Capstone Project Evaluation Form

SWEN Program Evaluation Form Exit interview Interview Date: Note to Evaluator: Try to put student at ease. Tell student:  Purpose is to assess the curriculum, not the student.  Responses will not affect grades, nor will individual responses be associated in any way with individual students.  Students were chosen at random to participate in this assessment. Detailed instructions:  Use one form for each student. Do not identify the student on the form.  Place a mark on the scale (0 to 5) for each “Specific Outcome” being evaluated. Descriptions are provided of responses that are typical of low, average, and high achievement of desired outcomes. Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent Recognizes limits of knowledge; can and will seek life-long learning Q1 In what areas or subjects do  Is unaware of any need for  Identifies an area/subject in  Identifies multiple areas in which A you think further education further education. which more knowledge would more knowledge would help; is would be beneficial to you? help. clearly conscious of limits of current knowledge.

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Q1 What is your plan for  Has no plan.  Identifies viable plan(s) for  Identifies plan(s) and B learning more and for increasing knowledge and demonstrates intent to carry them keeping up with new staying current. out. developments? 0 1 2 3 4 5

Evaluator Comments

Contemporary issues; societal impact of solutions. Q2 Can you think of a  Identifies no contemporary  Identifies at least one issue.  Identifies two or more A contemporary issue in issues. contemporary issues, or one software engineering? issue with considerable specific detail.

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Q2 Pick a contemporary issue  Identifies no credible societal  Identifies at least one credible  Identifies two or more credible B (evaluator should identify impact. societal impact. societal impacts, or one with one if student could not). considerable specific detail. Describe how a software Demonstrates awareness of “side effects” of engineering actions. Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent engineering solution might impact society. 0 1 2 3 4 5

Evaluator Comments

Professional and ethical responsibility. [Evaluator describes a scenario (attached).] Q3 Identify the ethical  Does not identify a dilemma.  Identifies an obvious dilemma.  Identifies an obvious dilemma A dilemma(s) in the scenario. and some subtleties.

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Q3 Suggest practical solution(s)  Does not present a practical  Offers reasonable, ethical  Offers reasonable, ethical B to the dilemma(s). Discuss solution or does not understand solution. solution(s). potential ramifications of the dilemma.  Gives clear discussion of suggested action. [Evaluator possible ramifications of solution identifies dilemma if student and how to handle them. could not.] 0 1 2 3 4 5

Evaluator Comments

Functions effectively as part of a team. Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent Q4 Can you describe a conflict  Cannot describe any conflicts or  Can describe the conflict.  Can describe the conflict. A that one of your teams does not recognize ways to  Can describe how it was solved.  Can describe how it was solved. experienced, or that you better manage them.  Can make a value judgment on  Can make a value judgment on know about from another how the conflict was solved and how it was solved. team? How was it solved? offer reasonable idea for  Indicates that conflicts are best Do you agree with the way improved resolution. resolved by open discussion and the conflict was managed? compromise. Why or why not? 0 1 2 3 4 5

Q4 Can you recognize an  Cannot identify any attribute of  Can identify two attributes of an  Can identify three or more B effective team when you see an effective team. effective team. attributes of an effective team. one? What are some of the (Examples: collective decision attributes of an effective making, conflict resolution team? through open communication, mutual respect, focus on tasks, well-defined roles, everyone participating, written records kept)

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Evaluator Comments

Ability to communicate effectively. Q5 Evaluator: Based on your interactions with this student, how would you rate his or her ability to communicate effectively? 0 1 2 3 4 5 Evaluator Comments Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent Evaluator: From here onward please ask whatever questions you wish in order to assess how well the student has achieved the following desired program outcomes. (a) Software Engineering graduates have an ability to apply mathematics (calculus through 0 1 2 3 4 5 multivariate calculus, differential equations, numerical methods, probability theory and discrete math), physics and basic sciences in the design and analysis of engineering systems. (ABET Criterion3.(a), 3.(c), 3.(e)) (b) Software Engineering graduates have an ability to apply core software science and 0 1 2 3 4 5 software engineering fundamentals in the design and analysis of engineering systems. This capability includes the specification, implementation, and testing of systems that meet or exceed performance, cost, safety and quality criteria. (ABET Criterion3.(a), 3.(c), 3.(e), 3. (k)) Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent (c) Software Engineering graduates have an ability to design and implement 0 1 2 3 4 5 individual and group software engineering experiments, including the recording and interpretation of data using current engineering tools. (ABET Criterion 3.(b), 3.(c), 3. (d), 3.(k)) (d) Software Engineering graduates have an understanding of professional 0 1 2 3 4 5 and ethical responsibility (ABET Criterion 3.(f). (e) Software Engineering graduates have an ability to clearly convey technical 0 1 2 3 4 5 material through both formal written papers and oral presentations. (ABET Criterion 3.(g)) (f)Software Engineering graduates have a breadth of education in the social sciences 0 1 2 3 4 5 and humanities as well as an understanding of contemporary issues that shall enable them to consider the significance of their Software Engineering solutions in the societal and global contexts. (ABET Criterion 3.(h), 3.(j)) Category Assessment of Level of Achievement of Desired Outcome Question Weak Good Excellent (g) Software Engineering graduates have a recognition of the need for, and the ability to 0 1 2 3 4 5 engage in, life long learning achieved by participating in individual and group projects in which they have little or no prior experience and must develop the knowledge themselves. (ABET Criterion 3. (I))

Other Evaluator comments or suggestions (including anything you want to say about the student, the program, or how to improve our assessment process):