California State Polytechnic University. Department of Electrical and Computer Engineering ASSESSMENT PLAN. Spring,

Transcription

1 California State Polytechnic University Department of Electrical and Computer Engineering ASSESSMENT PLAN Spring,

2 Table of Contents 1. Introduction 3 2. Goals of assessment in ECE department 3 3. Goals and objectives of the Electrical Engineering program 3 4. Process of assessment in ECE department 4 5. Outcome categories 6 6. Measurement instruments 7 7. Appendices A. Quarterly pass rate of GWT B. Example Sophomore Exit Exam C. Evaluation form for Senior Project Proposal D. Evaluation form for Senior Project or Team Project E. Student membership in IEEE and ISA F. Graduation Survey form G. Alumni Survey form H. Employer Survey form - 2 -

3 1. Introduction The assessment plan for the Electrical Engineering program of the Department of Electrical and Computer Engineering was presented initially as a section of the report to the national Accreditation Board for Engineering and Technology (ABET) during the 1999 accreditation review. Subsequently, this standalone document has evolved to describe the continuing process. A similar plan will be published in fall, 2001, for the Computer Engineering program. The latter program has been approved at the campus level, and is under consideration at the CSU system level. 2. Goals of assessment in ECE department An effective assessment process is a fundamental requirement of ABET accreditation, as of Year (Our department elected to apply the Y2K criteria in advance of the required usage.) The stated rationale of the new ABET requirement is to encourage and to assist with continuing evolution of programs as they are developed by the educational institution. ABET no longer dictates the content of programs. An assessment process can only be effective in improving the quality of the programs if there is faculty acceptance of, and involvement in, the process. Consequently, the assessment process must be supportive of the faculty, and not a threat to their professional practice. Accordingly, the goals of assessment in the ECE Department are: a. to satisfy accreditation requirements of ABET, b. to produce continuous program improvements according to the ECE Department Goals and Objectives (Sec. 3), and c. to support faculty and staff in their efforts to provide the best program that is possible with available resources. It also should be understood by all concerned that the assessment process is to remain independent of revenue promotion. 3. Goals and objectives of the Electrical Engineering program The objective of the Electrical Engineering program is to provide students with a sound theoretical background in engineering fundamentals balanced by an approach stressing the application of this knowledge. The polytechnic education our department offers enables our graduates to bridge the chasm between theory and implementation, a skill, which is recognized as in short supply nationally. Upon entry into the professions, our graduates are contributing members of the profession, providing the connections between function, design and end product, an element of expertise most often found in senior engineers. As an integral component of our polytechnic environment, we seek to instill the love of learning and to provide the technical foundation for satisfying it through advanced study. The - 3 -

4 program, while providing the foundation for a long and productive electrical and computer engineering career, requires the student to develop a personal and accurate problem-solving methodology which will continue to serve, even as the tools of engineering become more powerful. By developing such a methodology, the student has the means of expanding his/her technical expertise via graduate and individual study. The principal educational objectives of the Electrical and Computer Engineering department curriculum are to provide our graduates with: 1- A strong theoretical background in mathematics, basic sciences and engineering fundamentals, and an ability to apply this knowledge to practical engineering problems. 2- An ability to design and conduct experiments, and to obtain and analyze data, relating to each of the subject areas of the department. 3- An ability to understand and appreciate the need for life-long learning that is necessary for a successful professional career. 4- An ability to seek solutions to engineering problems that are consistent with ethical, social, economical, political, and environmental principles at local, national and global levels. 5- An ability to recognize and appreciate the multidisciplinary and multicultural nature of modern engineering team projects, and work collaboratively with coworkers. 6- An ability to effectively communicate in both written and spoken English. 7- An ability to gather and to use information efficiently and effectively. 8- An ability to assimilate into the business community as a practicing engineer. 4. Process of assessment in ECE department The evaluation and assessment process may be described in terms of three cycles, as shown in Fig. 1. Although the diagram suggests that the various processes may be conducted in a simple sequential fashion, many of them actually are going on simultaneously. Cycle 1 includes the process development, teaching, and outcome evaluation performed within the department. Cycle 2 represents outcome evaluation outside the department, e.g., alumni and employers. Cycle 3 is the process by which continuing measurement of specific outcomes are used as guides for ongoing curriculum development, facilities development, and targeting of discipline specialties for hiring of faculty. Most of the process actions indicated by Cycles 1 and 2 are performed by members of the department Assessment Committee. The chair of this committee is elected annually, and the other members are interested volunteers. Normally, three or four faculty participate regularly on the committee

5 Mission of Cal Poly Pomona University Mission of College of Engineering Mission of Department of Electrical & Computer Engineering 4. Determine indicator targets to achieve objectives 3. Establish indicators for measurement of outcomes 2. Determine the categories of outcomes 2 5. Determine how indicators will be assessed 1 1. State the objectives 10. Input from constituencies 9. Adjust the program 8. Measure outcomes 6. Determine how targets will be achieved 3 7. Formal instruction, student activities Figure 1. Assessment process loops

6 The Assessment Committee reports the measurements of outcomes to faculty as a whole. Then, these results are used by the Executive Curriculum Committee (Excom), the Personnel Committee, and the Laboratory Committee, as their members see fit to modify the curriculum, set hiring guidelines, and to apply for and to use resources for instructional laboratories. The Excom includes the chairs of various other curriculum subcommittees (Power, Electronics, Digital, Networks/Systems), as well as any other interested faculty. Only the chair of the Excom is elected by department faculty at large. The Personnel Committee includes four members, elected by department faculty at large, and the department chair. The Laboratory includes the chair, who is elected by department faculty at large, and any other interested faculty. 5. Outcome categories The following outcome categories are used as the basis for evaluation of the program: (a) ability to apply knowledge of mathematics, science, and engineering; (b) ability to design and conduct experiments, as well as to analyze and interpret data; (c) ability to design a system, component, or process to meet desired needs; (d) ability to function on multi-disciplinary teams; (e) ability to identify, formulate, and solve engineering problems; (f) understanding of professional and ethical responsibility; (g) ability to communicate effectively; (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context; (i) recognition of the need for, and an ability to engage in life-long learning; (j) knowledge of contemporary issues; and (k) ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (l) ability to obtain information efficiently and effectively; (m) awareness of work environments in industry; and (n) ability to perform effectively on the job, either as an employee or as a selfemployed person

7 6. Measurement instruments Various measurable indicators are used for the evaluation of the outcomes. The indicators listed in the assessment matrix in Table 1 have been developed carefully, and, in some cases they have gone through several revisions. Examples of these instruments are provided below. Table 1. Assessment matrix. ECE Program Outcomes Assessment Instruments * (a) ability to apply knowledge of math, science and engineering (b) ability to design and conduct experiments; as well as to analyze and interpret data (c) ability to design a system, component, or process to meet desired needs (d) ability to function on multidisciplinary teams (e) ability to identify, formulate and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global 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 ability to obtain information efficiently and effectively (m) an awareness of work environment in industry (n) an ability to perform effectively on the job, either as an employee or as a self-employed person Students Alumni Employers S Graduation Alumni Employer E Survey Survey Survey E G W T Senior Project Proposal (checklist) Senior Project Report (checklist) IEEE/ ISA Membership and activities x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x ECE Industry Advisory Council x x - 7 -

8 6.1 Graduation Writing Test (GWT) Students are required to pass the campus-wide GWT in order to receive an unqualified diploma. The exam is given quarterly, and the pass rate is an indicator of writing skill. The pass rate for students in the ECE major has been below normal, and special writing seminars are now held quarterly in which students receive practice and instruction in essay writing. This has resulted in substantial improvement in the pass rate among ECE students during the past three quarters, as is shown in the chart in Appendix A. 6.2 Sophomore Exit Exam (SEE) Students are required to take an exam as a component of one of the core courses required at the beginning of the upper division. An example of the exam is shown in Appendix B. This exam is given quarterly, and it includes questions pertaining to each of the lower division core courses. Faculty on the Assessment Committee continue to accumulate a bank of questions, and a new exam is written each quarter. The exam is read by faculty on the committee. Student performance has been especially weak in at least two important fundamental areas of instruction (understanding of field-effect transistors and elementary sequential logic design). Curriculum changes are being made presently, and corresponding results will become available in fall, Evaluations of Senior Project Proposals All students are required to develop a senior project, as an individual effort, or a team project, as a joint effort with typically five other students. Those students who develop a senior project are required to prepare a technical proposal in advance of the project. An evaluation sheet (Appendix C) is completed by the faculty advisor for the project, in which the student s academic background and other related characteristics are evaluated. Results of the accumulated evaluations are summarized by members of the Assessment Committee. 6.4 Evaluations of Senior/Team Projects The faculty advisors of senior and team projects are in a good position to evaluate the technical, communication, and social skills of the students who perform the projects. An evaluation sheet (Appendix D) is completed by the faculty advisor for each project, in which the students academic background and other related characteristics are evaluated. Results of the accumulated evaluations are summarized by members of the Assessment Committee. 6.5 IEEE and ISA membership and activities Student membership in the Institute for Electrical and Electronics Engineers and in the Instrument Society of America is seen as an indicator for recognition of the need for life-long - 8 -

9 learning. These societies are primary vehicles for professional networking and continuing learning. The membership statistics for recent years is shown in Appendix E. 6.6 Graduation Survey A survey is taken annually of students who participate in the graduation ceremonies. The form for this survey is shown in Appendix F. 6.7 Alumni Survey A survey form for alumni is shown in Appendix G. 6.8 Employer Survey A survey form for employers is shown in Appendix H. 6.9 Industry Advisory Council The Industry Advisory Council consists of representatives of area companies that employ our graduates. At each of the meetings, comments are solicited from participants, and these comments are recorded and distributed to faculty

10 7 Appendices

11 Appendix A. Quarterly pass rate of GWT Pass rates for ECE students Percent Jul-92 Oct-92 Jan-93 Apr-93 Jul-93 Oct-93 Jan-94 Apr-94 Jul-94 Oct-94 Jan-95 Apr-95 Jul-95 Oct-95 Jan-96 Apr-96 Jul-96 Oct-96 Jan-97 Quarter Apr-97 Jul-97 Oct-97 Jan-98 Apr-98 Jul-98 Oct-98 Jan-99 Apr-99 Jul-99 Oct-99 Jan-00 Apr-00 Jul-00 Oct-00 Jan-01 Apr

12 Appendix B. Example of Sophomore Exit Exam

13 Appendix B. Example of Sophomore Exit Exam

14 Appendix B. Example of Sophomore Exit Exam

15 Appendix B. Example of Sophomore Exit Exam

16 Appendix B. Example of Sophomore Exit Exam

17 Appendix B. Example of Sophomore Exit Exam

18 Appendix C. Evaluation form for Senior Project Proposal Evaluation Sheet for Senior/Team Project Proposal (Part 1) 1. Format Does proposal follow the prescribed format?... Are there specific problems that make it difficult to read? Project objectives Are they precisely stated?... Are they reasonable? Scope of the project Is it precisely stated?... Is it reasonable? Background information Is the preliminary information (including prior CPP projects) adequate?... Are distinguishing characteristics (in relation to prior CPP projects) stated clearly?... Is there sufficient preliminary analysis to establish feasibility as a project? Design requirements Are functional requirements stated clearly?... Are interface requirements stated clearly?... Are operational requirements stated clearly?... Are packaging requirements stated clearly?... Are power requirements stated clearly?... Are documentation requirements stated clearly?... Are analytical requirements stated clearly?... Are simulation requirements stated clearly? Block diagram Is block diagram presented rhetorically (i.e., a narrative walk-through)?... Is block diagram reasonably complete?... Is block diagram labeled appropriately? Documentation requirements Are final documents listed appropriately?... Are there any confidentiality limitations to documentation? External support requirements (if any) If external support is anticipated, is it fully disclosed? Cost estimates (especially key known components) Are they reasonable?... Are they within CPP guidelines? Time schedule Is work included that it outside the time frame of course enrollment?... Does it cover a 20-week period? References Do they appear to be adequate?... Are they listed according to IEEE format?... YES NO

19 Appendix C (Cont d) Evaluation Sheet for Senior/Team Project Proposal (Part 2) 1. Mathematical bases for the project Calculus... Boolean algebra... Matrix algebra... Probability... Statistics... Geometry... Trigonometry Science bases for the project Materials... Physics (including electronic, magnetic, optical and/or structural)... Chemistry... Biology... Anatomy... Ergonomics Engineering fundamentals Circuit theory... Digital logic concepts... Programmable devices... Analog concepts... Instrumentation... Deliverables Design requirements Functional... Interface... Operational... Packaging... Power... Documentation... Analytical... Simulation Data gathering from external sources Literature search... Manufacturers' data sheets... Personal contacts Ethical, social, economic, political, and/or environmental considerations Collaboration Support from faculty... Support from other students... Support from off-campus people Measurement requirements Troubleshooting... Acceptance (demonstration) test procedures... YES NO SUFFICIENT INSUFFICIENT

20 Appendix D. Evaluation form for Senior Project or Team Project Evaluation Sheet for Senior/Team Project Faculty advisor: Please indicate which areas were important to successful completion of the project and, if yes, whether the student(s) command of the subject was sufficient. 1. Mathematical bases for the project Calculus... Boolean algebra... Matrix algebra... Probability... Statistics... Geometry... Trigonometry Science bases for the project Materials... Physics (including electronic, magnetic, optical and/or structural)... Chemistry... Biology... Anatomy... Ergonomics Engineering fundamentals Circuit theory... Digital logic concepts... Programmable devices... Analog concepts... Instrumentation... Deliverables Design requirements Functional... Interface... Operational... Packaging... Power... Documentation... Analytical... Simulation Data gathering from external sources Literature search... Manufacturers' data sheets... Personal contacts Ethical, social, economic, political, and/or environmental considerations Collaboration Support from faculty... Support from other students... Support from off-campus people Measurement and troubleshooting methods Troubleshooting... Acceptance (demonstration) test procedure YES NO SUFFICIENT INSUFFICIENT

21 Appendix E. Student membership in IEEE and ISA (Data not available at this time)

22 Appendix F. Graduation Survey form ECE GRADUATING SENIOR SURVEY 1) Do you have a job after graduation? Yes ( ) No ( ) If yes, what is your starting salary: $ 2) Will you be attending graduate school? Yes ( ) No ( ) If yes, what graduate school will you be attending: Major: thank you Please, no names!

23 Appendix G. Alumni Survey form Dear Alumnus or Alumna: Alumni Survey (AY 2000/01) Could you take a few minutes to complete this survey? We would like to know what you think of the quality of education you received while at Cal Poly Pomona, particularly in regard to the following categories of educational outcomes. The survey will be treated anonymously. Please score the individual outcomes on a scale of 1-5, with 5 being best. Outcome Ability to apply knowledge of math, science, and engineering Ability to design and conduct experiments, and to analyze and interpret data Ability to design a system, component, or process to meet specification Ability to function on multi-disciplinary teams Ability to identify, formulate, and solve engineering problems Understanding of professional and ethical responsibilities Ability to communicate effectively Understanding of global and societal impacts of engineering solutions Recognition of need for, and ability to engage in, life-long learning Knowledge of contemporary issues Ability to use techniques, skills, and modern engineering tools for engineering practice Ability to obtain information efficiently and effectively Awareness of work environments in industry Ability to perform effectively on-the-job. Score What was your graduation date? What do you consider to be the best feature of Cal Poly Pomona? What do you consider to be the worst feature of Cal Poly Pomona? What suggestions would you offer for improvement of our program? Please add any other comments that you think may be helpful to us, using other side, if necessary

24 Appendix H. Employer Survey form Dear Employer: Employer Survey (AY 2000/01) Could you take a few minutes to complete this survey? We would like to know what you think of the quality of education received by Cal Poly Pomona students whom you have employed, and who have graduated (Bachelor s degree) since spring, 1998, particularly in regard to the following categories of educational outcomes. The survey will be treated anonymously. Please score the individual outcomes on a scale of 1-5, with 5 being best. Outcome Ability to apply knowledge of math, science, and engineering Ability to design and conduct experiments, and to analyze and interpret data Ability to design a system, component, or process to meet specification Ability to function on multi-disciplinary teams Ability to identify, formulate, and solve engineering problems Understanding of professional and ethical responsibilities Ability to communicate effectively Understanding of global and societal impacts of engineering solutions Recognition of need for, and ability to engage in, life-long learning Knowledge of contemporary issues Ability to use techniques, skills, and modern engineering tools for engineering practice Ability to obtain information efficiently and effectively Awareness of work environments in industry Ability to perform effectively on-the-job. Score Please add any other comments that you think may be helpful to us, using other side, if necessary