weber state university annual assessment of evidence of … eng tech... · 2014-03-19 · eet 4010...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Electronics Engineering Technology Academic Year of Report: 2013-2014 Date Submitted: October 4, 2013 Report author: Julanne McCulley Contact Information: Phone: 801-626-7267 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No further

information is needed. We will indicate “Last Reviewed: [current date]” on the page.

If the information is not current, please provide an update: The information is current.

http://www.weber.edu/portfolio/departments.html

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B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update:

Electronics Engineering Technology is an ABET Accredited program offering three degrees: AAS, BS, and a minor in Electronics Engineering Technology. The Electronics Engineering Technology Department Program (EET) provides an applications-oriented education which produces graduates who are prepared to make significant contributions in technical professions. The Bachelor of Science EET program in the department prepares students for the technical challenges in the design, application, installation, and implementation of electrical and electronic systems.

Electronics Engineering Technology Program Website

Contact Information: Julie McCulley [email protected] Weber State University 1802 University Circle Ogden, UT 84408-1703 (801) 626-7267


http://www.weber.edu/EET/default.html

mailto:[email protected]

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C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed. Current

If they are not current, please provide an update:

Measurable Learning Outcomes Student Learning Outcomes

1. An ability to select and apply the knowledge, techniques, skills, and modern tools to analyze AC, DC, digital, and

microprocessor based circuits.

2. An ability to select and apply knowledge of mathematics, science, engineering, and technology to electronics related

problems.

3. An ability to conduct measurements using modern lab equipment and analyze and interpret experimental results in lab

reports, using the results to make improvements.

4. An ability to design electronic circuits, systems or processes that solve an engineering problem

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

6. An ability to identify, analyze, and solve problems with electronic circuits or electronic systems

7. An ability to apply written, oral, and graphical communication to relate technical information, using appropriate

technical literature for support.

8. An understanding of the need for, and ability to engage in, self-directed continuing professional development

9. An understanding of, and a commitment to address, professional and ethical responsibilities including a respect for

diversity.

10. Knowledge of the impact of engineering technology solutions relating to our community and on a global level.

11. Commitment to quality, timeliness, and continuous improvement

D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last



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Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

E = Emphasized A = Assessed Comprehensively by: Lab=L, P=Project or Paper, Q=Exam, R=Rubric, S=Survey Example: E,P = Emphasized, Project

Curriculum Map

Core Courses in Department/Program

Department/Program Learning Outcomes

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EET 1110 Basic Electronics E,L,Q E,L E,Q EET 1130 Digital Systems A,Q A,Q A,Q EET 1140 AC & DC Circuits A,Q A,L A,Q EET 2110 Semiconductors A,Q A,Q A,L A,Q EET 2120 Power and Motors AQ EET 2130 Printed Circuit Board Design A,Q,R A,R E,R E,R E,R EET 2140 Communication Systems A,Q A,Q A,L A,Q EET 2150 Embedded Controllers A,Q A,Q EET 2160 Troubleshooting A,Q A,P A,Q A,Q EET 2170 Industrial Controls A,R EET 3010 Circuit Analysis A,Q A,Q A,Q EET 3040 Instrumentation & Measurements A,Q A,R A,R A,R A,P EET 3060 Real-Time Embedded Systems A,Q A,Q EET 3090 Program Management A,P A,Q EET 4010 Senior Project I A,R A,R A,R A,R A,R A,R EET 4020 Senior Project II A,R A,R A,R A,R A,R A,R

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Core Courses in Department/Program

Department/Program Learning Outcomes

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EET 4030 Controls and Systems A,Q A,Q A,Q EET 4040 Signals and Systems A,Q A,Q A,L A,Q EET 4060 Advanced Communications A,Q A,Q A,Q EET 4090 System Design and Integration A,Q A,Q EET 4890 Coop Work Experience A,S A,S A,S A,S A,S A,S EET 4800 Independent Study A,R A,R EET 4900 Special Topics A,R A,R Additional Information (if needed) E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if the plan current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

If the plan is not current, please provide an update: The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year.

Please review the plan displayed for your department at the above site. The plan should include a list of courses from which data will

be gathered and the schedule, as well as an overview of the assessment strategy the department is using (for example, portfolios, or a

combination of Chi assessment data and student survey information, or industry certification exams, etc.).

Please be sure to include your planned assessment of any general education courses taught within your department. This information

will be used to update the General Education Improvement and Assessment Committee’s planning documentation.

The EET Program will use the following tools for assessment as per the schedule shown:

Direct Assessment – course or program embedded assessment tools


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Student Exit Exams: Students will pass an exit exam in the sophomore and junior years with a proficiency of 70% or better.

The exam will be implemented in Spring 2014 in CEET 2140 and CEET 3010 to determine effectiveness.

Course assignment, quiz, and exam scores. 70% or better is a passing grade.

Certifications

Course Rubrics are used for student projects in project based courses Indirect Assessment – program surveys and program reviews

Industry Advisory Board - Annual industry advisory board review Industry Coop Work Experience Survey Reviews Exit surveys for graduating students

Assessment Schedule Assessment will be performed on the following tracks once every three years. 2012-2013 Analog CEET 1110 CEET 1140 CEET 2110 CEET 2130 CEET 3010 CEET 4030 CEET 4060 2013-2014 Digital CEET 1130 CEET 2150 CEET 3060 CEET 4040 2014-2015

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Other CEET 2120 CEET 2170 CEET 3040 CEET 3090 CEET 4010 CEET 4020 CEET 4090 CEET 4800 CEET 4890 CEET 4900 F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.

a. Evidence of Learning: Courses within the Major (duplicate this page as needed)

Evidence of Learning: Courses within the Major

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Measure 1: Exam Measure 1: 75% of students will score above 70%

Measure 1: CEET 1110: 83% CEET 1140: 82% CEET 2110: 71%

Measure 1: Students demonstrated technical knowledge of AC and DC circuits

Measure 1: Implementation of a department al exit exam in addition at the

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CEET 3010: 70% CEET 4030: 100% CEET 4060: 100%

through analysis determined by results from assignments, quizzes, and exams. Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude.

sophomore and junior levels for aggregate assessment. Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude. Emphasis is being placed on higher level math skills as prerequisites for these courses.

Measure 2: Employer survey

Measure 2: 75% of students will score above 70%

Measure 2:

Measure 2: Measure 2:

Measure 3: Rubric or contract

Measure 3: 75% of students will score above 70% on an original final design project.

Measure 3: CEET 2130: 85%

Measure 3: Students demonstrated the ability to develop and analyze a microprocessor circuit.

Measure 3: no change required.

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Learning Outcome 2: Measure 1: Exam Measure 1: 75% of students will score above 70%

Measure 1: CEET 2110: 71% CEET 3010: 70% CEET 4030: 100% CEET 4060: 100%

Measure 1: Students demonstrated the ability to select and apply knowledge of mathematics, science, engineering, and technology AC and DC circuits, assessed through homework and exam problems. Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude.

Measure 1: Implementation of a department al exit exam in addition at the sophomore and junior levels for aggregate assessment. Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude. Emphasis is being placed on higher level math skills as prerequisites for these courses.

Measure 2: Rubric for project based courses. Employer Survey for CoOP Work Experience


Measure 2:


Learning Outcome 3: Measure 1: Lab Measure 1: 75% of students will score above 70%

Measure 1: CEET 1140: 69% CEET 2110: 93%

Measure 1: students demonstrated the ability to conduct standard tests and measurements through lab exercises where they conduct, analyze, and interpret experiments.

Measure 1: Change required. Students missed the lab exam which greatly affected their final lab grade. A make-up exam will be offered next year.

Measure 2: Measure 2: Measure 2: Measure 2: Measure 2: Learning Outcome 4: Measure 1: Rubric Measure 1: 75% of

students will score above 75% on the prototype circuit and the final PCB design.


Measure 1: Students demonstrated the ability to design an electronics circuit used in the fabrication of an

Measure 1: no change required

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original microprocessor based PCB project.

Measure 2: Measure 2: Measure 2: Measure 2: Measure 2: Learning Outcome 5: Measure 1: Rubric

and team evaluations. Measure 1: 75% of students will score above 70%


Measure 1: Students demonstrated their ability as an effective team member assessed by the instructor and by team members.

Measure 1: no change required.

Measure 2: Measure 2: Measure 2: Measure 2: Measure 2: Learning Outcome 6: Measure 1: Exam Measure 1: 75% of

students will score above 70%

Measure 1: CEET 1140: 82% CEET 2110: 71% CEET 3010: 70% CEET 4030: 100% CEET 4060: 100%

Measure 1: Students demonstrated the ability to identify, analyze, and solve problems with electronic circuits/systems on homework and exam problems. Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude.

Measure 1: Lower percentages in CEET 2110 and CEET 3010 reflect deficiencies in math aptitude. Emphasis is being placed on higher level math skills as prerequisites for these courses.

Measure 2: Measure 2: Measure 2: Measure 2: Measure 2: Learning Outcome 7: Measure 1: Rubric Measure 1: 75% of

students will score above 70%

Measure 1: Measure 1: Measure 1:

Measure 2: Measure 2: Measure 2: Measure 2: Measure 2: Learning Outcome 8: Measure 1: Rubric for

project based courses. Employer Survey for CoOP Work Experience



Measure 2: Measure 2: Measure 2: Measure 2: Measure 2:

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Learning Outcome 9: Measure 1: Rubric for project based courses. Employer Survey for CoOP Work Experience


Measure 1: or better on 10 questions)










Measure 2: Measure 2: Measure 2: Measure 2:

*At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s).

b. Evidence of Learning: High Impact or Service Learning (duplicate this page as needed)








Learning Outcome 1: Measure 1: Measure 1: Measure 1: Measure 1: Measure 1:

Measure 2:


Learning Outcome 2: Measure 1: (Ex. Measure 1: (Ex. 85% of Measure 1: (Ex. 90% of Measure 1: Measure 1:

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Results of standardized test)

students will score at or above the national average)

students scored above national average)

Measure 2:


* At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s).

Additional Information (if needed)

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c. Evidence of Learning: General Education Courses (duplicate this page as needed or delete if department does not offer GE courses)








Learning Outcome 1: Measure 1: (Ex. A set of 10 multiple choice questions from Exam 1)

Measure 1: (Ex. 85% of students will score 80% or better on 10 questions)

Measure 1: (Ex. 93% of students scored 80% or better on 10 questions)


Measure 2:


Learning Outcome 2: Measure 1: (Ex. Results of standardized test)

Measure 1: (Ex. 85% of students will score at or above the national average)

Measure 1: (Ex. 90% of students scored above national average)


Measure 2:


*At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s).

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G. Summary of Artifact Collection Procedure

Artifact Learning Outcome Measured When/How Collected? Where Stored? Final Project Rubric 2,4,5,7,8,9,10,11 end of semester hard copies Exams 1,2,6 End of semester Hard copies Survey 1,2,8,9,10,11 End of semester Chi Tester electronic Labs 3 End of Semester Hard copies

Summary Information (as needed) Industry Advisory Board Meeting Minutes October 11, 2013

1. Internships – most of the attendees currently employ our EET students in internships, co-op work, or permanent positions. A request to employers was made to provide additional internship positions if possible.

2. Discussions on program improvements. a. Kevin Moss, Edge, suggested EET should incorporate more soldering into curriculum. SLCC uses ATC certification as

requirement for the program. Weber will look into that possibility.

b. Weber is establishing 3 paths through the program: digital, instrumentation and communication. Students will take

at least one course in each path per semester. Advisory board agreed this was a good way to proceed.

c. Weber looking at lining up GenEd and electives to make it easier for students to obtain a business minor. Jared Rea,

Austral Star, feels technicians who have a business attitude are a great benefit to his company.

d. Split CEET 1140 AC/DC into two separate courses, this would allow more lab time for DC portion. Varian and Austral

both agreed this would be a benefit to graduates.

e. Jared Rea, Austral – Weber is going in the right direction, could use more PLC training. He has old equipment he

would donate if needed for troubleshooting.

f. Jordon Larson, Varian – Employees do a lot of troubleshooting. Moving towards wireless/RF.

g. Kevin Moss, Edge – Possibly build a shake table as a senior project.

3. Student Assessment – national exam a. Jordan Larson, Varian, did not feel it was necessary for EET grads to take a national exam. Agreed by rest of Advisory

Board.

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Industry Advisory Board Survey

EET Advisory Board Members were asked to rank EET students between 1 and 5, (1 =inferior, 5=superior).

1. Graduates are recognized as having mastered both the theory and application of the discipline. (Student Learning Outcome: a, b)

2. Graduates demonstrate the ability to effectively, creatively, and methodically solve problems in electronics through

experimentation, analysis, synthesis, and evaluation of data. (Student Learning Outcome: c, d, f)

3. Graduates are recognized as being personally effective as individuals, team members and team leaders in oral, written, and graphical communication. Students may also be recognized as having leadership potential. (Student Learning Outcome: e, g)

4. Graduates demonstrate a commitment to quality, ethics, service and continuous improvement in personal and

professional situations. (Student Learning Outcome: h, i, j, k)

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty Headcount 7 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured Full-time Non-Tenured (includes tenure-track) 2 Part-time With Master’s Degrees Full-time Tenured 1 Full-time Non-Tenured Part-time 1 With Bachelor’s Degrees Full-time Tenured Full-time Non-tenured Part-time 2 Other Full-time Tenured Full-time Non-tenured Part-time 1 Total Headcount Faculty 7 Full-time Tenured 1 Full-time Non-tenured 2 Part-time 4

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? Not enough evidence gathered to make a comparison at this time. Students need certification in soldering. They need more focus on troubleshooting skills, communication skills, and programming skills. [To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes).]

2) With whom did you share the results of the year’s assessment efforts?

The assessment results were shared with the industry advisory board.

3) Based on your program’s assessment findings, what subsequent action will your program take?

a. CEET 2160 will be revamped to include solder certification and troubleshooting skills labs. b. Presentation skills will be emphasized in several courses prior to assessing them in upper division courses. c. Programming skills will be increased through additional Matlab instruction and programming assignments. d. A departmental exit exam will be administered in CEET 2140 for aggregate assessment for the AAS EET and in

CEET 3010 for the junior level.

weber state university annual assessment of evidence of … eng tech... · 2014-03-19 · eet 4010...

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