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CHABOT COLLEGE UNIT PLANS2006-2007

Unit Plan NarrativeUnit: Engineering

Division or Area to Which You Report: Math/Science

Author(s) of this Unit Plan: Bruce Mayer

Date: December 8, 2005

1. Mission of this Unit:

To prepare Chabot College Engineering students for academic success at the Baccalaureate degree-granting transfer institution.

2. Description of the Unit:

Achievements: Transferred 19 students to university/college schools of engineering. See

Table 1 (in Attachment J). Completed modernization of the Engineering curriculum to make the course

offerings more consistent with those at the transfer institutions. Improved the sophistication of the Engineering tools used within the

Engineering program by introducing the use of Computer Aided Design and Numerical Methods Software.

Reduced the costs to operate the Engineering program by eliminating three units per year of adjunct instruction and by improving efficiency in the use of consumable material to reduce the supplies budget from $2,000 to $1,000 per year.

Made student recruiting visits to district high schools, including San Lorenzo High and James Logan High. Spoke to a total of about 185 students.

Made internal student recruiting presentations to Chabot classes in Math, Physics and Chemistry. Spoke to about 180 students total.

Assisted the Applied Workforce division by arranging for instruction of two certificate-required Engineering Technology courses.

Served on the Facilities Committee. Improved the content of the transfer-critical second year Engineering courses

(Engr 36, 43, and 45) by expanding topic coverage and/or hands-on lab exercises.

Assisted LPC by providing, on very short notice, three weeks of subbing for an ill Engineering faculty member.

Wrote 8 letters of recommendation for Engineering students for various universities, scholarships, employment, and internships.

Guest lectured at Cal Poly. Worked with colleagues in Math and Physics to cross-list Engr 25 with Math 25

and Physics 25. Presented at the California Engineering Liaison Council Meeting at UC Davis in

November 2004. Continued to expand the content of the Chabot Engineering website. The

website gives students anywhere/anytime access to course information, as

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well as access to over 6000 PowerPoint lecture slides prepared by the instructor.

Special Activities: Assist the articulation office with proposals submitted to transfer institutions

to improve engineering course articulation. Maintain an advisory committee for the discipline. It meets every semester.

Staffing:Engineering is basically a one-person unit, consisting solely of the faculty member. In years past, the program required an adjunct to teach 3 units per year. Streamlining of the program has eliminated the need for any adjunct instruction, resulting in a total FTEF requirement of 1.09 FTEF/year.

Other Information About the Unit:With the implementation of the curriculum modernization plan, the Engineering unit is now tightly focused and fully streamlined. The course offerings consist of six core courses defined by the Engineering Liaison Council:

First Year Courses: Engineering 10: Introduction to Engineering Engineering 22: Engineering Design Graphics Engineering 25: Computational Methods

Second Year Courses: Engineering 36: Vector Mechanics – Statics Engineering 43: Engineering Circuit Analysis Engineering 45: Materials of Engineering

These offerings are designed to most effectively meet the needs of Engineering transfer students. The next step in the revitalization of the program will be to ensure maximum articulation and to maintain the process of continuous improvement in the course content and student learning.

Students transfer from our Engineering program to UCLA, UC Irvine, UC Davis, UC Berkeley, San Jose State University, and other colleges. Many students are accepted by more than one college.

3. Goals and Objectives of the Unit:

Engineering Goal for 2006-07 Activities in Support of the Goal

Goal 1: Improve the articulation of Chabot courses with the most popular transfer institution course equivalents. Improved articulation will make Chabot’s Engineering program much more effective and attractive to students.

Work with the articulation officer to prepare articulation proposals for submission to CSU and UC schools of Engineering.

Where necessary, make direct contact with Professors/Deans of Engineering at the university level to facilitate articulation.

Adjust course content based on

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direction provided by transfer universities to improve articulation.

Goal 2: Improve student learning and success.

Model learning of material by demonstrating engineering problem-solving and analysis through expanded use of tutorials. The tutorials describe practical implementation of the concepts developed in lecture.

Goal 3: Continue the effort to raise awareness of potential students to the quality and cost-effectiveness of studying Engineering at Chabot.

Create a marketing proposal in response to the RFP from the college marketing committee.

Continue and expand visits to district high schools.

Continue internal recruiting. Create a Public Service

Announcement on the local tv station.

Goal 4: Expand the membership of the Engineering advisory committee by at least 2 members.

Contact local Engineering firms about participation.

Contact local chapters of Engineering professional societies about participation.

Ask local transfer universities for referrals.

Use my personal contacts within the local Engineering community.

Goal 5: Cross-train at least one Math/Physics colleague in Engineering instruction.

Work with Ming Ho to trade a math class for Engineering 25.

Goal 6. Give engineering students secure, online access to their grade status through the college-supported Blackboard course management software. This is the first step to offering Engineering course in DE format.

Attend distance learning training provided by IT.

Obtain a Blackboard account.

Goal 7: Continue participation in the California Engineering Liaison Council.

Attend the annual Northern California meeting.

Provide support for council initiatives as requested.

Goal 8: Provide additional physical content in the lab of Engr 36 through the use of a special demonstration tool..

Purchase the Pasco Scientific Introductory Mechanics System.

4. Relationship of your unit to the 2006-07 Strategic Plan:

STRATEGIC GOAL ADDRESSED

YOUR SUBGOAL

ACTIVITIES TO ACHIEVE THE SUBGOAL

RESPONSIBLE PERSONS

COSTS

A1: Accurately determine community needs

Improve course articulation to allow students to

Prepare articulation proposals.Contact Deans of

Mayer $0

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and their preferred learning options.

E1: Schedule sequenced and related courses to help students finish their studies in a shorter time.

more quickly complete lower division study.

Engineering schoolsUpgrade course content as appropriate.

D5: Emphasize student success.

Improve learning through additional tutorial activities.

Model learning of material by demonstrating engineering problem-solving and analysis through expanded use of tutorials. The tutorials describe practical implementation of the concepts developed in lecture.

B. Mayer $0

A2: Enhance enrollment opportunities at Chabot

Raise community and student awareness of Engineering at Chabot.

Create a marketing proposal in response to the RFP from the college marketing committee.

Continue and expand visits to district high schools.

Continue internal recruiting.

Create a Public Service Announcement on the local tv station.

B. Mayer $0

A4: Increase linkages between Chabot and the community and business organizations.

Increase membership of the Engineering advisory committee.

Work with Ming Ho to trade a math class for Engineering 25.

B. Mayer $0

B3: Coordinate a flexible schedule.

Cross-train instructors.

Additional qualified instructors to improve scheduling flexibility.

B. Mayer $0

B4: Expand Start to use Attend online course B. Mayer $0

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online offerings Blackboard. training. Obtain a Blackboard account.

E3: Create liaisons to local colleges.

Continue to represent Chabot at the ELC.

Attend the annual Northern California meeting.Provide support for council initiatives as requested.

B. Mayer $0

D5: Emphasize student success.

Continue to represent Chabot at the ELC.

Purchase the Pasco Scientific Introductory Mechanics System.

B. Mayer $0

5. Written plan for the unit:

ACADEMIC UNITS:

5a. CEMC Reports: See Attachment A. Also included are summary data from the CEMC database that cover 1994-2005.

5b. Analysis of CEMC Reports:

Figure 2 (in Attachment J) summarizes Chabot College enrollment trends from 1994-Fall 2005. Of particular relevance is the rapid decline in enrollment over only about the two years from 1999-2000. During this period, Engineering FTES declined from about 17.9 to about 10.8. This decline is too rapid to be attributed to demographic trends. Instead, it appears that some social condition discouraged students from selecting engineering as an academic and professional career.

I attribute the change in student perception of engineering to the ‘dot.com’ collapse, which occurred exactly at the same time. Even though the engineering profession did not experience nearly the same setbacks as experienced in the computer programming field, it appears that ‘high technology’ fields in general were viewed as professions in decline. Engineering enrollments appear to have stabilized at 10-11 FTES, even in light of a curriculum that had become quite dated prior to the modernized offering, which commenced in Fall 2005.

Figure 3 (in Attachment J) displays the CEMC instructional loading efficiency metrics for the period between 1994 and 2005. Examination of Figures 2 and 3 reveals that the Engineering program has responded to market demand for the product by right-sizing the staffing level. Figure 2 shows that Engineering FTEF has declined from 1.8 in 96-97 to 1.09 for the current academic year.

Engineering is a laboratory-intensive discipline that cannot effectively use the large-lecture instructional model. As such, the WSCH/FTEF efficiency metric is expected to be somewhat lower than that found in, say, Mathematics (525) or History (620). During the 1990’s, a period of high enrollment, Engineering’s WSCH/FTEF was about 350. This level tends to match those found in other non-required, lab-based disciplines, such as Architecture (415), Digital Media (325), Physics (400), or Nursing (220). Thus, it appears that 350 is a reasonable goal for the Engineering instructional efficiency metric. Figure 3 shows that Engineering WSCH/FTEF has rebounded since 2002-03, indicating that the actions taken to match staffing with enrollments have been effective.

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The Engineering schedule has been adjusted to meet enrollment levels as evidenced by the improved WSCH/FTEF. In addition, the Engineering Schedule has been carefully crafted to avoid time conflicts with the engineering-relevant courses in Math and Physics. This level of coordination had been absent for some years prior to my joining the college.

The major overhaul of the curriculum began in Fall 2005. This puts the program into a transition period, which can be expected to last for 1-2 years. The course offerings appear to match student interest, with solid efficiency values. As such, there will be no changes, other than time shifts to avoid conflicts, in the Fall 2006 or Spring 2007 Engineering schedules.

5c. Discipline Plan Spreadsheets: See Attachment B.

5d. Success Data: See Attachment C.

5e. Analysis of success data.

Figure 4 (in Attachment J) displays recent success rates for the Engineering program and for the college as a whole. The source of the low success rates in Fall 2003 and Fall 2004 also caused the enrollment spikes seen at the same time: the Engineering 10 class.

Offered only in the fall, Engineering 10 is a ‘survey and exploration’ class, which has no prerequisites. The course goal is to educate students about Engineering as a potential academic and professional career. With no prerequisites and significant general interest, ENGR 10 typically attracts 40+ students, many of whom have only a casual or passing interest in Engineering. As an exploration course, many of the students determine during the course that Engineering does not fit into their life plans. This decision leads to high levels of withdrawal and nonsuccess. Since the number of students in this class is usually twice that of other Engineering courses, it has a large impact on the overall success rates.

Figure 4 also indicates that for spring semester (during which ENGR 10 is NOT offered), success rates for Engineering are quite comparable to those generated by the college as a whole. The 65-70% success rate should be viewed in light of the fact that Engineering is a rigorous field, and that, beyond ENGR 10, the program is directed toward transfer students.

Engineering courses beyond ENGR 10 focus on the building of a specific engineering skill. Skills-building is a coaching exercise that entails two main components:

Demonstration or modeling of successful skill execution by the instructor. Significant skills-development practice by the student with assistance as

needed from the instructor.

I have consulted with my Engineering instructor colleagues about instructional strategies during our Engineering Liaison meetings. In addition, the ELC meetings contain a Teaching Techniques seminar, which I attend. These discussions have improved my instructional methods and have provided insight into how to best transmit the course content to students. For example, the most hands-on lab in ENGR 45 came directly from the Teaching Techniques seminar. In this ‘Beam Deflection’ exercise, the students construct and test their own laminated beam specimens to assess the improvement provided by the composite structure.

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In terms of modeling success, I now have a better idea of the most appropriate mix of describing underlying concepts and the practical application of those concepts. I plan to offer more practical tutorials in both lab and lecture to give the students a stronger connection between theory and practice. Most tutorials and solved examples will be posted on the Engineering website to allow students to review the ‘solution model’ at the most convenient time.

In terms of skills practice, please not that the typical regimen for Engineering instruction at the university level includes exams, graded homework, and, if appropriate, hands-on lab work. The graded homework assignments and lab reports often comprise 20-50% of the final grade for a course at most 4-year institutions. This model has already been fully implemented in all Chabot Engineering classes.

Over the course of an academic term, students receive 12-20 homework assignments. The significant contribution to the course grades and substantial late penalties provides strong motivation for the student to keep up with the pace of the course. Pacing is a critical issue at the four-year institutions. Engineering courses, in a manner similar to math and science courses, typically build skills from start to finish. Failure to keep pace greatly reduces the chance for a student to succeed in the course.

Moreover, the graded homework assignments and lab reports provide feedback for both the students and gives the instructor a good statistical profile of the student’s mastery of the material. This leads to greater equity in the final grade assignment, and thus gives the student a realistic view of their probability of success in other Engineering courses.

Consider now the issue of CAPABILITIES that complement success. In years prior to the Fall 2005 modernization of the Engineering curriculum, students transferred from Chabot with no course in Computer Aided Design (CAD) or numerical analysis (Matlab) skills. While well-prepared in other areas, this lack of modern skills likely made the already-difficult Chabot to University transition that much more challenging. Sophisticated students recognized these deficiencies, and perhaps some of them went elsewhere to obtain these skills. Chabot is now competitive in terms of modern course content, and this should serve students well when they move beyond the college.

Finally, I also stress to the students the need to develop learning skills along with technical skills. Engineering is a highly dynamic and constantly-changing field. Students and practitioners need both current skills and the ability to learn new ones. In ENGR 10, I describe in detail how to study like an Engineer. I also post this lecture on the Engineering website to permit all engineering students to access it anytime. In all Engineering courses, I strongly advise students who have not taken ENGR 10 to review the study skills presentation at their very earliest convenience.

ALL UNITS:5f. Program Review: The Engineering program has not undergone the Program Review cycle yet.

5g. Progress in developing and assessing Learning Outcomes.

A pilot program has been designed around Learning Outcomes in ENGR 36 (Statics) and ENGR 43 (Circuits). See Attachment H for details on the pilot effort.

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Implementation of the Learning Outcome and Assessment process will commence during the next offering of ENGR 43 (spring 06) and ENGR 36 (Fall 2006).

5h. Costs/FTES: See Attachment I

Figure 5 displays program costs for many of the smaller disciplines at the college. While Engineering appears at the high end of the range on a unit basis, the absolute cost to maintain the discipline is only about $101.6K/yr, as opposed to, for example, the Design program at $160k/year.

The Engineering program has the capacity to grow somewhat without incurring additional costs. For example, if the FTES increases from the current value of about 11 to only about 14, then the unit costs drop to about $3.55k/student, more consistent with that seen in other small disciplines. Note, however, that the Engineering WSCH/FTEF metric currently runs near 350 (see Figure 3), which is the value seen even during times of high enrollment. This suggests that enrollment beyond about 15 FTES would likely require additional instructional staff.

The fact that an FTES improvement of only about 3 student significantly improves the cost picture emphasizes the need to increase enrollment. The main activities to improve enrollment over the next 1-2 years include:

Improving the Chabot to university course articulation to make the program more efficient, and thus attractive, for Engineering transfer students.

Continued ‘get out the word’ marketing efforts to increase awareness of the existence and value provided by the Chabot Engineering program.

5i. Suggestions to save money.As noted previously, the Engineering program has already been streamlined to reduce costs by:

Elimination of 4.3 CAH per year of adjunct instruction. Slashing of the Engineering supply budget by 50%, from $2,000/year to

$1,000/year.

5j. Suggestions to acquire new money.The best way to bring additional resources into the program without any increase in

costs entailsincreasing enrollment in the program. The primary tasks associated with this goal

are:

Improve articulation to bring additional resources into the program without any increase in costs

and increase enrollment in engineering courses. The primary tasks associated with this goal are:

Widespread articulation will increase the attractiveness of the program to potential students.

Target schools of engineering with which to maximize articulation (Berkeley, UC Davis, SJSU, CSUEB, etc.)

6. Budget Request: See Attachment D.

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7. Equipment Requests: See Attachment F.

8. Equipment Maintenance Contracts. There are none at this time.

9. Other. None at this time.

Chabot-Las Positas Community College DistrictEquipment Request

Measure B Bond Program

_x_Chabot College ___Las Positas College ____District Office

Account Code: __________________________________________________To be provided by the District Office

Division/Unit: Engineering in Math/Science

Brief Title of Request (Project Name): Vector Mechanics Demonstration tool to support hands-on learning in Engineering 36

Building/Location: 1612

Request Amount (include unit cost, total cost, tax, and shipping):

$800.00

Description of the specific equipment or materials requested:

General description of the PASCO ME-9299 Introductory Mechanics System:

Key Features:o Everything required to do 15 experiments.o Comprehensive, from vector addition to simple machines.o Easy setup.o Magnetic mounting.

A versatile lab system for demonstrating the basic concepts of simple machines, vector forces, torques, and more.

Designed for students:o First time Physics and Engineering students have enough on their

minds without unnecessary frustration in the lab. This system is designed to eliminate many of the problems common to statics experiments.

Designed for teachers:o The same features that make this an ideal system for students make it

convenient for the instructor. Teachers spend less time helping students use the equipment and more time helping them understand the physics. An excellent demonstration system for small classes. Experiment board can be written on with a dry erase marker. The storage box keeps everything, even the board, in its place.

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What educational programs or institutional purposes does this equipment support? How does the request relate specifically to the Educational Master Plan?

Will improve student learning in ENGR 36, which, in turn, will better prepare the student for transfer to the UC or CSU school of Engineering.

Why is this equipment necessary?

_____Immediate health, safety, or security issues

_____Increases enrollment

_____Prevents further deterioration of facilities

_____Replaces deteriorated equipment or facilities

_____Shows cost advantage due to rising prices

_____Provides visibility for the Bond Program

_x___Is easily executed, in terms of time and money

Describe how the above criteria are satisfied:

This is a commercial, off the shelf product.

What is the consequence of not funding the equipment?

Continued use of the whiteboard to demonstrate these concepts.

What alternative approaches have been considered to meet programmatic demands for this equipment?

A few of the concepts can be demonstrated with home made apparatuses.

How many students will be impacted by the purchase of this equipment? 20/year

Do students use this equipment? __x__yes _____no

Is this equipment a replacement? _____yes __x__no

Staffing requirements for new equipment (number of staff, are they available, training, etc.):

Will training be required? _____yes __x__no

At whose cost?

What are the estimated ongoing costs (for maintenance, etc.)? None

Are there potential utility costs/savings? No

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Required signatures:

Signature Date Extension

Requested by: ______________________________________________________

Dean: _____________________________________________________________

Vice President: ______________________________________________________

Director of Facilities: _________________________________________________

Vice Chancellor: _____________________________________________________

Endorsed by the Board of Trustees:

Date:

Item #:

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Appendix 4 – Student Learning Outcomes Pilot Program for ENGR43

Chabot Engineering-43Student Learning

Objectives & Assessment

Bruce Mayer, PE19-Sep-05

No. Item Description/Status01 Course ID Engineering 43, Engineering Circuit Analysis02 Course Outline ENGR43_F05.doc per

http://www.chabotcollege.edu/academics/ENGINEERING.asp03 Expected

Outcomeoperate standard electrical-engineering laboratory equipment to characterize the operation of linear circuitsoscilloscopefunction generatordc power supplyanalog volt-ohm-amp meter (VOAM)digital multi-meter (DMM)basic circuit components, such as:circuit board (bread board) resistorcapacitorinductor

04 Learning Objective: Conditions

The Student will be Given, or Given Access toCircuit ComponentsWires circuit board (bread board) resistorscapacitorsinductorsAn Electrical Power Source, in this case a sinusoidal function generatorInstruments

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LCR MeterTrue RMS Digital MultimeterOscilloscopeAn electrical circuit schematic (in engineering-standard notation) with electrical-quantity points indicated and/or describedAn instruction sheet specifying the Application conditions for the power sourceElectrical Measurements to be made

05 Learning Objective:

Student Action

Upon Request the student willConstruct a physical circuit using the components and Power SourceApply the Power Source at the specified Amplitude and FrequencyMake measurements consisting of quantities with appropriate units forElectrical CurrentElectrical PotentialElectrical Phase Angle

06 Learning Objective

Assessment Vehicle

The Practical Laboratory-Examination Scoring Sheet, with scoring per the best professional opinion of the instructor. See

07 Learning Objective Success Criteria

Student Earns a minimum score of >70%

08 Current Student

Performance

In Sp05 edition of the practical exam 12 of 16 students met the >70% success criteriaClass average for 16 examination was 81.2%

09 Trends in Learning Gaps

The Sp05 exam reveal learning gaps:Errors in Circuit ConstructionMaking Current Measurements with the DMMMaking Phase Angle Time-Measurements with the OscilloscopeCalculating Phase Angle in Degrees from the Phase Angle Time Measurements

10 Instructional Tactics to Improve

Outcomes

To Improve the Outcome, implementAdditional physical demonstrations of Current and Time-Based Phase Angle MeasurementWrite and deliver a tutorial on the calculations needed to convert from Phase-Time to Phase-Degrees

11 ValidityAnalysis

Was the CRITERIA Appropriate? Yes - NoWas the ASSESSMENT Valid?: Yes - No

12 ResultsAnalysis

Quantitation:State the improvement (or decline) in student performance in terms of NUMBERS

Go/NoGoWas the Improvement SATISFACTORY? Yes - No

SLOAC_ENGR43-1_0509.doc

No. Item Description/Status01 Course ID Engineering 43, Engineering Circuit Analysis

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02 Course Outline ENGR43_F05.doc per http://www.chabotcollege.edu/academics/ENGINEERING.asp

03 Expected Outcome

list the characteristics of ideal operational amplifierssolve Ideal operational amplifier circuits for the output-voltage and/or output-gain;


The Student will be Given a Schematic Diagram of an operational amplifier circuit that may contain some or all of the following electrical componentsOperational Amplifiers Specified as having “ideal” characteristics, but ideality is NOT specified in detailVoltage SourcesCurrent SourcesResistorsCapacitorsInductorsAccess to a calculator


Student Action

Upon Request the student will use analyze the given circuit to quantitatively determine one or both of the circuitOutput Voltage, VoutCircuit Voltage Gain; Vout/Vin


Assessment Vehicle

In each of the Two Midterm Exams, and Final Exam will contain OpAmp problems. The performance on these questions will be tracked as a specific Learning-item.


Student Earns a minimum score of >70% on the Three Exam Problems

08 Current Student

Performance

To be BaseLined in Sp06


Previous versions The Engineering Circuits Class Suggest weakness in:Recognizing Virtual Grounds across the OpAmpMisApplication of Kirchoff’s Current Law due to the fact that the OpAmp Can Source or Sink Current From/To the attached Power Supplies


Outcomes

To Improve the Outcome, implement:Add an analysis portion to the Laboratory Exercise on OpAmps

11 ValidityAnalysis


12 ResultsAnalysis




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Appendix 5 – Student Learning Outcomes Pilot Program for ENGR36

Chabot Engineering-36Student Learning

Objectives & Assessment

Bruce Mayer, PE21-Sep-05

No. Item Description/Status01 Course ID Engineering 36, Engineering Mechanics - Statics02 Course Outline ENGR36_F05.doc per


Outcomeuse vectors and vector mechanics to solve for unknown forces and moments acting on points and rigid bodies


The Student will be Given a Space Diagram Showing the Geometry of a Static Structure with Applied LoadsAccess to a calculator


Student Action

Upon Request the student will analyze the given structure to quantitatively determine one or more ofThe Forces at the Structure Supports (i.e., the Reactions)The Forces in structural Members such as cables or beamsThe net force, both in magnitude and direction, applied to a particleThe Force or Moment required to Maintain Static Equilibrium


Assessment Vehicle

Each of the Two Midterm Exams, and the Final Exam will contain Force/Moment problems. The performance on these questions will be tracked as a specific Learning-item.


Student Earns a minimum score of >70% on the Three Exam Problems

08 Current Student

To be BaseLined in Fall06

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Performance09 Trends in

Learning GapsPrevious versions The Engineering Mechanics Class Suggest weakness in:Analyzing 3D structuresProper Application of Moments (twisting power)


Outcomes

To Improve the Outcome, implement an Individual-Student Take-Home Quiz:The Student will be assigned a problem 2-4 days in advance of Laboratory sessionThe Student will, during the Laboratory Session, present to the class his or her solution to the problemThe Student’s grade will include two componentsProper quantitative solution (50-75% Weight)The Quality of the solution Explanation during the Presentation (25-50% Weight)

11 ValidityAnalysis


12 ResultsAnalysis

Quantitation:State the improvement (or decline) in student performance in terms of NU MBERS



No. Item Description/Status01 Course ID Engineering 36, Engineering Mechanics - Statics02 Course Outline ENGR36_F05.doc per


Outcomeassess forces in loaded beamsevaluate reaction forcescompute shear-forces and bending-momentsdraw shear and bending moment diagrams;


The Student will be Given a Space Diagram Showing the Geometry of a Structural Beam with Applied Static LoadsAccess to a calculator


Student Action

Upon Request the student will analyze the given structure to quantitatively determine one or more ofThe Forces at the Structure Supports (i.e., the Reactions)Draw the internal-load diagrams for the beamShear ForceBending Moment


Assessment Vehicle

The second Midterm Exam, and the Final Exam will contain Shear & Bending-Moment problems. The performance on these questions will be tracked as a specific Learning-item.


Student Earns a minimum score of >70% on the two Exam Problems

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08 Current Student

Performance

To be BaseLined in Fall06


Previous versions The Engineering Mechanics Class Suggest weakness in:Finding the Beam ReactionsThe mathematical Relationship, including signs, between Shear and Bending


Outcomes

To Improve the Outcome, implement a Lab Tutorial withAn Emphasis on the mathematical relationship between Shear and bendingUse MATLAB to illustrate the Mathematical Connection

11 ValidityAnalysis


12 ResultsAnalysis




Appendix 6 – Marketing Proposal as Submitted to the Chabot College Marketing Committee on 11Nov05

Who is the audience you are trying to reach?Chabot INTERNAL RecruitingTarget Audience = Math/Science Students who Might Otherwise “Drift Away” From The Calculus-Based Technical Courses; e.g. MATH1-6, PHYS4ABCChabot-District High SchoolsTarget Audience = Advanced Math and/or Science Students who likely have an insufficient awareness of engineering

Is there an opportunity for face-to-face contact in your marketing effort (i.e. visiting high schools)?INTERNAL Recruiting at Chabot Math & Science ClassesVisit Mathematics and Science Classes to raise the profile of Engineering on CampusEXTERNAL Recruiting at Chabot-District High Schools

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Made formal requests to ALL district high schools regarding the opportunity to present on the instructional/cost effectiveness of starting the study of Engineering at Chabot College

What marketing efforts have been made before and what happened?INTERNAL Recruiting at Chabot Math & Science ClassesI have visited 12+ Chabot College Math & Science courses to raise awareness of the desirability of Engineering as an academic and professional career. Courses visited, and “Should I be an Engineering FAQ” flyer left at include:MATH1, MATH52, PHYS4A, CHEM1AI created a physical-demonstration, wrote a six-page flyer, and developed a presentation for the Chabot College Counseling MegaDay on Sat/07May05. I then conducted a workshop on the Chabot Engineering program using the previously noted materialsPresented at the Feb04 Career Exploration Workshop as sponsored by the Chabot College Counseling GroupWrote an Advertisement for the last three Chabot College Course SchedulesPrepared a Hallway display for Building 1600 EXTERNAL Recruiting at Chabot-District High SchoolsI visited the Eden Area ROP Robotics Class on 03Feb04 to present on Chabot EngineeringI have contacted ALL district high schools regarding presentation visits. Two Schools agreed to visits over the last two yearsSan Lorenzo High SchoolThree visits: May04, Oct04, Feb05Spoke to a total of 5 Advanced-Math ClassesJames Logan High SchoolOne visit in May05Spoke to 3 Advanced-Math ClassesEvaluation of the results of the marketing effort in terms of “Added Students” has been difficult to quantify due to uncertainty as to which students took engineering courses based solely on the marketing effort. Qualitatively, the feedback has been very strong with many “after-presentation” meetings, phone-calls, and eMails.

Do you have a specific marketable focus or distinction within your program?Chabot INTERNAL RecruitingMessage = If you have an APPLIED Math/Sci Orientation, then Engineering is a Perfect Fit for your inclinationChabot EXTERNAL (High School) RecruitingMessageEngineering is a GREAT Academic and Professional EndeavorLower Division (years 1&2) Education at Chabot is just as good as ANY 4-yr InstitutionThere are Advantages of Attending Chabot When Compared to 4-yr Institutions

Do you have ideas for distinctive approaches or content?Basic Marketing ElementsShow that a Community College Engineering Education is NO impediment to Academic/Professional/Career AchievementRaise the awareness of math/science oriented students to the desirability of Engineering as an applied-math or applied-science careerDemonstrate the Economic Viability of an Engineering CareerRaise awareness of the EFFECTIVENESS of a lower division engineering education at Chabot

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Illustrate the COST Efficiency of the Chabot College Lower-Division Education

Is there student testimony available regarding the program?None solicited to date; however, this would not be difficult to obtain as I have maintained contact with many former students who have transferred University Schools of Engineering.I do have “silent testimony” in the number of Chabot College engineering students who have been accepted at transfer universities. For Example The 2005 transfer-list includes 19 successful transfers (see also )UC Berkeley (9)CE, ME, EE, ChemEUC Davis (ME)UC Irvine (BioE)BioEUCLA (ME)San Jose State (7)CE, ME, EE, ChemE

Is there a “hook” or element of engagement for reaching the consumer?Elements Common to internal (Chabot) and external (HiSchool) PresentationB. Mayer as MODEL of a Successful Community-College Educated EngineerStarted in the Equivalent of Chabot’s MATH54, and ended up with TWO Graduate Degrees from STANFORD UniversityObtained Four PATENTSWrote and Five TECHNICAL PAPERS that were published in respected journalsRegularly Guest Lectures at the CALPOLY-SLO School of EngineeringHow to Be Attractive to Employers who Recruit New-Grad engineers Shows the Benefits of Having an Instructor with Significant Industrial ExperienceAnswer the “What do Engineers Do?” QuestionDescribe What is “Cool” About EngineeringDemonstrate the Economic Viability of Engineering as a CareerElements specific to the High School audiencesConvince Them that Lower-Div Education at Chabot is as good as that from, Say UCD or CalPoly-SLONote the More FLEXIBLE SchedulingInform that Chabot has GREAT InstructorsChabot offer HUGE $-Cost Advantages over the UC and CSU options

What resources do you think you need? (Note: release time will not be paid for)?It would be nice if the college could provide a lightweight and portable PowerPoint PROJECTOR for use during High School and other off-campus presentations.Help with the Development of a Glossy-Paper Brochure.Assistance with arranging recruiting presentation visits to Local high SchoolsAssistance with arranging meetings with the Counselors at Local High SchoolsAllow me to train someone who can make engineering recruiting visits to local high schools in my place. An additional presenter would help to increase the quantity and frequency of the high school visits.

How much of a hands-on role will you be able to play in this marketing effort? (This is an essential part of your proposal.)

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I would continue to the be the “Creative Force ” in the effort in that I would write most of the marketing materialsI would also continue to be the primary presenter; both internally and externally

A partial Listing of Marketing material prepared to-date:ChabotENGR_Cool_Engineering_PreCollege_Presentation_BMayer_0509.pptENGR-10_Lec-01_Fall05_Cool Engineering.pptCool Engineering_Bulletin-Bd_0509.pptFAQ_Which_Courses_Should_I_Take_0505_BW.pptCollege_Should_I-Be_an_ENGR_WebSite_Sp05.docChabotENGR_CalPolySLO_SystemEngr_PE-Lic_050531_WebPg.ppt

Most of the above documents can be found on the Home Page of the Chabot College Engineering Websitehttp://online.chabotcollege.edu/bmayer/index.htm

Please contact me if you need any additional information. I look forward to working with the CLPCCD Marketing team to further advance the Chabot College Engineering Program.

Regards, Bruce

Bruce Mayer, PE Engineering InstructorChabot College, Rm 203225555 Hesperian BoulevardHayward, California 94545eMail: [email protected] Wrk Ph: 510 723-7182http://online.chabotcollege.edu/bmayer/index.htmhttp://pages.sbcglobal.net/bmayer/

Attachment H:

SLOAC’s

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http://pages.sbcglobal.net/bmayer/

Attachment I:

KH Data

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Attachment J:

Figures and Tables

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