Department of Engineering Technology Assessment Progress Report Calendar Year 2011 (prepared March 2012)

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1 Department of Engineering Technology Assessment Progress Report Calendar Year 2011 (prepared March 2012) The Department of Engineering Technology offers both baccalaureate and associate degrees in Electronics and Computer Engineering Technology (ECET) and Mechanical Engineering Technology (MET). All of these degrees are accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC/ABET). In addition, the Department also offers a Bachelor of Applied Technology (B.A.T.) with majors in Industrial Computing and Manufacturing Management. Both of the associate degrees and the B.A.T.s are embedded in their respective baccalaureate degrees. During the past year the Department has been busy preparing its ABET self-study reports (one each for ECET and MET) for its fall 2012 ABET visit, which occurs every six years. These self-study reports deal with the assessment of all aspects of the degree programs, including program educational objectives and student outcomes. Multiple assessment tools have been used, including direct assessment of student work, and surveys of employers and alumni. Both the ECET and MET programs have used a similar approach to conform to the format and requirements stipulated by ABET. The complete self-study reports are voluminous. As an illustration of the Department s assessment activities, a portion of the ECET self-study is shown below (criterion 3 as required by ABET). The student outcomes indicated in criteria 3 have all been measured (assessed) and documented in the complete self-studies. The MET s self-study is similar.

2 CRITERION 3. STUDENT OUTCOMES A. Process for the Establishment and Revision of the Student Outcomes Describe the process used for the establishing and revising student outcomes. The student outcomes are a part of a review cycle, which is conducted every three years (or sooner if needed) by the Electronics and Computer Engineering Technology (ECET) program in consultation with its Industrial Advisory Council (IAC). The program faculty review the program educational objectives (PEOs) with the IAC and discuss how the curriculum is enabling the PEOs. The curriculum and the student outcomes are discussed in this context. The most recent changes to the PEOs and student outcomes received strong support from the IAC at its spring 2011 meeting. B. Student Outcomes List the student outcomes for the program and describe their mapping to those in Criterion 3 and any applicable program criteria. Indicate where the student outcomes are documented. The ECET program has seventeen student outcomes, the first eleven of which encompass all of the ABET TAC Criterion 3 and map directly to them, on a one-to-one basis. The remaining six student outcomes relate to six program specific criteria, three for electronics engineering technology programs and three for computer engineering technology programs ECET Student Outcomes 1. An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities. 2. An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies. 3. An ability to conduct standard test and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes. 4. An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives. 5. An ability to function effectively as a member or leader on a technical team. 6. An ability to identify, analyze, and solve broadly-defined engineering technology problems. 7. An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature. 8. An understanding of the need for and an ability to engage in self-directed continuing professional development. 9. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. 10. A knowledge of the impact of engineering technology solutions in a societal and global context. 2

3 11. A commitment to quality, timeliness, and continuous improvement. 12. The ability to analyze, design, and implement control systems, instrumentation systems, communications systems, computer systems, or power 13. The ability to apply project management techniques to electrical/electronic(s) 14. The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical/electronic(s) 15. The ability to analyze, design, and implement hardware and software computer 16. The ability to apply project management techniques to computer 17. The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of computer systems and networks. ABET Criterion 3 a. An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities. b. An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies. c. An ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes. d. An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives. e. An ability to function effectively as a member or leader on a technical team. f. An ability to identify, analyze, and solve broadly-defined engineering technology problems. g. An ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature. h. An understanding of the need for and an ability to engage in self-directed continuing professional development. i. An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity. j. A knowledge of the impact of engineering technology solutions in a societal and global context. k. A commitment to quality, timeliness, and continuous improvement. Table 3.1 shows the mapping of the ECET student outcomes (1 through 11) to ABET Criterion 3. 3

4 ECET Student Outcomes ABET Criterion 3 a b c d e f g h i j k 1 X 2 X 3 X 4 X 5 X 6 X 7 X 8 X 9 X 10 X 11 X Table 3.1 Mapping of ECET student outcomes (1 through 11) to ABET Criterion 3. Table 3.2 shows the mapping of the ECET student outcomes (12 through 17) to the following specific ABET program criteria for electronics engineering technology and computer engineering technology programs. ABET Electronics Engineering Technology Program Criterion E1. The ability to analyze, design, and implement control systems, instrumentation systems, communications systems, computer systems, or power E2. The ability to apply project management techniques to electrical/electronic(s) E3. The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical/electronic(s) ABET Computer Engineering Technology Program Criterion C1. The ability to analyze, design, and implement hardware and software computer C2. The ability to apply project management techniques to computer C3. The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of computer systems and networks. 4

5 ECET Student Outcomes ABET Electronics ET Program Criteria ABET Computer ET Program Criteria E1 E2 E3 C1 C2 C3 12 X 13 X 14 X 15 X 16 X 17 X Table 3.2 Mapping of ECET student outcomes (12 through 17) to ABET program criteria for Electronics ET and Computer ET programs. All of the student outcomes are shown on the department s website: C. Relationship of Student Outcomes to Program Educational Objectives Describe how the student outcomes prepare graduates to attain the program educational objectives. The following program educational objectives (PEOs) have been established for the ECET graduates. PEO1. The graduates will possess the skills necessary to be productive in their first position in the field and to have successful careers. PEO2. The graduates will be enabled to achieve increasing levels of leadership and responsibility throughout their careers. PEO3. The graduates will be enabled to engage in life-long learning. PEO4. The graduates will demonstrate a respect for diversity and a commitment to professional ethics. The relationship between the student outcomes and the PEOs is shown in table 3.3. In this table, each student outcome is associated with those PEOs that it supports. 5

6 ECET Student Outcomes Program Educational Objectives (PEOs) PEO1 PEO2 PEO3 PEO4 1 X X X 2 X X X 3 X X X 4 X X X 5 X X X 6 X X X 7 X X X 8 X X X 9 X 10 X X X 11 X X X 12 X X X 13 X X X 14 X X X 15 X X X 16 X X X 17 X X X Table 3.3 Mapping of ECET student outcomes to the PEOs. Each of the student outcomes has been defined by a few performance indicators, which are communicated to students, integrated into the curriculum, and therefore measured in a consistent and reliable way. Table 3.4 shows the performance indicators for each ECET student outcome. Student Outcome 1. (a) An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities. 2. (b) An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies. Performance Indicators Selects appropriate techniques and tools for a specific engineering technology task and performs analysis on results. Uses computer-based and other resources effectively in assignments and projects. Be able to derive the mathematical model of a system characterized by its system equations. Be able to select and apply mathematical tools to find its analytical solution. Be able to optimize the system to achieve desired performance using modern software tools. 6

7 3. (c) An ability to conduct standard test and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes. 4. (d) An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives. 5. (e) An ability to function effectively as a member or leader on a technical team. 6. (f) An ability to identify, analyze, and solve broadly-defined engineering technology problems. 7. (g) An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature. Determines data that are appropriate to collect and selects appropriate equipment, protocols, etc. for measuring the appropriate variables to get required data. Uses appropriate tools to analyze data and verifies and validates experimental results. Be able to generate a clearly defined block diagram representation of the system to be designed. Be able to carry out the design of each block using IC and discrete components while optimizing cost. Be able to verify the design through laboratory implementation and identify the limitations of the design. Recognizes participant roles in a team setting and fulfills appropriate roles to ensure team success. Integrates input from all team members and makes decisions in relation to objective criteria. Facilitates communication among teammates and asks for feedback and uses suggestions. Solution method shows understanding of the problem. Problem solution is appropriate and within reasonable constraints. Writing conforms to appropriate technical style format. Appropriate use of graphics. Mechanics and grammar are appropriate. Oral: Presentation conforms to appropriate technical style. Oral: Body language and clarity of speech enhances communication. 8. (h) An understanding of the need Able to find information relevant to 7

8 for and an ability to engage in selfdirected continuing professional development. 9. (i) An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. 10. (j) A knowledge of the impact of engineering technology solutions in a societal and global context. 11. (k) A commitment to quality, timeliness, and continuous improvement. problem solution without guidance. Knows code of ethics for the discipline. Able to evaluate the ethical dimensions of a problem in the discipline. Identifies the current critical issues confronting the discipline. Evaluates engineering technology solutions or scenarios taking into consideration current issues. Able to identify the quality requirements associated with an engineering technology problem and use them in the design process. Able to develop project management plans to meet project due dates. Able to engage in an iterative design process to develop designs. ECET Student Outcomes, Electronics 12. (E1) The ability to analyze, design, and implement control systems, instrumentation systems, communications systems, computer systems, or power 13. (E2) The ability to apply project management techniques to electrical/electronic(s) 14. (E3) The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical/electronic(s) ECET Student Outcomes, Computer 15. (C1) The ability to analyze, design, and implement hardware and software computer 8 Able to design and analyze instrumentation circuits. Able to apply a project management plan to a semesterlong project. Able to solve differential equations using transform methods and find system transfer functions. Able to apply transform methods to electrical/electronic systems to evaluate time and frequency response. Able to develop systems involving both hardware and software. 16. (C2) The ability to apply project Able to apply a project

9 management techniques to computer 17. (C3) The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of computer systems and networks. management plan to a semesterlong project. Able to calculate probability of various error detection methods. Able to build routing table based on open shortest path first method. Table 3.3 ECET student outcomes and their associated performance indicators. 9

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