1 CQI Process for ET Program ET Programs at Penn State Hazleton Campus Ken Dudeck EET Program Coordinator Wes Grebski MET Program Coordinator

CQI Process Determine Outcomes Required to Achieve Objectives Determine how Outcomes will be achieved Establish Indicators that Objectives are Being Achieved Formal Instruction Student Activities Evaluate/Assess Determine how Outcomes will be Assessed Input from Constituencies Determine Educational Objectives Skills, knowledge, and attributes gained in the program. Abilities needed in the Workplace

Terminology Program Educational Objectives –Abilities you expect <3 yrs after graduation Program Outcomes –Skills, knowledge, and attributes measurable at graduation –Course-Level Outcomes (Sub Outcomes) “Performance Criteria” linked to Program Outcomes Assessment –How they are measured? Evaluation –Interpretation of what is measured. CQI Process –Implement documented program improvements based on Assessment & Evaluation of Outcomes & Objectives.

Program Objectives are Defined –Abilities we expect 2-3 years after graduation. Program Objectives are Defined –Abilities we expect 2-3 years after graduation. EET Program Objectives: “To produce graduates who, during the first few years of professional practice, will: 1.Demonstrate broad knowledge of electrical and electronics engineering technology practices to support design, application, installation, manufacturing, operation, and maintenance as required by their employer, 2.Apply basic mathematical and scientific principles for technical problem solving in areas which may include circuit analysis of both analog and digital electronics, microprocessors, programmable logic controls, and electrical machines, 3.Utilize computers and software in a technical environment, 4.Demonstrate competence in written and oral communication, 5.Work effectively as an individual and as a member of a multidisciplinary team, 6.Show awareness of social concerns and professional responsibilities in the workplace, and 7.Continue their professional training and adapt to changes in the workplace, through additional formal or informal education.”

Program Outcomes are Defined –A list of skills, knowledge, and attributes measurable at graduation Program Outcomes are Defined –A list of skills, knowledge, and attributes measurable at graduation “EET Graduates should be able to: 1.Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers, 2.Conduct experiments, and then analyze and interpret results, 3.Apply basic mathematical, scientific, and engineering concepts to technical problem solving, 4.Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving, 5.Communicate effectively orally, visually, and in writing, 6.Work effectively in teams, 7.Understand professional, ethical and social responsibilities, 8.Have a respect for diversity and a knowledge of contemporary professional, societal and global issues, 9.Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study, 10.Apply creativity through the use of project-based work to design circuits, systems or processes, and 11.Have a commitment to quality, timeliness, and continuous improvement.”

Program Outcome Mapping to ABET Criteria a-k –Mappings show Program Outcome relationship to ABET criteria. Program Outcome Mapping to ABET Criteria a-k –Mappings show Program Outcome relationship to ABET criteria. Correspondence Between 2 EET Program Outcomes and ABET Criteria ABET General Criteria Pgm. Crit. Program Outcomes (Students should: ) abcdefghijkab 1 Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers. XXX 2Conduct experiments, and then analyze and interpret results.XX 3 Apply basic mathematical, scientific, and engineering concepts to technical problem solving. XXXXX 4 Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving. XX 5Communicate effectively orally, visually, and in writing.X 6Work effectively in teams.X 7Understand professional, ethical and social responsibilities.X 8 Have a respect for diversity and a knowledge of contemporary professional, societal and global issues X 9 Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study. X 10 Apply creativity through the use of project-based work to design circuits, systems or processes. XX 11Have a commitment to quality, timeliness, and continuous improvement.X

2EET - Mapping Outcomes to Courses (The program outcome of the EET program) Students should: ET002ET002 ET005ET005 EET101EET101 EET109LABEET109LAB EGT101EGT101 EGT102EGT102 EET114EET114 EET117EET117 EET118LABEET118LAB EET120LABEET120LAB EET205LABEET205LAB EET210EET210 EET211EET211 EET213WEET213W EET216EET216 EET 220EET 220 EET221LABEET221LAB GenEdlGenEdl 1. Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers. X XX XXXXX 2. Conduct experiments, and then analyze and interpret results. X XXX X 3. Apply basic mathematical, scientific, and engineering concepts to technical problem solving. XXX X X XX 4. Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving. X XX X X 5. Communicate effectively orally, visually, and in writing. X XX XX X XX 6. Work effectively in teams. X X X X 7. Understand professional, ethical and social responsibilities. X X X 8. Have a respect for diversity and a knowledge of contemporary professional, societal and global issues X 9. Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study. X X 10. Apply creativity through the use of project-based work to the design of circuits, systems or processes. XX X XX 11. Have a commitment to quality, timeliness, and continuous improvement. X X

Examples of Student Work for Course Outcome #1 b Examples of Student Work for Course Outcome #1 a Course-level Outcomes –Standardized Course Outlines for system-wide use –Course Syllabus are developed from Course Outlines –Instructors archive examples of student work to support accomplishment for each course-level outcome. Course-level Outcomes –Standardized Course Outlines for system-wide use –Course Syllabus are developed from Course Outlines –Instructors archive examples of student work to support accomplishment for each course-level outcome. Course Syllabus

M easures & Evaluation of PROGRAM OUTCOMES COURSE-LEVEL MEASURE –Faculty Perception of Course Effectiveness in Promoting Course-Level Outcomes –Student Perception of Ability to Demonstrate Course-Level Outcomes –Student Performance measured by Course Activity in meeting Outcome Standards. Quality of EVIDENCE is critical in demonstrating level of performance. (Tests, HWs, Project Reports, etc.) MEASURE AT GRADUATION –Student Perception of Ability to Demonstrate Program- Level Outcomes at the time of graduation by EXIT SURVEY. Also the IAC holds a program EXIT INTERVIEW prior to graduation.

Measurement and Evaluation in Engineering Technology (MEET) Standard course outlines establish expected course outcomes Outcome statements include Criterion for success, Conditions under which success must be achieved, and Quality of actions that qualify as success Explicit statements of outcomes issued to all faculty for use in all programs Expected outcomes, in explicit form, are shared with students at outset of courses On-line data system used to collect student & faculty perceptions of achievement of outcomes Students assess their own achievement with respect to each outcome and influence of course on that achievement Faculty assess individual student achievement and their own achievement with regard to each outcome All data entered on-line; all data available for examination, correlation & evaluation on-line as well

Student Performance on the Course-Level Outcome

Student Self-Assessment w.r.t. a Course-Level Outcome

Faculty Assessment of Course w.r.t. an Outcome

Data Retrieval Page

Course-Level Data Review

Program-Level Data Review S c o r e Program Outcomes EMET - York Student Performance Faculty Perception Student Self Perception Student Course Perception

Time Line Assessment of Outcome Success for One Course

Data Analysis Features of MEET: All data entered on-line and available for examination on-line Performance against all or selected outcomes can be examined – –Course-to-course comparisons at a site –Course-to-course comparisons among sites –Semester-to-semester trends at a site –Semester-to-semester trends at multiple sites –Total program performance at a site –Total program performance at multiple sites –Time-line comparisons of any of above

Some Results Achieved To Date:  Identified system-wide weaknesses in achieving specific outcomes.  Identified campus-specific weaknesses in achieving specific outcomes.  Identified ineffective outcome statements.  Revealed inconsistencies in course content as offered at different sites.  Identified incompatibility between outcomes and course assignments.

EXIT SURVEY For graduating students

M easures & Evaluation of PROGRAM OBJECTIVES Several measures form the basis to assess and evaluate Program Objectives based on the variety of constituents the program serves. Some of the recommended measures include: –INDUSTRY SURVEY of program objectives –ALUMNI SURVEY of program objectives –IAC FEEDBACK on objectives through regular Meeting Minutes Other measures could include –ALUMNI Focus Group feedback on program objectives –Placement and employment records –Other…

ALUMNI SURVEY For students who graduated 2 to 3years ago

INDUSTRY SURVEY For employers and potential employers of graduates

24 Program Objective Evaluation –Evaluate results of Alumni & Employer assessment with respect to outcomes and objectives. Program Objective Evaluation –Evaluate results of Alumni & Employer assessment with respect to outcomes and objectives.

Managing the CQI Process Determine Outcomes Required to Achieve Objectives Determine how Outcomes will be achieved Establish Indicators that Objectives are Being Achieved Formal Instruction Student Activities Evaluate/Assess Determine how Outcomes will be Assessed Input from Constituencies Determine Educational Objectives

Process for Closing-the-loop Course Chairs Develops & Maintains Standard Course Outline Reviews & Responds to Faculty Comments/Suggestions re: Course Outlines Updates Course Outlines Annually in Response to Faculty Assessment & Comments Course Chairs Develops & Maintains Standard Course Outline Reviews & Responds to Faculty Comments/Suggestions re: Course Outlines Updates Course Outlines Annually in Response to Faculty Assessment & Comments Faculty Incorporate Standard Course Outcomes into Class Syllabi Assess Class Performance vs. Course Outcomes Each Semester Provide Comments/Suggestions to Course Chairs re: Standard Outlines Faculty Incorporate Standard Course Outcomes into Class Syllabi Assess Class Performance vs. Course Outcomes Each Semester Provide Comments/Suggestions to Course Chairs re: Standard Outlines Course change recommendations Course change consultation Curriculum Committee Reviews & Approves Standard Course Outlines Disseminates Approved Outlines to Faculty Reviews & Responds to Faculty Suggestions re: Curriculum Changes Curriculum Committee Reviews & Approves Standard Course Outlines Disseminates Approved Outlines to Faculty Reviews & Responds to Faculty Suggestions re: Curriculum Changes

Engineering Technology Penn State AS Mechanical AS Electrical AS Materials AS Mechanical AS Electrical AS Materials AS Architectural AS Building-Energy AS Electrical AS Nano- Manuf. AS Architectural AS Building-Energy AS Electrical AS Nano- Manuf. BS Electro-Mechanical AS Bio-Med AS Mechanical BS Electro-Mechanical AS Bio-Med AS Mechanical AS Architectural BS Electro-Mechanical AS Electrical AS Mechanical AS Nano- Manuf BS Electro-Mechanical AS Electrical AS Mechanical AS Nano- Manuf BS Electro-Mechanical AS Electrical AS Mechanical BS Electro-Mechanical AS Electrical AS Mechanical BS Electrical BS Mechanical BS Structural BS Electrical BS Mechanical BS Structural BS Electrical BS Mechanical BS Plastics AS Electrical AS Mechanical AS Plastics BS Electrical BS Mechanical BS Plastics AS Electrical AS Mechanical AS Plastics BS Electrical AS Electrical AS Surveying AS Nano- Manuf. BS Electrical AS Electrical AS Surveying AS Nano- Manuf. BS Electro-Mechanical AS Electrical AS Mechanical BS Electro-Mechanical AS Electrical AS Mechanical AS Electrical AS Mechanical AS Nano-Manuf. AS Electrical AS Mechanical AS Nano-Manuf.

28 Organization & Leadership Penn State University College of Engineering SEDTAPP ENGINEERING TECHNOLOGY Penn State Abington David Wormley, Dean Dhushy Sathianathan Head John Romano, VP of Commonwealth Campuses John Madden, Chancellor Monica Gregory, DAA Campus Program Coordinators Ken Dudeck, EET Wes Grebski, MET