Specific Examples
EXAMPLE 1
Prerequisite exams for learning outcomes covered in key courses in the program suggested that students were making significant progress on most learning outcomes. But a further analysis of the exam scores and qualitative interviews with students indicated students were struggling in applying abstract concepts to discipline specific problems. To address this learning issue, the program added a laboratory to an existing course that enables students to visualize abstract concepts and to see them applied to real problems.
EXAMPLE 2
During their final year in the program, students participate in a product development scenario. Students frequently expressed surprise at the costs involved, the requirements for financial returns, the influence profits have on corporate decision-making. Faculty found their students have extraordinary technical knowledge but information about how business interests interface was sometimes lacking. The program's capstone course now integrates several lectures that include business topics (costs associated with marketing and product placement, the role marketing, business, and legal professionals have in new product development), as well as a field trip to Omaha to visit a major multi-national company. During the half-day field trip, the lecture topics are reinforced by industry professionals.
EXAMPLE 3
Several in-class activities that address research skills and problem-solving were created by a faculty member while participating in the Peer Review of Teaching Project. These class activities were created because internship directors rated graduates' preparation on problem solving and critical thinking skills the lowest and seniors rated their preparation in research methodologies and interpretation of research and statistics as only adequate. The new class activities will be incorporated into existing 400-level courses and the program will continue to focus and monitor student performance on these outcomes in the future.
