Electrical Engineering Technology(BS) and Computer Engineering Technology Assessment Plan

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1 BSEET-EET and BSCET-CET Electrical Engineering Technology(BS) and Computer Engineering Technology Assessment Plan The UC EET and CET Academic Quality plan described in this document identifies the process used for the continuous improvement of the EET and CET Program. The plan describes methods of gathering, analyzing and using information from various sources about the EET and CET program and measuring program outcomes in order to improve student learning. 1. PROGRAM EDUCATIONAL OBJECTIVES A. Mission Statement Mission Statement of the University of Cincinnati: The University of Cincinnati serves the people of Ohio, the nation, and the world as a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research. We are committed to excellence and diversity in our students, faculty, staff, and all of our activities. We provide an inclusive environment where innovation and freedom of intellectual inquiry flourish. Through scholarship, service, partnerships, and leadership, we create opportunity, develop educated and engaged citizens, enhance the economy and enrich our university, city, state and global community. Through our mission statement, the University of Cincinnati affirms our strong commitment to excellence and diversity in our students, faculty, staff, and all of our activities. The university s goals and purposes are clearly stated and well understood by the board, the administration, the faculty, staff, and students. And now, perhaps more than ever, UC s planning, budgeting, and campus operations are becoming more integrated, helping to ensure that the university s actions and our organizational structures are congruent with our mission. Criterion 1 of the self-study demonstrates how the university is upholding its mission; how it is organized, governed, and effecting change throughout the community. Mission Statement of CEAS: The mission of the College of Engineering and Applied Science is to provide: 1. Excellence in Education provide a world-class education for our students 2. Excellence in knowledge creation and transfer in support of education and community provide the best education featuring new breakthroughs in science and technology and be

2 able to transfer that knowledge of science technology both to our students and to our local community 3. Accessibility provide a venue where qualified students who want to come, can come; and provide the support necessary to allow them to be successful Mission Statement of SECS: The mission of SECS is to provide: an enabling educational experience through connections to industry, strengths in entrepreneurship, and integration of theory and practice, the creation and transfer of knowledge in support of education and society, and an environment where a diverse community of qualified students receives the support necessary to succeed. B. Program Educational Objectives Educational objectives for the BSEET program are: 1. Participates in Continuing Education/Expanding Skills/Professional Development 2. Possesses Good Communication Skills 3. Exhibits Good People Skills 4. Understands Budget/Finance for Projects 5. Effectively Utilizes Problem Solving Abilities 6. Demonstrates Ability to Manage Projects 7. Exhibits Discipline Specific Skills 8. Demonstrates Responsibility and Personal Integrity 2. Student Outcomes A. Student Outcomes Specifically, graduates of the Bachelor of Science in Electrical Engineering Technology (or CET) must have: a. an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines b. an ability to apply current knowledge and adapt to emerging applications of mathematics science, engineering and technology c. an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes d. an ability to apply creativity in the design of systems, components or processes appropriate to program objectives e. an ability to function effectively on teams f. an ability to identify, analyze and solve technical problems g. an ability to communicate effectively h. a recognition of the need for, and an ability to engage in lifelong learning

3 i. an ability to understand professional, ethical and social responsibilities j. a respect for diversity and a knowledge of contemporary professional, societal and global issues k. a commitment to quality, timeliness, and continuous improvement B. Relationship of Student Outcomes to Program Educational Objectives The BSEET program provides significant experience in applied science, fundamental engineering disciplines, the electrical and electronic disciplinary areas of analog electronics/instrumentation, digital electronics, embedded systems, circuits, computer systems, software programming, computers, communications, digital signal processing, control systems and industrial automation, and electrical machinery and in multidisciplinary courses designed to integrate and extend the disciplinary experiences. The curriculum is designed to develop skills throughout the five years of the program that will enable graduates to achieve the program educational objectives. The manner in which the student outcomes support the program educational objectives is shown in Table 1.1 below. In this table, each outcome is associated with the program educational objectives it supports. Table 1.1 Program Educational Objectives and Student Outcomes ECET Program Educational Objectives ABET a-k Criterion 3 1) Participates in Continuing Education/Expanding Skills/Professional Development Involvement in professional development Continue to educate themselves Be active in continuing education for specific areas of interest h a recognition of the need for, and an ability to engage in lifelong learning 2) Possess good communications skills Speak with clarity and confidence Write clearly and concisely Make effective presentations Exhibit good listening and questioning skills 3) Exhibits Good People Skills Understanding people Bringing conflicts to the surface and getting them resolved Ability to network outside of their organization Be able to contribute work in a team environment Participate in industry organization Self Sufficiency without arrogance or inability to work in a team Building relationships of trust, respect and productive interactions 4) Understand Budget/Finance for Projects g e i j g k An ability to communicate effectively An ability to function effectively on teams an ability to understand professional, ethical and social responsibilities a respect for diversity and a knowledge of contemporary professional, societal and global issues An ability to communicate effectively a commitment to quality, timeliness, and continuous

4 Project Budgeting Fiscal Accountability Understand cost implication of ideas, solutions, recommendations e with benefits General accounting profits/loss 5) Effectively Utilizes Problem Solving Abilities a Be able to weight alternatives Assess a complex situation, problem or opportunity, identify fundam criteria, recommend solution based on fundamentals Possess great resolve to solve problems. b improvement An appropriate mastery of the knowledge, techniques, skills, and modern tools of their disciplines an ability to apply current knowledge and adapt to emerging applications of mathematics science, engineering and technology c f d an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes an ability to identify, analyze and solve technical problems an ability to apply creativity in the design of systems, components or processes appropriate to program objectives\ 6) Demonstrates Ability to Manage Projects Manage projects and/or other resources effectively Set goals and prioritize Manage several tasks at once Allocate time to meet deadlines 7) Exhibits Discipline Specific Skills Use tools, instruments and information of the discipline Understand complex systems and their Interrelationships Understand the technology of the discipline k a b A commitment to quality, timeliness, and continuous improvement An appropriate mastery of the knowledge, techniques, skills, and modern tools of their disciplines an ability to apply current knowledge and adapt to emerging applications of mathematics science, engineering and technology

5 c f d an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes an ability to identify, analyze and solve technical problems an ability to apply creativity in the design of systems, components or processes appropriate to program objectives 8) Demonstrates Responsibility and Personal Integrity e i an ability to function effectively on teams an ability to understand professional, ethical and social responsibilities

6 3. EET/CET Continuous Improvement Plan The EET and CET program has developed a systematic and rigorous assessment, evaluation and continuous improvement plan. First, the EET and CET defined a set of performance criterion for each student outcome (a thru k). These performance criteria are used to measure student outcomes in a consistent and reliable manner. The performance criterion for each of the student outcomes are shown in Table 1.2(A) thru (K). Second, the faculty decided how the performance criterion would be assessed and what assessment tools and methods were needed. The faculty decided on the following set of assessment tools and methods: A set of rubrics that faculty would use to assess the performance criterion associated with each outcome in courses selected from the curriculum. A rubric that members of the industrial advisory board would use to assess senior design capstone projects. The Professional Practice Co-op Employer Survey form in which co-op employers rank student performance in the workplace criterion associated with the student outcomes. A senior survey designed to assess quality of student advising, quality of laboratory equipment, and an understanding of the need for continued professional development. Furthermore, the faculty decided to collect assessment data and evaluate student outcomes on a yearly basis. The faculty members collect assessment data throughout an entire academic year then meet each autumn semesterto evaluate the assessment data and determine where improvements were needed. After data is evaluated by the program faculty, the assessment data and plans for improvement are presented to the industrial advisory board and to the college assessment committee. The effectiveness of the changes is measured through the following year s assessment data. Figure 1.1 provides an overview of the current assessment, evaluation, and continuous improvement plan. Per this plan, at the end of each evaluation cycle, an annual report is compiled with the prior year s assessment data, faculty evaluation of the data, and plans for improvement. The report also includes all relevant meeting minutes and a copy of the summary report presented to the industrial advisory board and the college assessment committee. These annual reports are available online, and accessible upon request. Figure 1.2 lists the courses in the curriculum used for assessment and evaluation (i.e., where data are collected) as well as which rubrics are used in the assessment process (methods of assessment). Courses were chosen from freshmen to senior year in order to assess student progress in meeting program outcomes and to allow early identification of any problem areas. Our strong curriculum is built on good foundation courses with a focus on student outcomes.

7 Table 1.2(A) Performance Criterion for Student Outcome a Outcome a an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines Criterion 1: Students demonstrate the technical knowledge and engineering skills developed in pre-requisite electrical/computer engineering technology and mathematics courses required to successfully complete course design projects. Criterion 2: In Senior Design, students demonstrate the ability to apply the knowledge, skills, techniques, and tools mastered through course work and job experience to a capstone design project. Criterion 3: In the workplace, students demonstrate the ability to: (1) use technology, tools, instruments, and information, (2) Understand complex systems and their interrelationships, and (3) understand the technology of the discipline. Table 1.2(B) Performance Criterion for Student Outcome b Outcome b an ability to apply current knowledge and adapt to emerging applications of mathematics science, engineering and technology Criterion 1: Students demonstrate the ability to apply technical knowledge and skills to complete course design projects. Criterion 2: Students apply current knowledge and research capabilities to a capstone design project. Criterion 3: In the workplace, students demonstrate the ability to: (1) Learn new material quickly, (2) Access and apply specialized knowledge, and (3) Apply classroom learning to work situations. Table 1.2(C) Performance Criterion for Student Outcome c Outcome c: an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes Criterion 1: Criterion 2: In lab courses, students demonstrate the ability to: 1. Use equipment and/or software needed for experiment, 2. Follow and/or design a procedure to satisfy the lab objectives, 3. Present the data in good format, 4. Analyze the data accurately making relevant observations about trends and discrepancies, 5. Discuss the experimental results and draw well-stated and well-supported conclusions. In the workplace, students demonstrate the ability to: (1) Design and Conduct Experiments (2) Analyze and interpret data effectively.

8 Table 1.2(D) Performance Criterion for Student Outcome d Outcome d: an ability to apply creativity in the design of systems, components or processes appropriate to program objectives Criterion 1: Criterion 2: Criterion 3: In course projects, students demonstrate the ability to: 1. Build a prototype and/or write a program that meets project specifications, 2. Select and/or design appropriate components for a design project, and 3. Design an interface between subsystems or design an appropriate user interface. In senior design, students demonstrate the ability to: 1. develop a set of performance specifications, 2. develop and evaluate possible design solutions then choose a "best" solution providing justification for the design choice, and 3. implement the "best" solution to meet the performance specifications. In the workplace, students demonstrate the ability to: (1) Design a component, system or process, (2) Use original and creative thinking. Table 1.2(E) Performance Criterion for Student Outcome e Outcome e: an ability to function effectively on teams Criterion 1: Criterion 2: Criterion 3: In lab courses, students demonstrate the ability to work effectively with others. In team-based projects, students demonstrate the ability to contribute effectively to the team, assume responsibility, and value the viewpoints of other members of the team. In the workplace, students demonstrate the ability to: (1) Work effectively with others, (2) Understand and contribute the organization's goals, (3) be flexible and adaptable, and (4) function well on a multidisciplinary team. Table 1.2(F) Performance Criterion for Student Outcome f Outcome f: an ability to identify, analyze and solve technical problems Criterion 1: Criterion 2: Criterion 3: Criterion 4: In lab courses, students demonstrate the ability to troubleshoot hardware and software. In course design projects, students demonstrate the ability to test and analyze circuits and software to solve technical problems. In senior design, students demonstrate the ability to define a project (identify a problem), analyze possible solutions, and solve technical problems associated with the project. In the workplace, students demonstrate the ability to: (1) evaluate situations effectively, (2) solve problems and make decisions, and (3) identify and suggest new ideas.

9 Table 1.2(G) Performance Criterion for Student Outcome g Outcome g: an ability to communicate effectively Criterion 1: Criterion 2: Criterion 3: Criterion 4: Criterion 5: Students write lab reports that effectively present data, analyze data, make relevant observations and draw appropriate technical conclusions. Students make effective, technically sound, oral presentations Students can design a visually appealing poster that effectively communicates features of a technical design project. Students write technical paper or project report that is organized, well-written, technically accurate, and provides evidence of good research skills with appropriate citing of references. In the workplace, students demonstrate the ability to: (1) Speak with clarity and confidence, (2) Write clearly and concisely, (3) Make effective presentations, and (4) Exhibit good listening and questioning skills. Table 1.2(H) Performance Criterion for Student Outcome h Outcome h: a recognition of the need for, and an ability to engage in lifelong learning Criterion 1: Criterion 2: Students demonstrate an ability to engage in lifelong learning by effectively researching technical topics in order to complete a paper and/or project. Students recognize the need for continuing professional development and education after completion of the engineering technology degree in order to remain proficient and current in the engineering field. Table 1.2(I) Performance Criterion for Student Outcome i Outcome i: an ability to understand professional, ethical and social responsibilities Criterion 1: Students demonstrate an understanding of the IEEE Code of Ethics and the NSPE Code of Ethics Criterion 2: Students demonstrate an understanding of the ethical and social responsibilities that accompany a career in engineering. Criterion 3: In the workplace, students exhibit the following professional qualities: (1) Responsibility/accountability for actions, (2) Self-confidence, (3) Honesty/integrity/personal ethics, (4) Self-motivation, (5) Positive attitude toward change. Table 1.2(J) Performance Criterion for Student Outcome j Outcome j: a respect for diversity and a knowledge of contemporary professional, societal and global issues Criterion 1: Criterion 2: Students demonstrate respect for diversity and understand issues arising from individual and cultural differences. In the workplace, students exhibit the following qualities: (1) Understands and works within the culture of the group, (2) Respects diversity, and (3) Recognizes political and social implications of actions

10 Table 1.2(K) Performance Criterion for Student Outcome k Outcome k: a commitment to quality, timeliness, and continuous improvement Criterion 1: Criterion 2: Criterion 3: In course design projects, students demonstrate an ability to: (1) Meet assigned deadlines to complete the project and (2) Demonstrate a commitment to quality in terms of organization, neatness, and visual appeal. In the workplace, students exhibit the following organizational and planning skills: (1) Ability to manage projects and/or resources efficiently, (2) Ability to set goals and prioritize those goals, (3) Manages several tasks at once, and (4) Allocates time to meet deadlines. In the workplace, students exhibit the following work habits: (1) Professional attitude toward work assigned, (2) Ability to produce quality work, (3) Ability to work efficiently, (4) Reliable attendance, and (5) Punctuality.

11 ASSESSMENT, EVALUATION, & CONTINUOUS IMPROVEMENT Assessment Professional Practice Co-op Employer Surveys Graduate Placement Data Graduate Survey Technical Competency Rubrics Course Design Projects Lab Performance Technical Reports Oral Presentations Communication Skills Rubrics Written Reports Oral Presentations Project Posters Professional Skills Team Projects Ethics Assignments GenEd Requirements Senior Capstone Project Department Faculty Industrial Judges Student Input Evaluation of Teaching Senior Survey Evaluation Process Faculty Review Assessment Data in Autumn Create list of Recommendations Report to Industrial Advisory Board Industrial Advisory Board Review assessment data and recommendations Provides feedback on senior design projects in spring Faculty Discusses feedback from industrial advisory board and modifies recommendations if necessary CEAS Assessment Committee Reviews assessment report and recommendations Provides links among programs for coordinating assessment Continuous Improvement Curriculum Revision Update existing courses Develop new courses Explore new teaching pedagogies Changes reviewed by Industrial Advisory Board and Curriculum Committee Department /School Strategic Plan Faculty Development Lab Equipment/Software Needs of Industry Advances in Technology Plan reviewed by CAS Deans and Industrial Advisory Board Figure 1.1: Assessment, Evaluation, and Continuous Improvement Process

12 Fig. 1.2 Assessment Methods for Student Outcomes

13 Assessment Tools: Rubrics, Senior Survey, and Co-op Employer Survey a set of eight assessment rubrics were developed to assess the performance criterion associated with the student outcomes: Course Design Project Rubric, Lab Performance and Report Rubric, Team Work Rubric, Oral Presentation Rubric, Poster Presentation Rubric, Technical Report Rubric, Senior Design Capstone Rubric: Faculty Evaluation, and Senior Design Capstone Rubric: Industry Evaluation. The Course Design Project Rubric is shown in Figure 1.3. Each of the criteria listed in the rubric corresponds to performance criterion defined in Table 1.2and is directly related to one or more a-k student outcomes. The entire set of eight rubrics is attached as well CRITERIA Unacceptable Acceptable Good Exemplary Technical Knowledge ABET-TAC.2.A ABET-TAC.2.B Technical Design ABET-TAC.2.B ABET-TAC.2.D Utilization of Resources ABET-TAC.2.B ABET-TAC.2.H Student clearly lacked the pre-requisite knowledge in math, science and technical courses (both hardware and software). The project was either not completed or was completed only with an unreasonable amount of outside assistance. The technical skills developed in prerequisite courses were not evident in the design of the project. The project was poorly designed and constructed. There is little or no evidence of programming skills, design skills or ability to select components. One or more project specifications were not met. Student used a few poorly chosen resources with little relevance to the project and insufficient depth. Student demonstrated an acceptable level of pre-requisite knowledge in math, science and technical courses; however, the student did require some technical assistance from the instructor or others in order to complete the project. Student was able to apply technical skills from pre-requisite courses to the project design. The software code was acceptable and included some comments. Any software interface was reasonably easy to use. Hardware design and component selection was sufficient to meet project specifications. Student used an acceptable number of applicable resources but demonstrated minimal effort in selecting quality resources. Student readily applied pre-requisite knowledge from math, science, and technical courses to the project and required little or no outside assistance to complete the project. Student was able to apply technical skills to the project design. Careful consideration was given to design and layout of hardware as well as component selection. Software was well-written and commented. Software interface(s) were welldesigned and user friendly. The project met all required specifications. Student gathered quality resources from a variety of sources that were useful in completing the project. Student not only applied knowledge from pre-requisite courses but also applied additional technical knowledge gained through co-op/work experience or through extra research. Student demonstrated an exemplary ability to apply a variety of technical tools and skills to the project. All sub-systems and hardware and software interfaces were welldesigned and fully functional. Component selection was excellent and the project met all specifications. Code was well-written and commented to allow for modification in future. Student demonstrated exceptional effort in researching the technical problem and used a balanced set of relevant, in-depth resources.

14 Creativity and Innovation ABET-TAC.2.D Project Complexity ABET-TAC.2.D ABET-TAC.2.F Testing and Analysis ABET-TAC.2.F Project Management ABET-TAC.2.K ABET-TAC.8.B Aesthetic Design ABET-TAC.2.K Student showed no evidence of creativity or innovation in the design of the project. Student chose a simple project with limited scope that required very little creative development or technical expertise. Student demonstrated little or no ability to troubleshoot hardware and/or software for the project. Student failed to meet most of the deadlines for the project and the project was not completed in time. Student did a sloppy job of wiring and soldering hardware and/or writing the software code for the project. Little or no consideration was given to packaging or appearance. Student showed some creativity in the project design. Student chose a project with acceptable scope that solves a technical problem and required some technical expertise in hardware and/or software. Student was able to identify the problems in hardware and/or software but required some assistance in fixing some of the problems. Student fell behind on the project schedule but was able to catch up and get the project working at an acceptable level by the final due date. Wiring and soldering was neat and some thought was given to the visual design of any software interface. The project appears neat and organized but packaging was not a consideration. Student demonstrated innovation in the design of hardware or software components or in packaging. Student chose a complex project with good technical challenges that required innovative problem solving and engineering. Student demonstrated the ability to test hardware and/or software in order to identify technical problems, and was able to solve any problems with little or no assistance. Student did a good job of following the schedule and completed the project by the final due date. The project was visually appealing with some thought given to packaging and PWB design. Software interface(s) were clearly designed with appearance and ease of use in mind. Figure 1.3: Course Design Project Rubric Student completed a project that required a lot of creativity and innovation in design, layout, and packaging. Student chose an innovative, challenging project that required an effort that exceeds the normal expectations for the course project. Student developed a good systematic procedure for testing hardware and/or software that allowed for quick identification of technical problems. Student was very good at analyzing and quickly solving all technical problems. Student worked ahead of schedule to complete the project early leaving plenty of time for project improvement. Student went above and beyond to package the project as a finished product. Using the rubrics, a faculty member teaching one of the courses chosen for assessment rates each student enrolled in the course on several criteria as Unacceptable, Acceptable, Good, or Exemplary. The rubrics are carefully worded to clearly describe the competencies expected for each of these ratings. These descriptions make the expectations of our program very clear and help ensure consistency among the faculty when rating students. The rubrics are not tied to the specific content in a course and can therefore be used in multiple courses throughout the

15 curriculum. Using the same rubric from freshmen to senior year allows us to measure student development as they progress through the curriculum. The program uses two assessment tools which provide feedback from practicing engineers in industry. Students are assessed by their co-op employers (co-op is mandatory) using a survey developed by Professional Practice at University of Cincinnati in which employers rate the coop students on abilities tied closely to the ABET a-k outcomes. The senior capstone projects are evaluated by members of our industrial advisory board and include ratings on technical knowledge and design, project aesthetics and creativity, and oral presentation skills. In addition to faculty and industry assessment, a senior survey is conducted every year to gather input from senior students regarding a variety of aspects of their academic experience with BSEET and BSCET program and the University of Cincinnati. The survey is designed to gather information on the effectiveness of student advising, progress through the program, opinions on quality of the lab equipment, and to assess students understanding of the need for continued professional development beyond graduation. It also serves as a forum for highlighting any areas of particular concern to the students, and thus may bring to light issues that the faculty was unaware of. Benchmarks The faculty set benchmarks for each of the assessment tools described in the previous subsection. For each rubric, benchmarks are set for the maximum allowable percent of students rated as unacceptable, the minimum allowable percent of students rated as good or exemplary, and a minimum overall average. The benchmarks are higher for upper level courses reflecting an expectation that students will perform at higher levels as their educational experience and work experience increases. Assessment Data Collection and Documentation Process In order to make the assessment process manageable for the faculty, we will develop a webbased application to upgrade the previous software (a java application) developed by a former faculty member that creates electronic versions of the rubrics which include the names of all the students registered in a particular course. The new web-based application is platform independent, and faculty members then simply open the electronic rubric for their course and evaluate each of the students using the assessment criteria. Aggregate data for the course is automatically created when the rubric is saved. Assessment data is collected throughout the academic year and entered into a database where benchmarks are automatically checked and assessment charts for each course are created. Faculty members meet at the start of each academic year to discuss the assessment data and to address areas where benchmarks were not met. Review of the program educational objectives occurs on a regular schedule as shown in Table 3.1:

16 Table 3.1: Summary of Constituent Input to Program Educational Objectives Input Method Schedule Constituent Employer Survey Every Year Employers (Full-time or Co-Op) Industry Advisory Board Meetings Once a year Industry Representatives, Employers and Alumni Course Assessment Semester Faculty and students 4. Rubrics, Senior Survey and Co-Op Survey

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