYS 1310, we used the same SLOs as the previous year and graded using the same rubric, and we saw an increase in the pass rate from 58% in 2018 to 76% in 2019. For PHYS 1320, we used a different SLO and thus do not have a direct comparison.

Interpretation of Assessment findings

Our six-year cycle plan allots two academic years to each SLO in the event students do not do well and we need to reassess. The above SLOs were slated for the years 2019/2020 and 2020/2021. Our students performed well in Fall 2019, so we did not repeat the assessments in 2020. We have no new findings to report. In 2019 in PHYS 1310 we assessed SLO 2. Seventy-eight students were assessed. The average score was 6.1 out of 10 points, and 76% of the students met the target score of at least 5/10 points. In 2019 in PHYS 1320 we assessed SLO 4. Thirty-four students were assessed. The average score was 7.6 out of 10 points, and 91% of the students met the target score of at least 5/10 points. Our lecture students did well solving complex, multi-part physics problems. For PHYS 1310, we used the same SLOs as the previous year and graded using the same rubric, and we saw an increase in the pass rate from 58% in 2018 to 76% in 2019. For PHYS 1320, we used a different SLO and thus do not have a direct comparison.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	None.	Students success suggests that no major changes are warranted.
2021-2022
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

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