University of Tennessee Department of Materials Science & Engineering

ABET Student Outcome Evaluation & Assessment Rubrics

Department of Materials Science & Engineering

University of Tennessee

compiled by
David J. Keffer
dkeffer@utk.edu
July 14, 2015

Table of Contents
List of ABET Student Outcomes (a) through (n)........................................................................................................................................ 2
Assessment Rubric for MSE Program Learning Outcome A: .................................................................................................................... 3
Assessment Rubric for MSE Program Learning Outcome B: .................................................................................................................... 4
Assessment Rubric for MSE Program Learning Outcome C: .................................................................................................................... 5
Assessment Rubric for MSE Program Learning Outcome D: .................................................................................................................... 6
Assessment Rubric for MSE Program Learning Outcome E: .................................................................................................................... 7
Assessment Rubric for MSE Program Learning Outcome F (NEW): ........................................................................................................ 8
Assessment Rubric for MSE Program Learning Outcome G (Oral): ......................................................................................................... 9
Assessment Rubric for MSE Program Learning Outcome G (Written): .................................................................................................. 10
Assessment Rubric for MSE Program Learning Outcome H: .................................................................................................................. 11
Assessment Rubric for MSE Program Learning Outcome I (NEW): ....................................................................................................... 12
Assessment Rubric for MSE Program Learning Outcome J (NEW):....................................................................................................... 13
Assessment Rubric for MSE Program Learning Outcome K (NEW): ..................................................................................................... 14
Assessment Rubric for MSE Program Learning Outcome L (NEW): ...................................................................................................... 15
Assessment Rubric for MSE Program Learning Outcome M (NEW):..................................................................................................... 16
Assessment Rubric for MSE Program Learning Outcome N: .................................................................................................................. 17
 University of Tennessee Department of Materials Science & Engineering

List of ABET Student Outcomes (a) through (n)

a) an ability to apply knowledge of mathematics, science, and engineering

b) an ability to design and conduct experiments, as well as to analyze and interpret data
c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety, manufacturability, and sustainability
d) an ability to function on multidisciplinary 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
h) a broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal
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
l) an understanding of the effect of composition, synthesis, and processing methods on structure and properties, and in turn to the
performance in service of all classes of materials (metals, ceramics, polymers)
m) an ability to apply statistical and computational methods for data analysis and solution of problems in materials systems
n) an ability to integrate knowledge of processing, structure, properties, and performance to solve materials selection and design
problems

Table 1. The Student Outcomes of the UT MSE Department . Outcomes (a) through (k) are the essential outcomes provided by
ABET. Outcomes (l) through (n) are the UT MSE program specific outcomes.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome A: An ability to apply knowledge of mathematics, science,
and engineering
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Does not understand the connection Chooses a mathematical model or Combines mathematical and/or scientific
between mathematical models and scientific principle that applies to an principles to formulate models of
A.1. chemical or physical processes and engineering problem, but has trouble in chemical or physical processes and
systems in materials science and model development systems relevant to materials science and
engineering engineering
Does not understand the application of Shows nearly complete understanding of Applies concepts of integral and
calculus and linear algebra in solving applications of calculus and/or linear differential calculus and/or linear algebra
A.2.
materials science and engineering algebra in problem-solving to solve materials science and engineering
problems problems
Mathematical terms are interpreted Most mathematical terms are interpreted Shows appropriate engineering
A.3. incorrectly or not at all correctly interpretation of mathematical and
scientific terms
Does not appear to grasp the connection Some gaps in understanding the Translates academic theory into
between theory and the problem application of theory to the problem and engineering applications and accepts
A.4.
expects theory to predict reality limitations of mathematical models of
physical reality
Calculations not performed or performed Minor errors in calculations Executes calculations correctly
A.5.
incorrectly
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome B: An ability to design and conduct experiments, as well as
to analyze and interpret data
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Practices unsafe, risky behaviors in lab Unsafe lab procedures observed Observes good laboratory safety
B.1.
infrequently procedures
No systematic plan of data gathering; Develops a simplistic experimental plan Formulates an experimental plan of data
experimental data collection is of data gathering, does not recognize gathering to attain a stated objective
B.2.
disorganized, even random, and entire scope of study (develop correlation, test a model,
incomplete ascertain performance of equipment, etc.)
Data are poorly documented Data collected are not all documented, Carefully documents data collected
B.3. units are missing, or some measurements
are not recorded
Does not follow experimental procedure Experimental procedures most often Develops and implements logical
B.4. followed, but occasional oversight leads experimental procedures
to loss of experimental efficiency
Cannot select the appropriate equipment Needs some guidance in selecting Can select appropriate equipment and
B.5. and instrumentation required to run the appropriate equipment and instruments to perform the experiment
experiment(s) instrumentation
Does not operate instrumentation and Is tentative in operation of instruments Is able to operate instrumentation and
B.6. process equipment, does so incorrectly or and process equipment process equipment
requires frequent supervision
Makes no attempt to relate data to theory Applies appropriate theory to data when Analyzes and interprets data carefully
prompted to do so, but misinterprets using appropriate theory; if required,
B.7.
physical significance of theory or variable translates theory into practice or applies to
involved; makes errors in unit conversions process model(s)
Is unaware of measurement error Is aware of measurement error but does Is aware of measurement error and is able
B.8. not account for it statistically or does so at to account for it statistically
a minimal level
Seeks no extra information for Seeks information for experiment(s) from Seeks information for experiment(s) from
B.9. experiments other than what is provided a few sources - mainly from the textbook multiple sources
by instructor or the instructor
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome C: An ability to design a system, component, or process to
meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Develops a design strategy, including plan
C.1. No design strategy; haphazard approach Uses a design strategy with guidance
of attack, subtasks, timetable
Cannot design processes, component or Can follow a previous example Suggests new approaches and improves
C.2.
system without significant help competently on what has been done before
Can develop and compare multiple
Only focuses on one solution to a Develops several potential solutions and
C.3. solutions, but does not usually arrive at
problem; no optimization attempted finds optimum
the best result
Unable to relate prior knowledge to the Incoportes prior knowledge into design Demonstrates ability to integrate prior
C.4.
design problem when guided to do so knowledge into a new problem
No use of computer tools and engineering Minimal or incorrect use of computer Uses computer tools and engineering
C.5.
resources tools and engineering resources resources effectively
Design is done, but procedures and
Design is done incompletely without the Supports design procedure with
C.6. equations are not documented or
proper equations and without references documentation and references
referenced
Includes only minor consideration of Develops a solution that includes
No consideration of economics, safety,
C.7. economic, safety, and environmental economic, safety, environmental and other
and environment
constraints realistic constraints
Applies engineering and/or scientific
No application of engineering and/or Applies engineering and/or scientific
C.8. principles correctly to design practical
scientific principles principles incompletely or incorrectly
processes
Gives an answer, but does not check its Recognizes practical significance of
C.9. Design is incomplete, no answer is given
practicality design outcome/answer
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome D: An ability to function on multidisciplinary teams
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Does not collect any relevant information; Collects basic, useful information related Collects and presents to the team a great
no useful suggestions to address team's to the project; occasionally offers useful deal of relevant information; offers well-
D.1.
needs. ideas to meet the team's needs. developed and clearly expressed ideas
directly related to the group's purpose.
Does not perform assigned tasks; often Performs all assigned tasks; attends Performs all tasks very effectively; attends
misses meetings and, when present, does meetings regularly and usually all meetings and participates
D.2.
not have anything constructive to say; participates effectively; generally reliable. enthusiastically; very reliable.
relies on others to do the work.
Often argues with team mates; doesn't let Generally listens to others' points of view; Always listens to others and their ideas;
anyone else talk; occasional personal always uses appropriate and respectful helps them develop their ideas while
D.3. attacks and "put-downs"; wants to have language; tries to make a definite effort to giving them full credit; always helps the
things done his way and does not listen to understand others' ideas. team reach a fair decision.
alternate approaches.
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome E: An ability to identify, formulate, and solve engineering
problems
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Demonstrates solutions implementing Demonstrates solution with integration of Demonstrates creative synthesis of
simple applications of one formula or diverse concepts involving ideas covered solution and creates new alternatives by
E.1.
equation with close analogies to in course but no alternative solutions are combining knowledge and information
class/lecture problems generated
Does not see the connection between Connects theoretical concepts to practical Can relate theoretical concepts to practical
E.2.
theory and practical problem solving problem-solving when prompted problem solving
Uses no resources to solve problems Uses limited resources to solve problems Uses appropriate resources to locate
E.3.
information needed to solve problems
Has no concept of how previous Must be assisted in integrating previous Takes new information and effectively
E.4.
knowledge and new information relate knowledge and new information integrates it with previous knowledge
Has no coherent strategies for problem Has some strategies for problem-solving, Formulates strategies for solving
E.5.
solving but does not apply them consistently problems
The answer is incorrect and not checked The answer is nearly correct, but properly The answer is correct and properly labeled
E.6. for its reasonableness labeled (within reasonable and logical
range of the correct answer)
No attempt at checking the obviously The solution is correct, but not checked in The solution is correct and checked in
incorrect solution--no commentary other ways other ways when it can be; the
E.7.
interpretation is appropriate and makes
sense
Please attach description of assignment used for assessment.

Assessment Rubric for MSE Program Learning Outcome F (NEW): An understanding of professional and ethical
responsibility
Course____________ Semester____________
Name of Student Being Evaluated___________________________
Metric Work Equivalent to Level 1
Student states either their core beliefs or
articulates the origins of the core beliefs
F.1.
but not both.
Student only names the major theory
she/he uses.
F.2.
Student can recognize basic and obvious
ethical issues but fails to grasp complexity
F.3.
or interrelationships.
Student can apply ethical
perspectives/concepts to an ethical
question with support (using examples, in
F.4. a class, in a group, or a fixed-choice
setting) but is unable to apply ethical
perspectives/concepts independently (to a
new example.).
Student states a position but cannot state
the objections to and assumptions and
limitations of the different
perspectives/concepts.
F.5.
Please attach description of assignment used for assessment.
University of Tennessee Department of Materials Science & Engineering
Instructor____________
Date of Evaluation___________________________
Work Equivalent to Level 3
Student states both core beliefs and the
origins of the core beliefs.
Student can name the major theory she/he
uses, and is only able to present the gist of
the named theory.
Student can recognize basic and obvious
ethical issues and grasp (incompletely) the
complexities or interrelationships among
the issues.
Student can apply ethical
perspectives/concepts to an ethical
question, independently (to a new
example) and the application is
inaccurate.
Student states a position and can state the
objections to, assumptions and
implications of different ethical
perspectives/concepts but does not
respond to them (and ultimately
objections, assumptions, and implications
are compartmentalized by student and do
not affect student's position.)
Evaluator (if different)____________
Score
Work Equivalent to Level 5 (1-5 or
N/A)
Student discusses in detail/analyzes both
core beliefs and the origins of the core
beliefs and discussion has greater depth
and clarity.
Student names the theory or theories, can
present the gist of said theory or theories,
and accurately explains the details of the
theory or theories used.
Student can recognize ethical issues when
presented in a complex, multilayered
(gray) context AND can recognize cross-
relationships among the issues.
Student can independently apply ethical
perspectives/concepts to an ethical
question, accurately, and is able to
consider full implications of the
application.
Student states a position and can state the
objections to, assumptions and
implications of and can reasonably defend
against the objections to, assumptions and
implications of different ethical
perspectives/concepts, and the student's
defense is adequate and effective.

Assessment Rubric for MSE Program Learning Outcome G (Oral): An ability to communicate effectively
Course____________ Semester____________
Name of Student Being Evaluated___________________________
Metric Work Equivalent to Level 1
Talk is poorly organized, e.g. no clear
Go.1. introduction or summary of talk is
presented
Presentation is inappropriately short or
Go.2. excessively long; omits key results during
presentation
Major difficulties with the mechanical
aspects of the presentation, e.g., no eye
contact; difficult to hear or understand
Go.3. speaking; reads from prepared script;
blocks the screen; distracting nervous
habits (um, ah, clicking pointer, etc.)
Uses poor English
Go.4.
Multiple slides are unclear or
Go.5.
incomprehensible
Appearance not at all appropriate for the
Go.6.
circumstances
Does not listen carefully to questions,
does not provide an appropriate answer, or
Go.7.
is unable to answer questions about
presentation material
Talk is poorly organized, e.g. no clear
Go.8. introduction or summary of talk is
presented
Presentation is inappropriately short or
Go.9. excessively long; omits key results during
presentation
Please attach description of assignment used for assessment.
University of Tennessee Department of Materials Science & Engineering
Instructor____________
Date of Evaluation___________________________
Work Equivalent to Level 3
Presents key elements of an oral
presentation adequately, but organization
could be better
Presentation contains excessive or
insufficient detail for time allowed or
level of audience
Has some minor difficulties with the
mechanical aspects of the presentation,
e.g., eye contact is sporadic; occasionally
difficult to hear or understand speaking;
Overuses prompts or loses place;
occasionally blocks screen; some nervous
habits
Occasionally uses an inappropriate style
of English-too conversational
Visual aides have minor errors or are not
always clearly visible
Appearance is too casual for the
circumstances
Sometimes misunderstands questions,
does not respond appropriately to the
audience, or has some trouble answering
questions
Presents key elements of an oral
presentation adequately, but organization
could be better
Presentation contains excessive or
insufficient detail for time allowed or
level of audience
Evaluator (if different)____________
Score
Work Equivalent to Level 5 (1-5 or
N/A)
Plans and delivers an oral presentation
effectively; well organized
Presentation has enough detail appropriate
and technical content for the time
constraint and the audience
Presents well mechanically; makes eye
contact; can be easily heard; speaks
comfortably with minimal prompts
(notecards); does not block screen; no
distracting nervous habits
Uses proper American English
Uses visual aides effectively
Professional appearance
Listens carefully and responds to
questions appropriately; is able to explain
and interpret results for various audiences
and purposes
Plans and delivers an oral presentation
effectively; well organized
Presentation has enough detail appropriate
and technical content for the time
constraint and the audience

Assessment Rubric for MSE Program Learning Outcome G (Written): An ability to communicate effectively
Course____________ Semester____________
Name of Student Being Evaluated___________________________
Metric Work Equivalent to Level 1
Text rambles, points made are only
Gw.1. understood with repeated reading, and key
points are not organized
Little or no structure or organization; no
subheadings or proper paragraph structure
Gw.2.
used
Graphs, tables or diagrams are used, but
Gw.3. no reference is made to them
Work is not presented neatly
Gw.4.
Spelling/grammar errors present
Gw.5.
throughout more than 1/3 of the paper
No figures or graphics are used at all
Gw.6.
The writing style is inappropriate for the
Gw.7.
audience and for the assignment
The prescribed format is not followed
Gw.8.
Please attach description of assignment used for assessment.
University of Tennessee Department of Materials Science & Engineering
Instructor____________
Date of Evaluation___________________________
Work Equivalent to Level 3
Articulates ideas, but writing is somewhat
disjointed, superfluous or difficult to
follow
Material are generally organized well, but
paragraphs combine multiple thoughts or
sections and sub-sections are not
identified clearly
Uses graphs, tables, and diagrams, but
only in a few instances are they applied to
support, explain or interpret information
Work is not neatly presented throughout
One or two spelling/grammar errors per
page
Figures are present but are flawed-axes
mislabeled, no data points, etc.
Style is informal or inappropriate, jargon
is used, improper voice, tense
The prescribed format is only followed in
some portions of the paper
Evaluator (if different)____________
Score
Work Equivalent to Level 5 (1-5 or
N/A)
Articulates ideas clearly and concisely
Organizes written materials in a logical
sequence to enhance the reader's
comprehension (paragraphs, subheading,
etc.)
Uses graphs, tables, and diagrams to
support points-to explain, interpret, and
assess information
Written work is presented neatly and
professionally
Grammar and spelling are correct
Figures are all in proper format
Uses good professional writing style
Conforms to the prescribed format (if any)
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome H: A broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal context
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Good understanding of the widespread
Seems to have considered only effects of Deep understanding of the immediate and
effects of the c/p/s but with somewhat
H.1. component, process, or system (c/p/s) on long-term issues involving the c/p/s on
limited perspective about long-term
immediate users; users and non-users locally and globally.
factors;
Deep understanding of economic factors
Little or no understanding of economic Good understanding economic factors as
applied to this and related products and
H.2. factors involved in the creation and/or use applied to this c/p/s and how it affects
the impact they may have on the economy
of the c/p/s; other related c/p/s's etc.
at large as well as long term trends.
Deep understanding of the immediate and
Good understanding of the implications to
Little or no understanding of (or interest longterm implications to society in the
society in the creation and/or use of the
H.3. in?) implications to society involved in creation and/or use of the c/p/s, and the
c/p/s, as well as its relation to general
the creation and/or use of the c/p/s; overall potential benefits and risks to
societal issues;
society.
Please attach description of assignment used for assessment.

Assessment Rubric for MSE Program Learning Outcome I (NEW): A recognition of the need for, and an ability to
engage in life-long learning
Course____________ Semester____________
Name of Student Being Evaluated___________________________
Metric Work Equivalent to Level 1
Explores a topic at a surface level,
providing little insight and/or information
I.1.
beyond the very basic facts indicating low
interest in the subject.
Completes required work.
I.2.
Begins to look beyond classroom
requirements, showing interest in pursuing
I.3.
knowledge independently.
Makes vague references to previous
learning but does not apply knowledge
I.4. and skills to demonstrate comprehension
and performance in novel situations.
Reviews prior learning (past experiences
inside and outside of the classroom) at a
surface level, without revealing clarified
I.5. meaning or indicating a broader
perspective about educational or life
events.
Please attach description of assignment used for assessment.
University of Tennessee Department of Materials Science & Engineering
Instructor____________
Date of Evaluation___________________________
Work Equivalent to Level 3
Explores a topic with some evidence of
depth, providing occasional insight and/or
information indicating mild interest in the
subject.
Completes required work and identifies
opportunities to expand knowledge, skills,
and abilities.
Beyond classroom requirements, pursues
additional knowledge and/or shows
interest in pursuing independent
educational experiences.
Makes references to previous learning and
attempts to apply that knowledge and
those skills to demonstrate comprehension
and performance in novel situations.
Reviews prior learning (past experiences
inside and outside of the classroom) with
some depth, revealing slightly clarified
meanings or indicating a somewhat
broader perspectives about educational or
life events.
Evaluator (if different)____________
Score
Work Equivalent to Level 5 (1-5 or
N/A)
Explores a topic in depth, yielding a rich
awareness and/or little-known information
indicating intense interest in the subject.
Completes required work, generates and
pursues opportunities to expand
knowledge, skills, and abilities.
Educational interests and pursuits exist
and flourish outside classroom
requirements. Knowledge and/or
experiences are pursued independently.
Makes explicit references to previous
learning and applies in an innovative (new
and creative) way that knowledge and
those skills to demonstrate comprehension
and performance in novel situations.
Reviews prior learning (past experiences
inside and outside of the classroom) in
depth to reveal significantly changed
perspectives about educational and life
experiences, which provide foundation for
expanded knowledge, growth, and
maturity over time.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome J (NEW): A knowledge of contemporary issues
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Demonstrates little knowledge about Demonstrates some knowledge of current Demonstrates substantial knowledge of
J.1. issues and events in the world events current events in the engineering
discipline and in society
Unable to comment on political solutions Can only comment on possible alternative Able to discuss in-depth major political
or is unaware of world and local political solutions, or scenarios using a issues at national, state and local levels
happenings few different measures - e.g., economic, Can summarize essence of several issues;
J.2. quality of life; number of individuals take and defend a position on them
affected; political ramifications; etc. Is able to evaluate political solutions, or
scenarios using a series of different
measures
Demonstrates no knowledge of the current Demonstrates a somewhat narrow Has a good perspective on the current job
J.3.
job market perspective on the current job market market
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome K (NEW): An ability to use the techniques, skills, and
modern engineering tools necessary for engineering practice
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Cannot use engineering software to solve Can use engineering software to partially Can use engineering software to
K.1.
a problem solve a problem completely solve a problem
Can use structural characterization Can use structural characterization
Cannot use structural characterization
K.2. equipment to probe material structure but equipment to probe material structure and
equipment to probe material structure
is limited in the interpretation of results can interpret results
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome L (NEW): An understanding of the effect of composition,
synthesis, and processing methods on structure and properties, and in turn to the performance in service of all classes of
materials (metals, ceramics, polymers)
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Demonstrates no understanding of the Demonstrates some understanding of the Demonstrates a deep understanding of the
L.1. effect of composition on structure and effect of composition on structure and effect of composition on structure and
properties of a material properties of a material properties of a material
Demonstrates no understanding of the Demonstrates some understanding of the Demonstrates a deep understanding of the
L.2. effect of processing on structure and effect of processing on structure and effect of processing on structure and
properties of a material properties of a material properties of a material
Demonstrates no understanding of the Demonstrates some understanding of the Demonstrates a deep understanding of the
L.3. effect of atomic structure on material effect of atomic structure on material effect of atomic structure on material
properties properties properties
Demonstrates no understanding of the Demonstrates no understanding of the Demonstrates no understanding of the
L.4. effect of material properties on device or effect of material properties on device or effect of material properties on device or
component performance component performance component performance
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome M (NEW): An ability to apply statistical and computational
methods for data analysis and solution of problems in materials systems
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Probability problems are interpreted Some probability problems are interpreted Virtually all probability problems are
M.1.
incorrectly or not at all and solved correctly interpreted and solved correctly
Statistical quantities are computed Some statistical quantities are computed Virtually all statistical quantities are
M.2.
incorrectly or not at all correctly computed correctly
An existing programming code cannot be An existing programming code can be An existing programming code can be
M.3.
used used correctly modified for a specific purpose
The roots to nonlinear algebraic equations
The roots to nonlinear algebraic equations The roots to nonlinear algebraic equations
M.4. can virtually always be determined
cannot be determined can sometimes be determined correctly
correctly
A system of nonlinear ordinary A system of nonlinear ordinary
A system of nonlinear ordinary
M.5. differential equations can sometimes be differential equations can virtually always
differential equations cannot be solved
solved correctly be solved correctly
Numerical techniques can sometimes be Numerical techniques can virtually always
Numerical techniques cannot be applied to
M.6. applied to model material behavior be applied to model material behavior
model material behavior
correctly correctly
Please attach description of assignment used for assessment.
 University of Tennessee Department of Materials Science & Engineering

Assessment Rubric for MSE Program Learning Outcome N: An ability to integrate knowledge of processing,
structure, properties, and performance to solve materials selection and design problems
Course____________ Semester____________ Instructor____________ Evaluator (if different)____________
Name of Student Being Evaluated___________________________ Date of Evaluation___________________________
Score
Metric Work Equivalent to Level 1 Work Equivalent to Level 3 Work Equivalent to Level 5 (1-5 or
N/A)
Does not integrate knowledge of material Integrates some knowledge of material Thoroughly integrates knowledge of
N.1.
processing in the design process processing in the design process material processing in the design process
Does not integrate knowledge of the Integrates some knowledge of the Thoroughly integrates knowledge of the
N.2. structure of materials in the design structure of materials in the design structure of materials in the design
process process process
Does not integrate knowledge of material Integrates some knowledge of material Thoroughly integrates knowledge of
N.3.
properties in the design process properties in the design process material properties in the design process
Does not integrate knowledge of material Integrates some knowledge of material Thoroughly integrates knowledge of
N.4. performance in the design process performance in the design process material performance in the design
process
Does not integrate knowledge of Integrates some knowledge of Thoroughly integrates knowledge of
relationships between structure, relationships between structure, relationships between structure,
N.5.
properties, processing, and performance in properties, processing, and performance in properties, processing, and performance in
the design process the design process the design process
Does not consider the selection of Considers the selection of a few Comprehensively considers the selection
N.6. alternative materials during the design alternative materials during the design of materials appropriate for the design
process process
Does not consider the selection of Considers the selection of a few Comprehensively considers the selection
N.7. alternative material process methods alternative material process methods of material process methods appropriate
during the design process during the design process for the design
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