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Program Assessment Report

Name of the program: B.S. in Electrical and Computer Engineering Technology (ECET)

Year: Academic year 2015/2016

Date: June 10, 2016

Faculty Participant: Lak Amara

1-Introduction:

The ECET program is currently accredited by ABET –ETAC.

The program (*) outcomes assessment process requires to collect at the end of each

semester, from each faculty, the following items for each course that they taught during

the semester:

- a portfolio of course material (quizzes, exams, projects, term grades and other

relevant information):

- a Faculty Course Assessment Report (FCAR)

The data collected from the FCARs is then aggregated and used to quantitatively

assess the student outcomes objectives as specified by ABET for the Engineering

Technology field, in addition to qualitatively evaluating the mission of our department in

order to deliver a quality education in Electrical and Computer Engineering Technology.

This program has a documented and appropriate student outcome assessment, in addition

to an evaluation process that is functioning on a chosen cycle.

This whole process is in line with the continuous improvement criterion which

requires assessment cycles and continuous monitoring of faculty teaching performance,

material coverage in each course and student performance and feedback from all

constituencies. Our continuous improvement plan includes:

- an assessment process in place (tools and metrics) done periodically

- evaluation of assessment data

- designation of an assessment coordinator

Likewise suggestions from faculty and the Industry Advisory Board are discussed

during departmental meetings. This includes, among others, changes to make to course

topics, identification of concerns related to the education process and suggestions to

improve the curriculum.

As stressed by ABET, the program must have student outcomes that are

documented, clearly defined and adequate in breadth and depth to encompass the learned

capabilities of the a through k students outcomes as shown in Figure 1.

(*) now renamed student outcomes by ABET

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The 2015-2016 ABET Program or Student Outcomes for Electrical Engineering

Technology a through k are:

a. an ability to select and apply the knowledge, techniques, skills and modern tools of the

discipline to broadly-defined engineering technology activities;

b. an ability to select and apply a knowledge of mathematics, science, engineering and

technology to engineering technology problems that require the application of principles

and applied procedures or methodologies;

c. an ability to conduct standard tests and measurements; to conduct, analyze, and

interpret experiments; and to apply experimental results to improve processes;

d. an ability to design systems, components or processes for broadly-

defined engineering technology problems appropriate to program educational objectives;

e. an ability to function effectively as a member or leader on a technical team;

f. an ability to identify, analyze and solve broadly-defined engineering technology

problems;

g. an ability to apply written, oral and graphical communication in both technical and

non-technical environments; and an ability to identify and use appropriate technical

literature;

h. an understanding of the need for and an ability to engage in self-directed continuing

professional development;

i. an understanding of and a commitment to address professional and ethical

responsibilities including a respect for diversity;

j. a knowledge of the impact of engineering technology solutions in a societal and global

context; and

k. a commitment to quality, timeliness and continuous improvement.

Figure 1: ABET Student (or Program) Outcomes 2015-2016

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The matrix in Figure 2 shows which course(s) from the curriculum are strongly

connected (marked with a 2) or loosely connected (marked with a 1) to a specific student

outcome.

Course

Title

a

b

c

d

e

f

g

h

i

j

k

ETCS 105

Career Discovery

1

2

Computer Technology courses (28 credits)

CTEC 204

Prog. Techniques I

2

2

CTEC 206

Prog. Techniques II

2

2

CTEC 216

Digital Electronics

2

2

1

2

CTEC 235

Microcomputers I

2

2

2

1

1

CTEC 241

Circuit Design and Fab.

2

2

2

2

ffdffddfffd

CTEC 243

Applied Computational Analysis I

2

2

2

CTEC 247

Applied Computational Analysis II

2

2

1

2

CTEC 335

Microcomputers II

2

2

1

1

CTEC 350

Microcontroller Based Sys.

2

2

1

2

Electrical Technology courses (27 credits)

ETEC 110

Electrical Technology I

2

2

1

2

ETEC 120

Electrical Technology II

2

2

2

ETEC 131

Electronics Technology I

2

2

2

1

ETEC 231

Electronics Technology II

1

1

2

1

ETEC 310

Communication Circuits

2

2

2

2

1

ETEC 410

Control System Technology

2

2

2

1

2

4

ETEC 495

Seminar Project

1

1

2

2

2

2

2

Electrical and Computer Technology Elective courses (9 credits)

CTEC 430

Digital Signal Processing

2

1

2

2

CTEC 460

Computer Networking Tech.

1

2

2

CTEC 471

Internet Dev.

2

2

2

1

2

2

ETEC 240

Energy Technology

1

2

ETEC 420

Communication Circuits II

2

1

MTEC 210

Intro. To CAD

1

2

2

Industrial Engineering Courses (9 credits)

IENG 240

Engineering Economics

2

2

2

IENG 251

Project Design

2

2

2

IENG 400

Ethics & Global Issues

1

2

2

2

2

Key: 1 = Minor Contribution to Outcome; 2 = Major Contribution to Outcome

Figure 2: Matrix of relationships between courses and student outcomes (updated)

1. Which program learning outcomes have been assessed for the planned academic

year?

Starting Fall 2015, the ECET department began an assessment cycle of two years as

elaborated in the 2014-2015 assessment plan.

Semester Assessed Student

Outcomes

Fall 2015 a, c

Spring 2016 b, d, i

Fall 2016 e, h, j

Spring 2017 f, g, k

Figure 3: Two year assessment cycle

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2. What measuring instruments were used for the assessment?

The student outcome assessment in place for the program to ensure continuous

improvement is based on a process which includes direct and indirect assessment

measures. Our direct method is based on Faculty Course Assessment Reports (FCARs)

which are submitted by the faculty for each course at the end of each semester.

The EGMU rubric that we used is shown in Figure 4.

Figure 4: EGMU Rubric

EGMU Rubric Score

E-Excellent

attributes and behavior in the rubric

3

G-Good

ates/accomplishes the


2

M-Minimal


1

U-Unsatisfactory


0

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The table in Figure 5 shows a list of courses that have been selected to measure specific

student outcomes.

ABET Program Outcomes ABET a-k Strategies/Actions Assessment Methods

An ability to select and apply the knowledge, techniques,

skills and modern tools of the discipline to broadly-defined

engineering technology activities;

a

* Include adequate course

learning outcomes (CLOs) in the

curriculum courses * Use of

engineering application

oriented software * Project

experiences with real life examples

* Collection of Faculty Course Assessment

Reports (FCARs) * Selected courses of

which LOs are strongly connected to this PO: CTEC 204, CTEC 216, CTEC 235, CTEC 243,

ETEC 310 and IENG 240

An ability to select and apply a knowledge of mathematics,

science, engineering and technology to engineering technology problems that require the application of

principles and applied procedures or methodologies

b

* Curriculum requirement of

courses in mathematics,

physics, chemistry, ECET and

engineering management

*Establishment of adequate course

learning outcomes (CLOs) in the

curriculum courses



which LOs are strongly connected to this PO: CTEC 241, CTEC 247, ETEC 410, CTEC 471, ETEC 240, IENG 240,

IENG 251

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An ability to conduct standard tests and

measurements; to conduct, analyze and interpret

experiments; and to apply experimental results to

improve processes;

c

Project laboratory experience

emphasizing: - system analysis

and system design problems,

- teamwork, and

- communication (oral and written

form)



which LOs are strongly connected to this PO: CTEC 216, ETEC 110,

ETEC 131, ETEC 310 and ETEC 420

An ability to design systems, components or processes for broadly-defined engineering

technology problems that are appropriate to program

educational objectives

d

Project Laboratory experience

emphasizing the design of electrical

/ computer systems and

related technology processes



which LOs are strongly connected to this PO: CTEC 206, CTEC 335,

ETEC 410 and CTEC 471

An ability to function effectively as a member or leader on a technical team

e

Project Laboratory work experience that emphasizes joint tasks, team

work and communication



which LOs are strongly connected to this PO: ETEC 120, ETEC 131, ETEC 310, IENG 251,

CTEC 235 and CTEC 335

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An ability to identify, analyze, and solve broadly-defined

engineering technology problems

f

Project Laboratory work and seminar project experience

with specific design

requirements

* Student required to work on a substantial,

one semester duration, design project

according to defined specifications

*Collection of Faculty Course Assessment


which LOs are strongly connected to this PO: ETEC 231, ETEC 410,

ETEC 495, ETEC 430 and CTEC 471

An ability to apply written, oral and graphical

communication in both technical and non-technical environments; and an ability

to identify and use appropriate technical

literature

g

* Ability to search and fetch

technical info for courses involving programming or for the design of

systems * Project

Laboratory work experience

requiring analysis and design of systems that

include pre-lab collection of information,

teamwork and communication

* Work on design projects requiring

technical literature *Work on a non-

technical but scientific paper requiring

scientific literature *Collection of Faculty Course Assessment


which LOs are strongly connected to this PO: ETEC 110, ETEC 310, ETEC 495, CTEC 430, CTEC 471, IENG 400, CTEC 241, CTEC 350

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An understanding of the

need for and an ability to

engage in self-directed

continuing professional

development

h

* Engage students in a self-directed

effort to write technical and non-

technical but scientific papers,

and designing electrical and

computer engineering systems and

processes



which LOs are strongly connected to this PO: ETEC 495, IENG 400, CTEC 460, CTEC 471

An understanding of and a commitment to address professional and ethical

responsibilities including a respect for diversity

i

Emphasized in the Ethics and Global Issues course as

well as in the Seminar Project

course



which LOs are strongly connected to this PO: ETEC 495, IENG 400

A knowledge of the impact of engineering technology

solutions in a societal and global context

j Emphasized in the Ethics and Global

Issues course



which LOs are strongly connected to this PO:

IENG 400

A commitment to quality, timeliness and continuous

improvement k

* Curriculum requirement of courses in ECET

*Include adequate Course Learning Outcomes (CLOs) in the curriculum

courses



which LOs are strongly connected to this PO: ETEC 495, IENG 251, CTEC 235, CTEC 241

Figure 5: Program Outcomes, Strategies and Actions for Assessment

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3. What were the important findings? How well did students achieve the targeted

learning outcomes?

The EGMU scores (0-3) are evaluated with the Faculty Assessment Report Card (FCAR)

that all instructors submit at the end of each semester for each course that they teach. An

EGMU score of 1.5 or 60% is considered to be our benchmark score (this corresponds to

a grade C). Anything below this mark requires special attention from the instructor, who

with the suggestions from the assessment committee, can find new approaches to teach a

specific subject matter and/or change his course teaching strategy to improve the score

the next time the course is offered. In Figure 6, we show the courses that were selected to

measure specific student outcomes.

Selected Courses

Measured Student Outcomes

a b c d i

ETEC-120-M01

1.64 ETEC 110-M01

2.36

ETEC 131-M01 ETEC 310-M01 2.70

2.50

ETEC 410-M01

2.00

1.82 ETEC 495-M01

2.17

CTEC 204-M01 1.76 CTEC-216-M01

1.88

CTEC 247-M01 2.00 2.00 ETEC 420-M01

2.45

CTEC 243-M01

2.32 CTEC 471-M01

CTEC 241-M01

1.71 CTEC-235-M01 1.96

CTEC 350-M01

2.71 IENG 240-M01 2.03 2.11

IENG-400-M01

2.34

Benchmark 2.14 2.10 2.10 2.17 2.25

Figure 6: Selected Courses and measured student outcomes

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As constructed in Figure 6, all scores for the student outcomes a, b, c, d and i are between 2.14 and 2.25, which are clearly above the benchmark value of 1.5.

Benchmark

Value a b c d i

Maximum Value

1.5 2.14 2.1 2.1 2.17 2.25 3

Figure 6: Student Outcomes Benchmark Scores

4. Select action items that the faculty believes may enhance student learning. Decide

who will be responsible for the action and establish a timeline for completion.

The scores for all SOs (Student Outcomes) are above the benchmark value of 1.5, indicating

that no student outcome requires special attention. In general, while improving the scores

remains a good target for assessment, it is however correlated with many parameters such as class size, class logistics and of course student quality.

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5. What’s the assessment plan for next academic year?

For the next academic year, it will be the second year of our assessment cycle. We will

measure, as scheduled in our plan, the student outcomes e, h, j, f, g and k. It was decided

during our assessment meeting that, based on current trends in technology, a change in the

content of the courses CTEC 350 Micro-based Systems and CTEC 345 Microcomputers II

would be important to do. The course coordinators will come up with new syllabi for the next

academic year. Of prime importance is also, after review of 2016-2017 program criteria for

Electrical technology programs, the need for the students to demonstrate:

“the ability to apply project management techniques to electrical/electronic(s) systems.”

A thorough review of the course IENG 251 Project Engineering will take place this

summer to make sure that this criteria is being emphasized in the course when it is

offered again during Fall 2016. Furthermore, the 2016-2017 academic year precedes the

ABET visit, which is expected for November 2017. As a result, the assessment must be

rigorous throughout the whole year. A self-study report is due to ABET around July 2017 as

well. In addition, for each course in the curriculum, a portfolio containing pertinent

information and student work samples will be prepared for ABET reviewers.

Lak Amara

Chair ECET

June 2016.

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