TAC Self-Study Questionnaire
ABET Self-Study Report
April 2006
Self-Study Report
Mechanical Engineering Technology Associate Degree Program
Penn State University
Hazleton Campus
Prepared for:
Technology Accreditation Commission
Accreditation Board for Engineering and Technology
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
Phone: 410.347.7700
Fax: 410.625.2238
e-mail: tac@
www:
School of Engineering Design, Technology and Professional Programs (SEDTAPP)
The Pennsylvania State University
Table of Contents:
A. BACKGROUND INFORMATION 4
A.1 Program Title 4
A.2 Program Modes 4
A.3 Actions to Correct Previous Findings 4
TAC/ABET Comments on Institutional Factors 4
Action Taken by the Institution…………………………………………………………………………………………………………...4
Action Taken by the Institution 5
TAC/ABET Program Weakness 5
Action Taken by the Institution…………………………………………………………………………………………………………...5
TAC/ABET Program Concern 7
Action Taken by the Institution 7
TAC/ABET Other Comments on the Program 7
Action Taken by the Institution 7
Action Taken by the Institution 7
B. ACCREDITATION SUMMARY 8
B.1 Program Educational Objectives 8
B.1.a-Mission 8
B.1.b-Educational Objectives 8
B.2 Program Outcomes 9
B.2.a-MET Program Outcomes 9
B.2.b-Relationship Between Program Outcomes and ABET Criterion 2: 10
B.2.c-Relationship Between MET Program Outcomes and Program Objectives: 12
B.2.d-Relationship Between MET Program Outcomes and Course Outcomes: 13
B.2.e-Organization of Display Materials Demonstrating Accomplishment of Outcomes: 15
B.3 Assessment and Evaluation 16
B.3.a-MET Program CQI Process: 16
1. The Engineering Technology Council (ETC)…………………………………………………………………………………………17
2. The Engineering Technology Advisory Board (ETAB): 18
3. System-wide Program Coordinators 18
4. Program Curriculum Committees 19
5. Course Chairpersons 20
B.3.b-Administrative Support Structure for Engineering Technology: 23
B.3.c-Examples of Continuous Improvement of MET Program……………………………………………….23
1. Examples of CQI Activities of SEDTAPP and Supporting Committees…………………………………………………………….23
2. Examples of CQI Activities of MET Curriculum Committee and MET Course Chairs……………………………………………..24
3. Examples of Continuous Quality Improvement-Closing the Loop at the System-wide Level……………………………………….24
Program Improvement…………………………………………………………………………………………………………….24
Course Improvement………………………………………………………………………………………………………………26
4. Examples of Continuous Quality Improvement - Closing the Loop at the Hazleton Campus……………………………………….31
Program Improvement……………………………………………………………………………………………………………..31
Course Improvement………………………………………………………………………………………………………………33
5. Assessment of Program Educational Objectives……………………………………………………………………………………..34.
B. 4 Program Characteristics………………………………………………………………………...34
B.4.a-MET Program Curriculum……………………………………………………………………………….34
B.4.b-Minimum Credits and Credit Distribution………………………………………………………………38
B.4.c-Quality Assurance of Core Courses……………………………………………………………………...41
B.4.d-Course Descriptions……………………………………………………………………………………...43
B.4.e-Demonstration of Adequate Attention to Key Curriculum Components………………………………..43
B.4.f-Co-operative Education Provisions………………………………………………………………………43
B.4.g-Additional Review Materials…………………………………………………………………………….43
B.5 Program Faculty………………………………………………………………………………….44
B.5.a-Faculty Analysis…………………………………………………………………………………………45
Biographical Data-Wieslaw Grebski, Ph.D……………………………………………………………………………………………46
Biographical Data-Raj Amireddy………………………………………………………………………………………………………48
Biographical Data-Maryam Ghorieshi…………………………………………………………………………………………………50
B.5.b-Relevance of Faculty Background to Program Curriculum…………………………………………….52
B.5.c-Adequacy of Faculty-Student Interactions………………………………………………………………52
B.5.d-Technical Currency of Faculty…………………………………………………………………………..52
B.5.e-Professional Development Program for Faculty………………………………………………………...53
B.5.f-Faculty Input into Program Objectives…………………………………………………………………..53
B.5.g-Faculty Workload………………………………………………………………………………………..54
B.5.h-Faculty Teaching Assignments………………………………………………………………………….54
B.6 Program Facilities………………………………………………………………………………...56
B.6.a-Physical Facilities………………………………………………………………………………………..56
B.6.b-Adequacy of Facilities…………………………………………………………………………………...58
B.7 Institutional and External Support……………………………………………………………...59
B.7.a-Institutional and Financial Support………………………………………………………………………59
B.7.b-Support Expenditures for the Program…………………………………………………………………..63
B.7.c-Characteristics of the Industrial Advisory Committee for the MET Program…………………………...64
B.8 Program Criteria………………………………………………………………………………….65
APPENDIX - CROSS REFERENCE: SELF-STUDY TO TAC OF ABET ASSESSMENT FORM…………………………………………………………………………………………...67
A. BACKGROUND INFORMATION
A.1 Program Title
The program covered by this report is titled Mechanical Engineering Technology (MET). Students graduating from the program are awarded the degree of Associate in Mechanical Engineering Technology. There are no options in the program.
A.2 Program Modes
The MET program is offered only as a traditional day-schedule program. There are no off-site, co-operative, on-line, distance-learning, or other non-traditional offerings. However, some courses are offered during the evening hours on a rotating basis to accommodate non-traditional students.
A.3 Actions to Correct Previous Findings
The last accreditation visit of the MET program occurred in September of 2000, and the final report documenting the findings of that visit was issued in August of 2001. There was one “weakness”, one concern”, and four comments found with respect to both the Institution and the MET program.
TAC/ABET Comments on Institutional Factors
It was observed that although there is room for an elective course in the curricula of both the electrical and mechanical engineering technology programs, there is no plan for a cooperative education program in either of the two programs. Consideration might be given to developing formal cooperative education programs to enhance student experiences in internships and cooperative programs with local industry.
Action Taken by the Institution
In order to enhance students’ industrial experience and get students involved in cooperative projects, the course, MET 297, was developed. A majority of the MET students are taking MET 297 in order to satisfy the technical elective requirement. Students in the MET 297 course are doing a design project for local manufacturing companies. While doing the projects, students are working with the company’s engineering staff and are being supervised by the faculty. A majority of those projects are implemented by the company. The student can see the implementation of their work. Some projects are sponsored by the Northeastern Pennsylvania Industrial Resource Center so the students can also benefit financially from their work. Although internships are available, they are not required. To require an internship, there would have to be a change in the MET curriculum. This change cannot be made at the Campus level. Discussions related to these changes are currently being held at the College level.
Policies of the United States Department of Education prescribe that literature of institutions refer to their ABET program accreditation by providing complete contact information of ABET. This information enables the public to contact ABET for the purpose of learning the nature and level of standards of programs holding ABET accreditation. TAC of ABET accredited programs should be specifically identified as “accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology, 111 Market Place, Suite 1050, Baltimore, MD 21202 – Telephone (410)347-7700.” Though the institution was advised in the previous TAC of ABET visit to provide the address of ABET in their publications, the university has inadvertently left out the address from their university catalog. The institution is requested to give attention to this requirement and utilize this wording in an easily identifiable location in literature such as the college catalog.
Action Taken by the Institution
The campus does recognize this omission. However, the University has stopped printing these catalogs two years ago. Presently, the University uses a web based version of these catalogs. We have advised the network administrators to include the complete contact information of ABET on its website.
TAC/ABET Program Weakness
The program does not provide adequate laboratory experiences for students, particularly in the areas of manufacturing processes, materials, thermal and fluid sciences, and controls/automation. Students do not receive any laboratory experiences in conventional machining, foundry, heat-treating, metallography, polymers, thermodynamics, heat transfer, fluid mechanics, and data acquisition. Much of the existing equipment utilizes old technology and is not of the type currently used in industry. Since one of the objectives of engineering technology is the development of technical skills, all students should be thoroughly familiar with the use and operation of analytical or measurement equipment common to their major field of study. It was recommended that the program provide more laboratory experiences for students using equipment of current technology and of the type encountered in industry.
ABET Criteria: Criterion I.K.2 states “…Laboratory manuals, experiments, and projects should clearly indicate that the facilities are being used to educate students in modern techniques of applied design, construction, operation, maintenance, testing, production processes, etc.” Criterion I.K.3 states that “it is particularly important that instruction in engineering technology be conducted in an atmosphere of realism. Theory courses…should be accompanied by coordinated laboratory experiences, including measurement, collection, analysis, interpretation, and presentation of data.” Further, criterion I.K.4 states that “Laboratory equipment…should be of the type that would be encountered in industry and practice.”
Action Taken by the Institution
In accordance with an agreement between the institution and the Hazleton Area School District, one of the required laboratory courses, IET 216, Manufacturing Processes Laboratory, is being taught at the Career Center of the Hazleton Area School District. The equipment at the center is the type that is currently used in industry. The Mechanical Engineering Technology students are now getting hands-on experience in machine tools, machining, welding, cutting, brazing, sheet metal fabrication, foundry process, manufacturing, planning, and manual and computer-aided programming for CNC and robotics.
In addition, the topics listed below were incorporated into IET101 – Manufacturing Materials, Processes Laboratory and MCHT214-Strength and Properties of Materials Laboratory.
a. Data Acquisition: Students use state of the art Mitutoyo Data Acquisition system to acquire data and compute statistical interpretation. This is incorporated into the student laboratory experiment entitled “Automated Data Acquisition and Evaluation of Process Capability”. A new set of data acquisition tools used in conjunction with a PC has been acquired to integrate a majority of the laboratory experiences to real-time data acquisition systems with a sampling rate up to 240 samples/second from DATAQ Instruments in Akron, Ohio. These devices are the same type as those employed in industry to monitor various system parameters like, temperature, pressure, stress, etc. The laboratory experiments are being upgraded to utilize this system in the course, MCHT214-Strength and Properties of Materials Laboratory.
b. Fluid Mechanics: The department procured fluid circuit tester # 9009 from Technovate, Inc. The students were able to experiment with the concepts of pressure drop in a pipe flow and Bernoulli principle using this system. This is incorporated into the student laboratory experiment entitled “Fluid Circuits”. Also, the students were able to experiment with the effect of heat on the viscosity of various lubricant oils. This was incorporated into the student laboratory experiment entitled “Viscosity Experiment”.
c. Heat Transfer & Thermodynamics: Two experiments were developed to expound on the principles of thermal expansion and thermal conductivity. These concepts were incorporated into the student laboratory experiments entitled “Coefficient of Thermal Expansion” and “Thermal Conductivity”.
d. Polymers: Students are exposed to these materials in the creep testing experiment utilizing SM106 MK II – Creep Measurement Apparatus from Tecquipment, England, to expound on the behavior of polymer materials in static loads and varying temperatures. This was incorporated into the student laboratory experiment entitled “Creep Testing”.
e. Heat Treating and Metallography: The department has acquired a state of the art oven, LINDBERG 5100 series with 1200 degree Celsius maximum temperature capability from G.S. Lindberg, A division of Allied Signal. This is the kind used in industry and research laboratories. This system gives the students exposure to heat treatment, annealing, and PLC programming concepts. The system is equipped with the PLC system to program and control the temperature for ramp up, ramp down, and set temperature(s) as done in industry. The sample material for this experiment was acquired from local industry and adopted into the course. These concepts were incorporated into the student laboratory experiments entitled “Effect of Heat Treatment on Hardness” or “Precipitation Hardening”.
TAC/ABET Program Concern
The program has a part-time technician, but the support is provided primarily after regular working hours. This arrangement forces the program faculty to do many of the laboratory set-ups, and occasionally perform equipment maintenance. Section I.K.7. of the ABET criteria states that “Satisfactory procedures and/or qualified support personnel for repair and maintenance of laboratory and other instructional equipment and for general laboratory assistance must be provided.” It is recommended that technician support and/or other satisfactory procedures be provided during regular working hours.
Action Taken by the Institution
The working hours of the laboratory technician have been extended. The technician is available as needed to provide laboratory set-ups and equipment maintenance during regular working hours.
TAC/ABET Other Comments on the Program
MET 206 is entitled “Dynamics and Machine Elements” but does not contain any topic coverage of machine elements. MET 210W is entitled “Product Design” but is primarily a machine elements course. It is suggested that courses or course titles be changed to reflect the actual topic coverage.
Action Taken by the Institution
The names of those two courses have been changed according to the suggestions made by ABET.
There are no technical courses offered in the curriculum that cover topics of thermal science, fluid mechanics, fluid power, and heat transfer. These topics are only covered in the second physics course, PHYSICS 151, and they occupy about one-fourth of the course content. For student understanding of applied aspects of these topics, it is suggested that the program include technical coursework on topics of thermal science, fluid mechanics, fluid power, and heat transfer.
Action Taken by the Institution
This change is a curricular change and therefore it cannot be made at the Hazleton Campus level. This change is being discussed at the University level and the appropriate change will be made.
B. ACCREDITATION SUMMARY
To be accredited by the Accreditation Board of Engineering and Technology (ABET), it is now necessary that engineering technology programs adopt clearly defined and measurable objectives and outcomes. Objectives represent those post-graduation accomplishments that are reasonably expected of program graduates in the first few years after graduation. Outcomes represent the skills, knowledge and capabilities that graduates should possess at the time of graduation so that they are properly prepared to achieve the objectives of the program.
The Penn State MET program is offered at several campuses within the Penn State system, Hazleton being one of them. However, the program is academically controlled and administered by the School of Engineering Design, Technology, and Professional Programs (SEDTAPP), which is a department within Penn State’s College of Engineering. As such, the MET program curriculum, as well as its objectives and outcomes, are common to all offerings of the program. To ensure proper breadth, relevance, and currency, the MET curriculum and the expected objectives and outcomes were established and are maintained through an ongoing process that involves faculty and constituent representation from all campuses where the MET program is offered. The details of this process are described in Section B.3 of this report where continuous quality improvement practices are described. It was through this collective process that the current MET program objectives and outcomes were established. The current objectives and outcomes are described in the following paragraph. The program educational objectives complement the mission of the University as well as the mission of the Hazleton Campus.
B.1 Program Educational Objectives
B.1.a-Mission
The Mechanical Engineering Technology Associate Degree program is a broad-based educational program. The program prepares graduates for technical positions in a wide variety of mechanically oriented industries. The MET program prepares graduates to continue their education toward a Baccalaureate Degree in Engineering Technology. The MET program is providing technical assistance in the area of mechanical engineering technology to business.
B.1.b-Educational Objectives
Graduates of the Mechanical Engineering Technology program will:
1. Have a broad knowledge in the areas of applied design, manufacturing, testing, evaluation, and technical sales, 2D & 3D modeling.
2. Have the ability to enter a Baccalaureate Mechanical Engineering Technology or related Engineering Technology program.
3. Be prepared to communicate effectively and work collaboratively in multi-disciplinary teams.
4. Be able to learn and adapt to changes in a professional work environment.
5. Demonstrate a high standard of professional ethics and be cognizant of social concerns as they relate to the practice of Engineering Technology.
B.2 Program Outcomes
The program objectives outlined above are the achievements that are expected of MET graduates once they leave Penn State and embark on their careers. Program outcomes, on the other hand, are those skills and capabilities that are the foundation on which those achievements can be built. Stated differently, outcomes are the talents, skills, and capabilities that should be imparted to students so that when they leave Penn State, they are well-equipped to succeed at their chosen careers. The Penn State MET program has identified eleven outcomes that provide that foundation.
B.2.a-MET Program Outcomes
At graduation, MET students must:
1. Demonstrate proficiency in applied design, manufacturing processes and mechanics.
2. Be able to apply engineering design processes to solve technical problems through experimentation and analysis.
3. Be able to apply concepts of applied mathematics and science in solving technical problems.
4. Demonstrate proficiencies in computer applications.
5. Be able to produce 2D drawings and 3D parametric solid models as a part of the applied engineering design process.
6. Be able to matriculate into a related baccalaureate engineering technology program.
7. Be able to communicate their ideas and solutions effectively both in oral and written form.
8. Be able to demonstrate an ability to work as a professional in a team environment.
9. Be able to recognize the need for life long learning, be prepared to continue their education through formal and informal study, and be able to adapt to a continuously changing work environment.
10. Have the ability to understand professional, ethical, and social responsibilities in a diverse and global workplace.
11. Demonstrate a commitment to quality, timeliness, and continuous improvement (through the implementation of established standards, through the completion of laboratory reports, project reports, and assignments on a timely basis).
B.2.b-Relationship between Program Outcomes and ABET Criterion 2:
The preceding discussion describes the views of Penn State faculty and administration regarding appropriate and effective objectives and outcomes for the MET program. However, TAC of ABET also has expectations regarding program outcomes. Those expectations are defined in Criterion 2 of the General Accreditation Criteria and are typically referred to as the “a – k” requirements. In the most recent Criteria, these requirements are –
“An engineering technology program must demonstrate that graduates have
a. appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines
b. ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering and technology
c. ability to conduct, analyze and interpret experiments and apply experimental results to improve processes
d. ability to apply creativity in the design of systems, components or processes appropriate to program objectives
e. ability to function effectively on teams
f. ability to identify, analyze and solve technical problems
g. ability to communicate effectively
h. recognition of the need for, and an ability to engage in, lifelong learning
i. ability to understand professional, ethical and social responsibilities
j. respect for diversity and a knowledge of contemporary professional, societal and global issues
k. commitment to quality, timeliness and continuous improvement”
In addition to the General Criteria, which apply to all accredited engineering technology programs, ABET stipulates program-specific performance expectations for specific programs. The program-specific criteria for Mechanical Engineering Technology Programs stipulate that
Associate degree programs must demonstrate that graduates can apply the following principles to the specification, installation, fabrication, test, operation, maintenance, sales, or documentation of basic mechanical systems.
a. Technical expertise in a minimum of three subject areas chosen from engineering materials, applied mechanics, applied fluid sciences, applied thermal sciences, and fundamentals of electricity.
b. Technical expertise in manufacturing processes, mechanical design, and computer-aided engineering graphics with added technical depth in at least one of these areas.
c. Expertise in applied physics having an emphasis in applied mechanics plus inorganic chemistry, or, if program objectives do not require chemistry, added technical topics in physics appropriate to the program objectives.
Both the general and the program-specific criteria were considered in the development of and are encompassed by the MET program outcomes. Table B.2.1 below shows the correspondence between MET program outcomes and the ABET’s general and program-specific criteria.
Table B.2.1 – Mapping Correspondence Between Program Outcomes and ABET Criteria
| |
|GeneralCritria Program Criteria |
|PROGRAM OUTCOMES | | | | | |
|Students should: |a |b |c |d |e |
|Demonstrate proficiency in applied design, manufacturing processes and mechanics. | | | | | |
| |X |X | | | |
|Be able to apply engineering design processes to solve technical problems thru experimentation and | | | | | |
|analysis. |X |X | | | |
|Be able to apply concepts of applied mathematics and science in solving technical problems. | | | | | |
| |X |X | | | |
|Demonstrate proficiencies in computer applications. | | | | | |
| |X | | | | |
|Be able to produce 2D drawings and 3D parametric solid models as a part of the applied engineering | | | | | |
|design process. |X | |X | | |
|Be able to matriculate into a related baccalaureate engineering technology program. | | | | | |
| | |X | | | |
|Be able to communicate their ideas and solutions effectively both in oral and written form. | | | | | |
| | | |X | | |
|Be able to demonstrate an ability to work as a professional in a team environment. | | | | | |
| | | |X |X | |
|Be able to recognize the need for life long learning, be prepared to continue their education | | | | | |
|through formal or informal study, and be able to adapt to a continuously changing work environment.| | | | | |
| | | | |X | |
|Have the ability to understand professional, ethical, and social responsibilities in a diverse and | | | | | |
|global workplace. | | | |X |X |
|Demonstrate a commitment to quality, timeliness, and continuous improvement (through the | | | | | |
|implementation of established standards, through the completion of laboratory reports, project | | | | |X |
|reports, and assignments on a timely basis. | | | | | |
|. | | | | | |
B.2.d-Relationship Between MET Program Outcomes and Course Outcomes:
In general, MET program outcomes are achieved through work in the various courses that make up the MET curriculum. However, to ensure that result, it is necessary to take the final step of identifying and ensuring the relationship among the expected outcomes and the courses that are responsible for achieving those outcomes. That relationship, as currently constituted in the MET curriculum, is illustrated in Table B.2.3. The table indicates those courses that are designed to be the primary repository or vehicle for achieving the various outcomes defined above. Table B.2.3 indicates the primary courses where outcomes are to be focused. However, it is important to note that most, if not all, outcomes are achieved through the influence of many courses and activities. That is, the relationships between program outcomes and program courses shown in Table B.2.3 are not exclusive. The course-to-outcome correlation reflects just the primary arena for specific types of instruction and skill development. They are not necessarily the only venues for development of the indicated outcomes. Specific details of the curriculum and the courses making up the curriculum are covered in a later section of this report.
Table B.2.3 – Mapping Program Outcomes to Courses
| |Engl 15 |CAS 100 |
| | |Communications |Mathematics |Physical & |Social |Technical |
| | | | |Natural |Sciences & |Content |
| | | | |Sciences |Humanities | |
|MET Courses1 |
|Yr 1, Sm 1 | EGT 101Technical Drawing Fundamentals | | | | |1 |
|Yr 1, Sm 2 |EGT-102 Introduction to Computer Aided | | | | |1 |
| |Drafting | | | | | |
|Yr 1, Sm 2 |IET 101 – Mfg Matls, Processes & Lab | | | | |3 |
|Yr 1, Sm 2 |EGT 114 Spatial Analysis and Computer Aided | | | | |2 |
| |Drafting | | | | | |
|Yr 1, Sm 2 |MchT 111 – Statics | | | | |3 |
|Yr 2, Sm 1 |MET 206 Dynamics | | | | |3 |
|Yr 2, Sm 1 |MCHT 213 Strength and Properties of | | | | |3 |
| |Materials | | | | | |
|Yr 2, Sm 1 |MCHT 214 Strength and Properties of | | | | |1 |
| |Materials Laboratory | | | | | |
|Yr 2, Sm 2 |MET 210W Product Design³ | | | | |3 |
|Yr 2, Sm 2 |EGT 201 Advanced Computer Aided Drafting | | | | |2 |
|Yr 2, Sm 2 |IET 215 Production Design | | | | |2 |
|Yr 2, Sm 2 |IET 216 Production Design Laboratory | | | | |2 |
|Total credits = |26 |
|Supporting Technical Courses1 |
|Yr 1, Sm 1 |EET 101 Electrical Circuits I | | | | |3 |
|Yr 1, Sm 1 |EET 109 – Electrical Circuits I Lab | | | | |1 |
|Yr 1, Sm 1 |ET 002 – ET Orientation | | | | |1 |
|Total credits = |5 |
|Mathematics Courses4 |
|Yr 1, Sm 1 |Math 081 – Tech Math I | |3 | | | |
|Yr 1, Sm 2 |Math 082 – Tech Math II | |3 | | | |
|Yr 2, Sm 1 |Math 083 – Tech Math III | |4 | | | |
|Total credits = |10 | | | |
|Physical Sciences Courses5 |
|Yr 1, Sm 2 |Phys 150 – Tech Physics I | | |3 | | |
|Yr 2, Sm 1 |Phys 151 – Tech Physics II | | |3 | | |
|Total credits = |6 | | |
|Communications Courses |
|Yr 1, Sm 1 |Engl 015 – Rhetoric & Composition2 |3 | | | | |
|Yr 2, Sm 2 |CAS 100 – Effective Speech2 |3 | | | | |
|Total credits = |6 | | | | |
| |
| |
| |
| |
| |
|Table B.4.1.a |
|Technical Elective Course Selections |
|(Courses below automatically satisfy technical elective requirements of the program. Other courses may be approved by the ETCE Dept. Head) |
|Yr 2, Sm 2 |Chem 011 – Intro Chemistry | | |3 | | |
|Yr2,Sm 2 |Chem 012- General Principles | | |3 | | |
|Yr 2, Sm 2 |AET 297- Special Topics | | | | |(1-9) |
|Yr 2, Sm 2 |CET 297- Special Topics | | | | |(1-9) |
|Yr 2, Sm 2 |Chem 014- Experiment Chemistry | | |1 | | |
|Yr 2, Sm 2 |EET 100- Applied Electricity | | |3 | | |
|Yr 2, Sm 2 |EGT 297- Special Topics | | | | |(1-9) |
|Yr 2, Sm 2 |IET 105- Economics of Industry | | | | |2 |
|Yr 2, Sm 2 |IET 109- Inspection and Quality Control | | | | |3 |
|Yr 2, Sm 2 |IET 297 Special Topics | | | | |(1-9) |
|Yr 2, Sm 2 |MET 207- Heat Transfer | | | | |3 |
|Yr 2, Sm 2 |MET 281- Elementary Thermal and Fluid Dynamics | | | | |4 |
|Yr 2, Sm 2 |SUR 111-Plane Surveying | | | | |3 |
|Yr 2, Sm 2 |IST 110- Introduction to Information Sciences | | | | |4 |
| |and Technology | | | | | |
|Yr 2, Sm 2 |IST 210- Organization of Data | | | | |3 |
|Yr 2, Sm 2 |IST 220- Networking and Telecommunications | | | | |3 |
|Yr 2, Sm 2 |IST 250- New Media and the Web | | | | |3 |
|Yr 2, Sm 2 |CET 261 – Fluid Flow | | | | |3 |
|Yr 2, Sm 2 |CmpSc 101 – Basic Computer Prgmg | | | | |3 |
|Yr 2, Sm 2 |MET 297 – Independent Studies | | | | |4 |
|Yr 2, Sm 2 |Math 140 – Calc w/ Analytic Geom I | |4 | | | |
|Total Credits = |5-7 |
| |
|General Education Courses (one course in each discipline is required)6 |
|Yr 1, Sm 1 |Social Sciences, Humanities or Arts7 | | | |3 | |
|Yr 1, Sm 2 |Social Sciences, Humanities or Arts7 | | | |3 | |
|Yr 2, Sm 2 |Social Sciences, Humanities or Arts7 | | | |3 | |
|Total Credits = |9 | |
|Totals Required for the Degree (by Category) = |63 |10 |6 |9 |36 |
|Percent of Total = |93 |15 |9 |13 |54 |
|Total Credits Required in the Program = |678 |
| Notes |
|1 |The breadth and depth of the technical sciences and supporting technical courses are designed to satisfy the Technical |
| |Content requirement of Criterion 4 of the General Criteria. Details of how individual courses address specific elements of |
| |this criterion are covered elsewhere in this report. |
|2 |These courses have specific and significant relevance to the Communications requirements specified by Criterion 4 of the |
| |General Criteria. The college composition and public speaking courses are required by the University of all associate |
| |degree graduates. Further, the “W” designated course requires extensive and focused development of written and oral |
| |communication skills within the specific context of the program discipline. The requirement for a discipline-specific “W” |
| |course in all degree programs is also a University-wide requirement. |
|3 |These totals and percentages do not include the contribution of the “W-designated” technical course to the communications |
| |training of students. If that contribution is included, the communications credit total would be 9, and the percentage |
| |would be 13.5% |
|4 |The technical math sequence includes topics in college algebra, trigonometry, and concepts of technical calculus, including |
| |limits, derivatives & differentiation, integration & integration techniques, and basic differential equations. This range |
| |of coverage exceeds the minimum Mathematics requirements of Criterion 4 of the General Criteria. |
|5 |The two-course physics sequence required by the MET program covers topics in mechanics, heat, wave motion, sound, |
| |electricity, light, and basics of modern physics. Coverage is from the perspective of the basic sciences, which provides |
| |students with a broader theoretical foundation for their studies in the technical sciences. Both courses include |
| |experimental lab activities. This content and focus is consistent with the Physical and Natural Sciences requirement of |
| |Criterion 4 of the General Criteria. |
|6 |All associate degree graduates at Penn State University must complete a minimum of nine credits in the study of the Social |
| |Sciences, Humanities, and Arts. One course in each area is generally required. Additionally, at least one of these courses|
| |must be intercultural in nature, and a second must be international in focus to satisfy University-wide requirements for |
| |breadth and diversity in programs’ societal and global perspectives. These requirements are consistent with the Social |
| |Sciences and Humanities requirement of Criterion 4 of the General Criteria. |
|7 |Examples of Social Sciences, Humanities, and Arts courses typically available at the campus are listed in Table 1A, which |
| |follows. |
|8 |Total program credits exceed the minimum of 64 specified by Criterion 4 of the General Criteria. |
|Table B4.1b – General Education Courses |
|MET students are required to complete three credits each of Social Sciences, Humanities, and Arts studies for a total of nine General |
|Education credits. At least one of these courses must be an “International and Intercultural Competency” (GI) designated course. Typical |
|courses satisfying these requirements are listed below. GI designated course are shown in Italics. |
|Subject |Course |Description |
|Arts |
|Art |Art 20 |Introduction to Drawing |
|Art History |ArtH 100 |Introduction to Art |
| |ArtH 111 |Ancient to Medieval Art |
| |ArtH 112 |Renaissance to Modern Art |
|Integrative Arts |InArt 1 |The Arts |
|Music |Music 005 |An Introduction to Western Music |
| |Music 007 |Evolution of Jazz |
| |Music 008 |Rudiments of Music |
| |Music 009 |Introduction to World Musics |
|Theatre Arts |Thea 100 |The Art of the Theatre |
| |Thea 102 |Fundamentals of Acting |
| |
|Humanities |
|Comparative Literature |CmLit 10 |The Forms of World Literature |
|English |Engl 104 |The Bible as Literature |
| |Engl 139 |Black American Literature |
| |Engl 182 |Literature and Empire |
| |Engl 194 |Women Writers |
|History |Hist 1 |The Western Heritage I |
| |Hist 2 |The Western Heritage II |
| |Hist 20 |American Civilization to 1877 |
| |Hist 21 |American Civilization since 1877 |
| |Hist 175 |The History of Modern East Asia |
| |Hist 191 |Early African History |
| |Hist 192 |Modern African History |
|Philosophy |Phil 10 |Critical Thinking |
| |Phil 106 |Introduction to Business Ethics |
| |Phil 221 |Philosophy of Science |
| |Rl St 001 |Introduction to World Religions |
| |
| |
| |
| |
|Social & Behavioral Sciences |
|Anthropology |Anth 045 |Cultural Anthropology |
|Economics |Econ 002 |Introductory Microeconomic Analysis |
| |Econ 004 |Introductory Macroeconomic Analysis |
|Geography |Geog 020 |Human Geography: An Introduction |
|History |Hist 12 |History of Pennsylvania |
| |Hist 120 |Europe since 1848 |
|International Studies |IntSt 100 |Introduction to International Studies |
|Political Science |Pl Sc 001 |Intro to American National Government |
| |Pl Sc 003 |Introduction to Comparative Politics |
| |Pl Sc 014 |International Relations |
|Psychology |Psy 002 |Psychology |
| |Psy 213 |Intro to Developmental Psychology |
| |Psy 221 |Introduction to Cognitive Psychology |
| |Psy 243 |Psychology of Personal Well-Being |
|Sociology |Soc 001 |Introductory Sociology |
|Women’s Studies |WmnSt 001 |Introduction to Women’s Studies |
B.4.b-Minimum Credits and Credit Distributions (re: ABET Criterion 4)
Footnotes in Table B.4.1 indicate the correlations between various elements of the MET curriculum and minimum credit hours and credit distributions specified in ABET Criterion 4. Details of these relationships are described below.
Total Credits
The MET program consists of 67 total credits, which exceeds the 64 credit minimum requirement of Criterion 4.
Communications
While communications skills are imparted in a variety of places in the MET curriculum, the specific elements that address students’ communications skills directly are English 15 (Rhetoric & Composition), Communications Arts and Sciences 100 (Effective Speech) and MET 210W (Product Design). The first two of these courses provide traditional college-level-instruction in the art of effective writing and effective public speaking respectively. MET 210W is the University-approved “writing intensive” course in the MET program.
The University requires all students to complete at least 3 credits of writing-intensive course work within their major. Further, "W" courses must include writing assignments that relate clearly to the course objectives and serve as effective instruments for learning the subject matter of the course. Typically, assignments are designed to help students investigate the course subject matter, gain experience in interpreting data, shape writing and/or speaking for a particular audience, or practice the type of writing and/or speaking associated with a given profession or discipline. “W” courses also provide opportunities for students to receive written feedback from the instructor and to apply that feedback to future efforts. “W” courses often include peer review of student communications, tutorial assistance, instructor conferences, group writing projects, use of writing or learning centers, and classroom discussions of writing and/or speaking assignments. From a grading perspective, it is typically expected that 25% of the grade in a “W” course will be determined from the writing and speaking activities.
While the English composition, speech communications, and “W” courses provide special emphasis to the development of MET students’ communications skills, it is also possible to point out specific examples of written, oral and graphical communications exercises in other parts of the technical curriculum.
Technical Writing Exercises
Essentially all lab courses within in the MET curriculum require students to prepare formal written reports to document lab exercises. Basic, structured lab reports required in the two freshman lab courses (EET 109, IET 101), and the sophomore Strength of Materials lab, MCHT 213, elevate the level of this type of formal lab reporting. Finally, the MET 210W course requires students to prepare a project report in written form.
Oral Presentation Exercises
The speech communications class is the obvious focus for developing students’ oral presentation skills. However, oral presentations are a standard element of the MET 210W course where students are required to present summaries of their project report to classmates using standard presentation tools. Oral presentations are also a standard component of the ET 2 course.
Graphical Presentation Exercises
Graphical presentation of visual and numerical information is a critical skill in technology professions. The MET curriculum imparts this skill in several courses. Visual presentations using CAD are the specific focus of the EGT 102, EGT 114, and EGT 201 courses. Students are required to demonstrate a full range of skills covering multi-view, sectional and isometric drawings; dimensioning, layout, and complex assemblies. As noted above, creation of graphical representations of numerical data is required in many labs, but the IET 101 and MCHT 213 courses give particular emphasis to this topic.
Library Research & Use of Technical Literature
There are two key instances where MET students are required to investigate and use library and technical data resources. In IET 101 and MCHT 213, students are instructed in the content and use of a range of technical data retrieval resources available through the University Libraries. They are required to use this knowledge to retrieve a collection of technical resources covering a broad range of technical subjects. Also, the project report required in the MET 210W course is a formal research report requiring review and proper referencing of information sources, which are generally retrieved both through the library and the Internet.
Teamwork Skills
Essentially all lab courses in the MET curriculum are team-based exercises involving teams of 2 or 3 students conducting lab exercises.
Mathematics
The MET technical math sequence includes topics in college algebra, trigonometry, and concepts of technical calculus, including limits, derivatives & differentiation, integration & integration techniques, and basic differential equations. This range of coverage exceeds the minimum requirements of Criterion 4 for an associate degree program.
Physical and Natural Sciences
The two-course physics sequence required by the MET program covers topics in mechanics, heat, wave motion, sound, electricity, light, and basics of modern physics. Coverage is from the perspective of the basic sciences, which provides students with a broader theoretical foundation for their studies in the electrical and electronic technical sciences. Both courses include experimental lab activities. This content and focus is consistent with the physical and natural sciences requirement of Criterion 4 for an associate degree program.
Social Sciences and Humanities
All associate degree graduates at Penn State must complete a minimum of nine credits in the study of the social sciences, humanities, and arts. One course in each area is generally required. Additionally, at least one of these courses must be either intercultural in nature or must be international in focus to satisfy University-wide requirements for breadth and diversity in programs’ societal and global perspectives. These requirements are consistent with the social sciences and humanities requirement of Criterion 4 for an associate degree program.
Technical Content
The technical content of the MET curriculum consists of the combination of ET, EGT, and MET designated courses (see Table B.4-1 above). The combination of these courses represents 36 credits, or 54%, of the total 67 credits in the program, which is between the minimum of 33% and the maximum of 67% required by the General Criteria.
The ET and 100-level EGT, IET, and MCHT-designated courses constitute the core or foundation of the program. The ET courses provide students with foundation training in computer tools which are essential to success in the program. The EGT courses provide a similar purpose with respect to engineering drawing and computer-aided drafting skills. The freshman-level EET courses teach students the fundamental concepts, theories and analysis techniques for dealing with DC and AC.
IET courses expose students to different manufacturing techniques and selected topics of metallurgy and heat treatment. MCHT courses provide students with a background in statics as a foundation for performing structural analysis.
The 200-level MET, EGT, and IET courses represent the technical specialty courses in the MET program. Building on the core courses, these courses teach students solid modeling, strength of materials, dynamics, machine design, and tool design.
Laboratory Activities
Laboratory activities support essentially all core and specialty topics. All laboratories require students to use standard laboratory measurement equipment (VEGA universal material tester, hardness tester, impact tester, fatigue tester, creep tester, strain gage, etc.). In most cases, the data determined through these measurements are analyzed and synthesized into formal laboratory reports.
Design Practices and the Use of Design Tools
Design practices and the use of design tools in the MET curriculum are concentrated in two topical areas: machine design and tool design. Courses in each of the areas require students to complete open-ended design projects or design analysis. Design projects include structural analysis, as well as the use of solid modeling software.
Capstone Experience
A capstone design project is incorporated into the MET 210W course. This is an open-ended project in which the students are required to write a formal report and make an oral presentation.
B.4.c-Quality Assurance of Core Courses
Section B.3.a. describes the general quality control process and administrative features implemented by SEDTAPP and Hazleton Campus administration to monitor, maintain, and improve the courses that make up the MET program. However, the MET coordinator and program faculty also employ individual practices that provided added monitoring, assurance and improvement in course delivery.
Individual instructors teaching in the MET Program have the responsibility to assess the level at which the students meet the course outcomes. This assessment needs to be done from three different perspectives in order to secure a higher accuracy. The three recommended perspectives are
• Faculty assessment of individual students
• Faculty perspective for meeting course outcomes
• Student perspective for meeting course outcomes
At the end of each MET course, the individual instructors teaching the course should assess the level of mastery of the program outcomes by the students and suggest improvements that the instructor feels would increase the effectiveness of the course the next time it is offered. The individual instructors are obligated to incorporate the corrective actions that they have made for the next time that the course is offered. The instructor will also notify the course chair for a particular course of problems and the suggested corrective actions which have been taken to improve the effectiveness of the course. The course chair will readjust the course outline at least once a year taking under consideration CQI feedback from the instructors who are teaching the course. This procedure allows for the closing of the loop for CQI of the course on a one semester cycle on the individual campuses and on a one year cycle on the system-wide level, that is, changes suggested by the course chair (Figure B. 4.1). Documentation related to the individual courses will be maintained by the instructor who is teaching the course and the course chair system-wide. That information will be available to the campus program coordinator and the system-wide program coordinator.
Figure B.4.1 - CQI Course Loop for Individual Courses
Course Outline
Course Outcome
Assessment of Mastery Assessment of Mastery Assessment of Mastery
Of the Course Outcomes Of the Course Outcomes Of the Course Outcomes
(Faculty Assessment of (Faculty Perception) (Student Perception)
Individual Students)
Analysis of Assessment Results
(Instructor)
Suggestions for Course Improvement
(Instructor)
Notification of Course Chair
Suggestions for Course Improvement
Course Chair
One Semester Cycle One Year Cycle
B.4.d-Course Descriptions
Standard course outlines can be viewed at the Engineering Technology Student Guide website ( ). Detailed outlines/syllabi for the technical core and specialty courses listed in Table B.4.1, as conducted at the Hazleton campus will be part of the display during the visit.
Both a hardcopy of the course outlines and a CD version of the course outlines are also provided.
B.4.e-Demonstration of Adequate Attention to Key Curriculum Components
The following table shows the breakdown, by credit count, of the distinct curricular elements for the MET program:
|Table B.4-2 – Credit Allocations to Key Curricular Topics |
|(Upper-Division Courses Only) |
|Curricular Area |Total Credits |Percent of Program |
|Technical Content |36 |54 % |
| | | |
|Mathematics |10 |15% |
|Physical Sciences |6 |9% |
|Communications |6 |9% |
|Soc. Sc/Hum/Arts |9 |13% |
|Totals |67 |100% |
| |
As the table shows, almost 54% of the curriculum is dedicated to technology subjects. Furthermore, 78% of the program is dedicated to technology subjects supported by critical math and science topics. The remaining ~22% of the program is committed to essential communications skills and exposure to core topics in the humanities and social sciences. This distribution of studies is typical of similar programs at other schools.
B.4.f -Co-operative Education Provisions
The Hazleton Campus’s MET program has no co-operative education or internship provisions. The campus has significant interaction with regional employers and therefore allows for a coop-like relationship between employers and program students.
B.4.g-Additional Review Materials
Most review materials demonstrating the above described characteristics are included in the ‘Outcomes’ and ‘Course’ files described previously in section B.2.e. Information not contained in those files generally will be found in appendices to this report or online at SEDTAPP-maintained websites. Where appropriate, the text herein indicates the relevant appendix or identifies the Internet address to the relevant website. (Note – if viewing an electronic version of this report from an Internet-connected computer, links to online sources are active, and the information may be accessed directly by ‘clicking’ on the link while holding down the ‘Ctrl’ key).
B.5 Program Faculty
Qualifications
a. Complete Table 5.1, Faculty Analysis, which summarizes information about each faculty member. Include part-time and adjunct faculty members. In addition, provide current curriculum vitae for all faculty members with the rank of instructor and above who have primary responsibilities for the technical course work associated with the program. The format should be consistent for each curriculum vita, must not exceed two pages per person, and must contain adequate details to support the information entered in Table 5.1. Be sure to include:
• Degrees with fields, institution, and date
• Number of years service on this faculty, including date of original appointment and dates of advancement in rank
• Related teaching and other work experience
• Professional registration by States, if applicable
• Active membership in professional and scientific societies
• Honors, awards, publications
• Institutional and professional service in the last five years
• Professional development activities in the last five years
B.5.a-Faculty Analysis
Table B.5-1 summarizes the qualifications of all faculty teaching in the MET program. Activity assessments reflect the last three years. Curriculum vitae follow the table.
Table B.5.1
|Name |Rank |FT or|Degrees Earned |Years of Experience |Professional |Level of Activity (high, med, low, none)* in: |
| | |PT |Degree, Year, | |Registration | |
| | | |& Institution | |(Indicate State)| |
| | | |
|Credit Hours |9-14 |11.5 |
|Contact Hours Per Week |9-18 |13.5 |
|Laboratory Size |6-12 |9 |
|Class Size |8-22 |15.5 |
|Advisees |12-24 |18 |
B.5.h Faculty Teaching Assignments
Provide a listing of classes taught by each faculty member; be sure to include those scheduled for the semester during which the campus visit will occur.
Teaching Assignments for the 2005 – 2006 Academic Year are shown in Table B.5.3.
Table B.5.3
|Faculty Member: Wes Grebski |
|Semester |Courses |Number |Credits |Hours of |Hours of |Total |
| |Taught |Sections | |Lecture |Laboratory |Contact |
| | | | | | |HourHours |
|Spring 05 |MET 210W |1 |3 |2 |3 |5 |
|Spring 05 |MCHT 111 |1 |3 |3 |0 |3 |
|Spring 05 |EGT 114 |1 |2 |0 |6 |6 |
|Spring 05 |MET 297 |1 |2 |0 |4 |4 |
| |Total Contacts |18 |
|Fall 04 |MET 206 |1 |3 |3 |0 |3 |
|Fall 04 |EGT 201 |1 |2 |1 |2 |2 |
|Fall 04 |EMCH 11 |1 |3 |3 |0 |3 |
|Fall 04 |ENGR 100S |1 |1 |1 |0 |1 |
| |Total Contacts |9 |
|Faculty Member: Raj Amireddy |
|Semester |Courses |Number |Credits |Hours of |Hours of |Total |
| |Taught |Sections | |Lecture |Laboratory |Contact |
| | | | | | |HourHours |
|Spring 05 |IET 101 |1 |3 |2 |2 |4 |
|Spring 05 |EMCH 12 |1 |3 |3 |0 |3 |
|Spring 05 |EMCH 13 |1 |3 |3 |0 |3 |
|Spring 05 |IET 215 |1 |2 |2 |0 |2 |
|Spring 05 |ED&G 100 |1 |3 |0 |6 |6 |
| |Total Contacts |18 |
|Fall 04 |MCHT 213 |1 |3 |3 |0 |3 |
|Fall 04 |MCHT 214 |1 |1 |0 |2 |2 |
|Fall 04 |ED&G 100 |2 |3 |0 |12 |12 |
| |Total Contacts |17 |
|Faculty Member: Maryam Ghorieshi |
|Semester |Courses |Number |Credits |Hours of |Hours of |Total |
| |Taught |Sections | |Lecture |Laboratory |Contact |
| | | | | | |HourHours |
|Spring 05 |EET 114 |1 |4 |4 |0 |4 |
|Spring 05 |EET 118 |1 |1 |0 |2 |2 |
|Spring 05 |EET 216 |1 |3 |3 |0 |3 |
|Spring 05 |EET 221 |1 |1 |0 |2 |2 |
| |Total Contacts |11 |
|Fall 04 |EET 101 |1 |3 |3 |0 |3 |
|Fall 04 |EET 109 |2 |1 |0 |4 |4 |
|Fall 04 |EET 205 |1 |1 |0 |2 |2 |
|Fall 04 |EET 210 |1 |1 |0 |2 |2 |
|Fall 04 |NMT 250 |1 |1 |1 |0 |1 |
|Fall 04 |NMT 210W |1 |3 |3 |0 |3 |
| |Total Contacts |15 |
B.6 Program Facilities
B.6.a-Physical Facilities:
Describe classrooms, laboratory facilities, equipment, and infrastructure. Note any changes since the previous accreditation cycle (if applicable).
Lecture and laboratory facilities are good to excellent. Chemistry, Physics, and other basic science laboratories and equipment are typically excellent, lecture facilities are good. Facilities are adequate for present enrollment and any possible moderate increase in enrollment. The campus now has campus-wide high speed internet access. Three multi-media classrooms and one Pic-Tel classroom are available for MET lectures.
In addition to lab-based computing equipment, students in the MET program have access to computers in the campus Computer Center, which is open six days a week for a total of about 60 hours. The Computer Center consists of two general-purpose computer labs and an CAD classroom. The general computing area contains forty (40) student workstations, a digital scanner, and a networked printing center. The computers in the general area are Windows-based, Pentium-equipped workstations, typically with 196Mb or more of RAM and 20Gb hard drive. These stations also run Windows XP Professional and are networked to the campus central applications server, the University web, and e-mail servers. Available software includes the Windows Office Suite, Internet web browsers, e-mail, and a variety of software applications used in classroom instruction.
A variety of applications software is available on all of the Computer Center stations, and in many cases, to all computers connected to the campus network.
The Computer Center also maintains a collection of reference materials for all software. Materials are available to students for use in the Center, but they may not be checked out.
Changes Since the Previous Accreditation Visit
Additions to the physical facilities for the Associate Degree Mechanical Engineering Technology program at the campus are listed as follows:
2004 Instructional Equipment (new): $1,980
|Item |Quantity |
|DI-195B Starter Kit |4 |
|DI-5B38 Strain Gage Input Modules |4 |
Instructional Equipment (used): $9,471
|Tools List |
| | | |
|Name |List |Weir-Hazleton |
|Micrometer 10"-11" (Starrett) |$205 |$179.00 |
|Last Word Electronic Gage (Starrett) |$1,500 |$868.00 |
|Bore Measuring Tool (Mitutoyo) |$463 |$334.00 |
|Gage Blocks (DoAll) |$500 |$250.00 |
|Gage Setting Fixture(Sunnen) |$360 |$180.00 |
|Height gage 18" (Starrett) |$970 |$1,541.00 |
|Bore Gage (Starrett) |$630 |$778.00 |
|Bore Scope (Ellis Optical) |$4,000 |$1,000.00 |
|Snap Gage 2"-4" (Starrett) |$1,332 |$1,061.00 |
|Snap Gage 4"-6" (Starrett) |$3,400 |$1,225.00 |
|Snap Gage 6"-8" (Starrett) |$3,500 |$1,144.00 |
|Micrometer 12"-16" (Starrett) |$995 |$614.00 |
|Granite Base Gage Mount (Starrett) |$392 |$102.00 |
|Granite Block (Starrett) |$200 |$50.00 |
|Gage Mount (Ralmike’s Tool-A-Rama) |$173.50 |$50.00 |
|Gage Mount (Starrett) |$475 |$95.00 |
| | | |
| |$19,096 |$9,471.00 |
2003 Instructional Equipment: $3,030
|Item |Quantity |
|G4015Z Lathe/Mill |2 |
|G4011 – Sheet Metal Machine – 30” |1 |
|H2871 – 12 Ton Hydraulic Press (Floor Model) |1 |
|G4020 – Arbor Press – 3 Ton |1 |
|G9018 – 16 Ton Hydraulic Tube Bender |1 |
|G7918 – Universal Bending Machine |1 |
|H3370 - Grizzly® Pancake Air Compressor |1 |
2002 Digital projection system in CAD Lab: $1,500
B.6.b-Adequacy of Facilities
Discuss the adequacy of these facilities to accomplish program objectives, as required by Criterion 6. As a minimum:
Provide information concerning facilities such as classrooms, laboratories, computing, and information infrastructures that engineering technology students and faculty are expected to use in meeting the requirements of the program.
Physical facilities for the Associate Degree in Mechanical Engineering Technology technical courses are located in Kostos, Chestnut and Laurel buildings. The facilities include a Computer Aided Design Laboratory, a Materials Testing room, instructional classrooms, electrical engineering laboratory, restrooms, storage space and two offices. The program also uses the facilities of the Hazleton Area Career Center for automation, CNC, and shop floor experiences.
The Computer Aided Design Laboratory is equipped with 20 CAD workstations, a Hewlett Packard 755CM inkjet plotter, a Hewlett Packard laserjet printer and an overhead digital projection system used for class room presentations both by the instructor and students, and software demonstration by the instructor. The Computer Aided Design Laboratory is approximately 20’ X 37’, air-conditioned and has lighting suitable for CRT work.
The material testing laboratory located in Laurel building has equipment for material testing and analysis. The building also has a storage room where all the equipment is stored on shelves when not in use. The various equipment in this lab include hardness testers (both Brinell and Rockwell), Tinius Olsen Universal tester, VEGA universal material testers, impact tester, fatigue tester, creep tester, etc for material characterization. The lab also has a furnace, with the capability of performing heat treatment process and thereby changing the properties of the materials. The lab is also equipped with basic metrology tools to help the student understand and gain experience on tools like micrometers, calipers, height gages, etc. The lab also has combination lathe/mill machines to give the student exposure to basic machining processes of milling and turning along with hydraulic presses, etc., The lab is very well ventilated and heated and provides a very conducive learning environment.
The electrical engineering laboratory has 6 work station areas with all the necessary power supplies both in DC and AC, function generators, oscilloscopes, multi-meters and bread board kits that are needed for the students to build circuits and test them.
The classrooms in both the Kostos and Chestnut buildings are approximately 15’ X 20’ and are equipped with an overhead digital projection system used for presentations and lectures. High speed internet access is available in all instructional areas to expose the students to the latest material using the Internet.
Identify the reference materials and student learning opportunities associated with these facilities, particularly regarding the use of modern engineering technology tools.
The campus has a library which has a computer lab, LIAS (library internet access service). Students typically conduct the majority of their research using the internet to access the Thomas register, periodicals, manufactures catalogs, society publications, ASME, ASTM, ANSI for examples. It should be noted that even though “Machine Design” and “Mechanical Engineer” are available on the periodicals shelves in the library, the students prefer to do research on articles appearing in the above named periodicals on the internet.
The workstations in the Computer Aided Design lab are loaded with Microsoft Office Suite of Word, Excel, Access and Outlook. In the areas of CAD/CAM/CAE applications, the latest versions of Solid Works, AutoCAD, COSMOS are available for the student use.
The materials testing apparatus used in the IET 101 - Manufacturing Materials and Processes course with lab, MCHT 214 - Strength and Properties of Materials Laboratory, are older analog type apparatus. The equipment is serviceable and does not hinder the students’ developing an understanding of material properties.
B.7 Institutional and External Support
B.7.a-Institutional and Financial Support:
Describe the level and adequacy of institutional support, financial resources, and constructive leadership to achieve program objectives and assure continuity of the program, as required by Criterion 7. As a minimum:
Describe the process to acquire, maintain, and operate facilities and equipment required to achieve program objectives and outcomes.
Over the last several years, monies to acquire equipment have been gotten thru gifts from foundations and benefactors. The Director of University Relations is the person who is the campus’s representative to patrons and benefactors who may wish to gift monies to the Associate Degree Mechanical Engineering Technology program. The monies for the upgrading of computers and software used in the Associate Degree Mechanical Engineering Technology program are budgeted annually. Monies to maintain equipment are on an as-needed basis and applied for through the Director of Academic Affairs’ office. When a piece of equipment is non-operational a decision is made to repair, scrap or replace. If the equipment is repairable, then it is sent out for repair. Monies for reasonable repairs have always been available. If it is determined that the piece of equipment is beyond repair and should be replaced then see the statement above regarding acquisition of equipment. If a piece of equipment is non-operational and is no longer needed in the program, then it is sent to salvage. Operation of equipment is always under the direction of the instructor of the course.
There is a part-time technician to oversee maintenance and operation of the equipment.
All students pay a computer surcharge to the University each semester, and a portion of the surcharge is returned to the campus in proportion to campus enrollment. This money is dedicated to maintaining state-of-the-art computers on campus, and in recent years has resulted in about 30 new computers being purchased each year. In recent years it has also been typical for the surcharge money to be supplemented by funds from the general budget of the College. These funds, too, have generally been earmarked for computer upgrades. When these funds are available, the campus practice is to install the newest purchases in the campus Computer Center and to move existing computers out to other areas on campus. Engineering labs are typically one of the first areas to be considered in these moves, and several upgrades of lab computers have occurred since the last accreditation visit.
Discuss the adequacy of support personnel and institutional services necessary to achieve program objectives and outcomes.
The campus provides financial aid services, advising, tutoring, and career placement services. Students on work study or wage payroll and a part-time technician are the support personnel for the maintenance of laboratory equipment; other than that, the faculty maintains the equipment. The Engineering Technology faculty prepares their own exams, reports, etc.
Describe the processes in place to ensure effective selection, supervision, and support of faculty.
Faculty positions are publicly advertised. A search committee is delegated with the responsibility of screening all candidates for the advertised position. Instructors are required to hold a minimum of a master’s degree, more recently however a PhD degree is being required. Instructors are hired having varying degrees of industrial experience.
Engineering technology faculty in the University College must maintain currency in their given fields, including keeping abreast of technological advances in their fields and of the changing technical skills needed in industry and other employment settings.
According to University policy (policy HR-40), each January faculty must submit Faculty Activity Reports that detail, for the previous chronological year, activity in the three main areas of responsibility: teaching, research/scholarship, and service. The reports provide a basis for annual reviews: First, individual pre-March conferences between the faculty members and the campus Director of Academic Affairs (DAA) are held. Secondly, March Conferences at University Park between the Campus DAA and Executive Officer (CEO) and the SEDTAPP Head produce an overall consensus rating, on a 5 point scale, of each faculty member’s performance. Additionally, individual ratings are established for teaching, scholarship/research and service. These ratings are reported back to the faculty by the DAA in post-March conferences. Finally, as a formal follow-up to the conferences, annual performance letters are written by the DAA, with input from and concurrence of the CEO and the School Head, and forwarded to the faculty.
Within SEDTAPP, faculty is encouraged to attend two professional meetings a year, one with a technical focus, usually in the form of regional or national or, on occasion, international conferences or workshops. Preference in the funding of these activities is given to faculty who are on the tenure track and who are presenting. There is support also for attendance at meetings to provide service to the profession through the chairing of sessions or committee work. To support faculty advancement broadly, multiple funding sources are available to the faculty. With justification, faculty members can obtain financial support from:
• the College for up to $2,000 for Research Development Grants, which can include travel
• SEDTAPP for up to $500 for matching travel support
• the campus for up to $1000 for travel support
• the Global Fund for up to $500 matching for out-of-country research/scholarship activities
All standing faculty positions (tenured, tenure-track, continuing appointments) are indefinite in length. One-year fixed term and multi-year fixed term appointments are automatically renewed at the time of their expiration unless there is a substantive change in the situation of the appointment.
For faculty on the tenure track, a promotion and tenure process takes place that is separate from the annual reviews discussed earlier. This process is governed by University policy HR-23 and by statements of expectations and criteria for tenure and promotion for the College of Engineering, SEDTAPP, the University College, and the campus. Reviews are performed at the second, fourth, and sixth year marks. The sixth-year review is for tenure and promotion, which are now linked at Penn State. Promotion to Professor typically occurs no sooner than the eleventh year mark (five years subsequent to earliest promotion to Associate level) However, Associate Professors may request consideration for promotion to full Professor at any point subsequent to the eleventh year. For all reviews, the levels of review in the system consist of the Campus committee, the DAA and CEO, the SEDTAPP committee, the SEDTAPP Head, and the University College Dean, for each of which a review letter is written. For tenure (sixth year) and promotion, the University Promotion and Tenure Committee and the University Provost are involved.
Faculty members compile dossiers for the review process, with teaching, research and scholarly activity, and service serving as the basis for the reviews, as for annual reviews. Methods for judging what constitute good teaching, research, scholarship, and service are established by the campus, SEDTAPP, and the College, respectively. It should be noted that attainment of a national reputation, as reflected in independently solicited external letters and evidence of a plan of research are two particularly important aspects of successful promotion.
Many units within the University, including the College, the Campus and SEDTAPP, provide promotion and tenure workshops, individual feedback and dossier critiquing to help faculty prepare for the process. The DAA, in particular, regularly assesses and discusses the progress of faculty on the tenure-track through the annual review process and by handling applications for research funding.
University policy (policy HR-80) provides for faculty to do private consulting work for a maximum of one day per week provided their assigned duties are not impacted negatively. SEDTAPP faculty members are encouraged to consult to remain current in their fields and to enhance research and scholarship opportunities that might be important for promotion and tenure or for annual review.
As part of a research institution, faculty at the campus who are on the tenure track are expected to be involved in research. Appropriate to the delivery of engineering technology programs, the engineering technology faculty may be engaged in more applied types of research and making connection with local industries. Faculty can obtain support for their research activities through two main sources: Research Development Grants from the College for up to $2,000 and the Fund for Research and Development at the campus for up to $800. The College also has recognized in its Statement of Expectations and Criteria for Tenure and Promotion that, while there can be no compromise on the quality of research performed, the quantity expected need not approach that of the faculty at University Park. Moreover, more applied or pedagogy-related research is more appropriate at the commonwealth campuses. Major sponsored research projects funded by external agencies are encouraged, and release time from teaching will be supported. In addition to the sources noted above, the College also awards Undergraduate Research Stipends of $500 to faculty to support students working with faculty on research.
The University supports the idea of standardized teaching loads for faculty. SEDTAPP has established guidelines on teaching loads that are specific to faculty at the campus and are intended to bring consistency across the College. They allow, however, for variations having to do with the availability of laboratory technician support, the numbers of preparations done in a semester, or the significance of professional service, etc. Allowance of lower loads for research-active versus non-tenure-track faculty is made. Relative to a standard load range, the campus supports the paying of extra compensation to faculty members who agree to teach additional courses, so long as this does not unduly affect their research productivity negatively. These guidelines are available at .
Describe the processes in place to ensure effective selection and supervision of students, including remediation, advisement, retention, assurance that students meet all curricular requirements, and employment assistance.
The campus has an open enrollment policy. Students are administered the FTCAP test at the time of acceptance into the university to determine their placement in math and English. If the results of the test scores are such then the students are placed in remedial math and remedial English courses. Students do not receive credit toward their degree work for these courses.
An advisor is assigned to each student in the Associate Degree Mechanical Engineering Technology program. Near the conclusion of each semester students are advised of the courses that he or she should take in the following semester. If a student should require individualized advising then the student arranges a meeting with his or her advisor.
A variety of advising, counseling, and career-related services are available to engineering technology students at the Hazleton campus. Chief among these is a professional Learning Center that is staffed by two full-time professional teaching/staff members. These individuals manage the learning support activities of the center, which include the services of a full-time career services counselor, an English tutor and on average 10 - 12 peer tutors. The activities of the Learning Center include:
• Tutoring (on-demand and scheduled, professional and peer, individual and group) in the sciences, mathematics, engineering and engineering technology, and English.
• Supplemental instruction, via recitation sessions, in math, physics, and chemistry.
• Study skills workshops covering time management, listening, note taking, reading, memory building, test taking, concentration, and preparing for final exams.
• Various resource materials including drill and practice software in math, English, chemistry, and biology; solutions manuals; supplemental texts; and example tests.
• Specific engineering technology support for engineering technology courses.
• Professional tutoring, critiquing and feedback for technical writing
• Resume writing workshops
• Job interview skills training
• Job posting services
• Graduate exit survey services
• Maintenance of communications links with past graduates.
Professional counseling services for students are also available at the Learning Center. While most students obtain academic advising from faculty members, some “at risk” students often seek additional advising and personal counseling in the Learning Center. Increasingly, students’ ability to succeed in college is impacted by their personal difficulties. Personal counseling for this type of issue is available at the Learning Center.
The campus currently has a job placement officer. Employment opportunities are posted by this office. In addition to on-campus interviews, job fairs are periodically organized.
B.7.b-Support Expenditures for the Program
Complete Table 7.1, Support Expenditures For The Program. Report fiscal year expenditures for support functions of the engineering technology program being evaluated. The information is to be supplied for each of the three most recent fiscal years. The current fiscal year is the year during which you will be preparing this self-study. Provide your preliminary estimate of annual expenditures if your current fiscal year is not over. Provide an updated table at the time of the visit.
Table B.7.1 lists the expenditures directly supporting the MET Program during the last three years and the anticipated expenditures for the coming year.
Table B.7.1
|Expenditure Category |Two years ago |Last Year |Current Year |Budgeted for the Year of the |
| | | | |Visit |
|Operations, excluding staff 1 |$6,877 |$9,990 |$13,293 |$14,100 |
|Travel 2 |$2,829.00 |$1,168.00 |$1,300.00 |$1,500.00 |
|Equipment: 3 | | | | |
| (a) Institutional Funds | 220.00 | 618.00 | 272.00 | 500.00 |
| (b) Grants and Gifts 4 |$1,500.00 |$5,700.00 |$9,957.00 |$10,000.00 |
|Temporary (non-teaching) Assistance |$2,328.00 |$2,504.00 |$1,764.00 |$ 2,100.00 |
Notes:
1. Include general operating expenses here.
2. Institutionally sponsored, excluding special program grants.
3. Major laboratory equipment. The expenditures (a) and (b) in the table should total the expenditures for Equipment.
4. Including special, non-recurring equipment purchase programs.
B.7.c-Characteristics of the Industrial Advisory Committee for the MET Program
Describe the makeup and activities of the program’s industrial advisory committee. Provide evidence that the committee is supported and active, and that input from industry is being used to shape the program.
The Industrial Advisory Committee is comprised of individuals representing a cross section from local industries. Meetings are conducted once a month. Minutes from the meetings are available electronically at .
IAC membership is listed in Table B.7.2.
Table B.7.2 - IAC Members:
|Last name |First name |Email Address |Employer |Address |Tel. |
|Amireddy |Raj |rra12@psu.edu. |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3084 |
|Bartkus |Vince |vebartkus@ |PPL |344 S. Poplar Avenue |Hazleton, PA 18201 |459-7327 |
|Dudeck |Ken |ked2@psu.edu |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3085 |
|Ghorieshi |Maryam |mxg32@psu.edu |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3086 |
|Grant |Lou |lewgrant@ |PennSummit Tubular,LLC |225 Kiwanis Blvd. |West Hazleton, PA 18202 |454-8730 |
|Grebski |Wieslaw |wxg3@psu.edu |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3087 |
|Gregory |Monica |meg5@psu.edu |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3188 |
|Hayden |George |georgeh@ |George J. Hayden, Inc. |235 E. Maple Street |Hazleton, PA 18201 |455-6109 |
|Hoegg |James |jhoegg@ |Leader Data Processing |75 Kiwanis Boulevard, P.O. |West Hazleton, PA 18201 |455-8511 |
| | | | |Box 0 | | |
|Leander |Gary |gleander@ |Hazleton Pumps Inc |225 North Cedar Street |Hazleton, PA 18201 |455-7711 |
|Madden |John |mo5@psu.edu |Penn State Hazleton |76 University Drive |Hazleton, PA 18202 |450-3032 |
|Manorek |Anthony |tony@ |Northeast PA IND. |75 Young Street |Wilkes-Barre, PA 18706 |819-8966 |
| | | |Resource Center | | | |
|McGuire |Sally |sam34@psu.edu |Penn State Hazleton | 76 University Drive |Hazleton, PA 18201 |450-3053 |
|Meiss |Henry |hmeiss@ |Merck & Company |100 Avenue C |Riverside, PA 17868 |275-5877 |
|O'Donnell |Judy |jso1@psu.edu |Penn State Hazleton | 76 University Drive |Hazleton, PA 18201 |450-3022 |
|Ridley |Rodney |rodney.ridley@ |Fairchilds Semiconductor |125 Crestwood Road |Mountaintop, PA 18707 |474-6761 |
| | | |Company | | |X4828 |
|Rowlands |David |DHrowlands@ |Rowlands Sales Co Inc |Butler Industrial Park |Hazleton, PA 18201 |455-5813 |
|Zoba |Joe |urania@ |Urania Engineering |198 South Poplar Street |Hazleton, PA 18201 |455-7531 |
| | | |Company, Inc | | | |
B.8 Program Criteria
Demonstrate that the discipline-specific components of the program meet the requirements of all applicable program criteria.
The program meets the requirements of all applicable program criteria for Mechanical Engineering Technology. Table B.8.1 shows the mapping of individual courses to program criterion. It can be seen from looking at this table that subjects required by program criteria have sufficient coverage in individual courses.
TableB.8.1 - Mapping program courses to program criteria.
| |Program Criteria |
| | |
|Courses | |
| |A |B |C |
|Engineering Materials |Applied Mechanics |Fundamentals of Electricity |Manufacturing Processes |Mechanical Design |Computer Aided Engineering Graphics (in depth coverage) |Applied Mechanics |Electricity and Magnetism | | Phys 150 | | | | | | |X | | | Phys 151 | | | | | | | |X | | EGT 101 | | | | | |X | | | | EGT 102 | | | | | |X | | | | EGT 114 | | | | | |X | | | | EGT 201 | | | | |X |X | | | | MET 206 | |X | | | | | | | | MET 210W | |X | | |X | |X | | | MCH T 111 | |X | | | | | | | | MCH T 213 |X |X | | | | | | | | MCH T 214 |X |X | | | | | | | | IET 101 |X | | |X | | | | | | IET 215 | | | |X |X | |X | | | IET 216 | | | |X |X | |X | | | Tech Elective | | | | | | | | | | EET 101 | | |X | | | | | | | EET 109 | | |X | | | | | | |
The additional materials that will be available for review during the visit to demonstrate achievement of the Mechanical Engineering Technology program criteria will include:
a. MEET survey
b. Exit survey
c. Graded exam questions sorted according to outcomes
d. Graded reports sorted according to outcomes
e. Portfolio of campus activities
APPENDIX
CROSS REFERENCE: SELF-STUDY TO TAC OF ABET ASSESSMENT FORM
Report Cross-Reference to TAC of ABET Assessment Questions (Form TC4)
Questions related to MET Program Title, Degree Offerings and Options
▪ Program Title: Mechanical Engineering Technology
▪ Degree Conferred: Associate Degree
▪ Delivery mode: two-year, semester-based, daytime-only program
▪ Remote/alternative delivery, co-op, etc. options: none
Criterion #1-Questions related to MET Program Objectives
▪ Program Objectives: Official program objectives for the MET program are published and maintained on the SEDTAPP ET programs website at
Current program objectives for MET are listed in section B.1.b of this report.
▪ Consistency of Institution and Program Missions: Consistency of MET program objectives with the missions of Penn State, the College of Engineering, and the SEDTAPP is described in section B.1.a.
▪ Maintenance of Program Objectives: The MET Curriculum Committee is responsible for maintaining and updating MET program objectives. The review, assessment, and updating processes are described in Section B.3.
▪ Reflection of Constituents’ Needs in Program Objectives: MET program objectives are based on inputs from all program constituents (i.e., faculty, students, administrators, and industry representatives). The process for involving these groups in the establishment of objectives is discussed in section B.3.
▪ Adequacy of Educational Program to Support Stated Objectives: Sections B.4, B.5, and B.6 describe the curriculum, faculty, and facilities, respectively, that ensure that graduates of the MET program can achieve the stated program objectives.
Criterion #2-Questions related to MET Program Outcomes
▪ Program Outcomes: Official program outcomes for the MET program are published and maintained on the SEDTAPP ET programs website at
Current program outcomes for MET are listed in section B.2.a.
▪ Adequacy of Program Outcomes to Encompass TAC of ABET Criteria 2a – 2k: The defined MET program outcomes are not an identical match to the 2a – 2k criteria; however, they` do encompass the full intent of the 2a – 2k criteria. This relationship is discussed in section B.2.b and shown explicitly in Table B.2.1.
▪ Ability of Program Outcomes to Achieve Specific Elements of Criteria 2a – 2k: Table B.2.1 shows the correlation between MET program outcomes and criteria 2a – 2k. Table B.2.3 shows the relationships between program outcomes and specific curriculum elements in the MET program. In combination, these tables indicate how the MET program addresses individual 2a – 2k criteria. Specific items reflecting coverage of criteria 2a – 2k are identified in the following:
– Criterion 2a: Technical knowledge, analytical skills, and analysis methods relevant to mechanical engineering technology are covered in the core MET technical courses MCHT 111, MET 206, MCHT 213, IET 101, IET 215, EET 101, MET 210W. Key computer-based skills and tools are covered in EGT 101, EGT 102, ET 2, EGT 114, and EGT 201.
– Criterion 2b: The ability of MET students to apply technical skills and analytical tools, particularly those demanding understanding and application of math and science concepts, is challenged throughout the MET curriculum. However, the key courses relied on to develop these skills are MCHT 111, MET 206, MCHT 213, MET 210W, and EET 101.
– Criterion 2c: The ability of MET students to analyze, interpret and apply experimental results is demonstrated in all of the lab-based MET courses. However, key courses relied on to develop these skills are MCHT 214, IET 101, EET 109.
– Criterion 2d: The ability of MET students to apply creativity to design of systems, components, and processes is most emphasized in work assignments in EGT 201, IET 215, and MET 210W, which encompass the topics of machine design and tool design.
– Criterion 2e: The ability of MET students to work effectively in teams is demonstrated in essentially all lab-based MET courses. However, key courses relied on to develop team-based skills are EET 109, MCHT 214, and IET 101.
– Criterion 2f: The ability of MET students to formulate, analyze, and accurately solve technical problems is an inherent requirement in all the technical skills courses. However, key courses relied on to develop problem-solving skill IET 215, MCHT 213, MET 206, MCHT 111, and MET 210W.
– Criterion 2g: MET students develop fundamental writing and speaking skills in required English composition (ENGL 015) and public speaking (CAS 100) courses. Effective application of these skills to technical subjects is emphasized in MET 210W, IET 101, EET 109, and MCHT 214. Some of these courses also emphasize effective visual and graphical presentation of technical information.
– Criterion 2h: The importance of life-long learning is emphasized throughout the MET curriculum. (Especially MET 210W)
– Criterion 2i: Awareness of professional, ethical, and societal responsibilities of practicing technologists is addressed across the MET curriculum. (Especially MET 210W)
– Criterion 2j: Respect for diversity and knowledge of and appreciation for important issues of contemporary society are impressed upon MET students via the University’s General Education requirements, particularly those related to required diversity-focused studies in either the Arts, Humanities, or Social Sciences.
– Criterion 2k: Instilling in MET students a commitment to quality and continuous improvement is inherent in any number of the project and laboratory exercises they perform. However, particular emphasis to these concepts is provided in the report and project development exercises in MET 210W .
▪ Verification of Achievement of Outcomes Prior to Graduation: Verification of achievement of outcomes is based on the assumption that successful completion of all required courses indicates successful achievement of required course outcomes, which in turn assures achievement of required program outcomes as indicated in Section B.2 of this report. Verification that all graduates have successfully completed all required courses in the MET curriculum is done by both the program coordinator and the University Registrar. The verification process is described in Section B.9 of Volume II of this report.
Criterion #3 – Questions related to MET Program Assessment and Evaluation
▪ Formal Assessment Process in Place and Functioning: A full description of the CQI processes used to ensure continuing assessment and improvement of the MET program is provided in section B.3 of this report.
▪ Written Continuous Improvement Plan in Place: Since fall of 2003, the SEDTAPP has been issuing an “ETCETC2K Resource Manual” to all faculty teaching engineering technology in the Penn State system. This manual provides reference materials, assessment guidance, timetables for action, contact points, and task assignments so that all program coordinators and ET faculty are aware of what is expected of them and what resources are at their disposal to conduct the ETCE’s CQI program. It also identifies the key tools (MEET survey system, archived MEET survey data, standard course outlines, etc.) that are available to assist them as they carry out that process. Copies of these manuals will be available for review by the ABET review team. Further, the contents of the Resource Guide, updates to it, and reports on ongoing CQI activities are a keystone component of the two annual meetings of all SEDTAPP ET faculty. The discussion in Section B.3 of this report is a synopsis of the various elements of the processes and activities that are covered by the Resource Manual.
▪ Multiple Assessment Measures are Used: There are several system-wide and local assessment tools used to monitor program success at the Hazleton campus. These are described in detail in Section B.3; however, in summary the important ones are –
– System-level Activities: MEET survey system used each semester by both faculty and students to evaluate every ET course offered that semester; exit surveys conducted each semester of all graduating ET students; annual alumni surveys of former graduates; annual industrial surveys of representative industry contacts; issuance and annual updates to standard course outlines for all ET courses; annual review, evaluation, and update of program educational objectives and outcomes by relevant curriculum committees; annual review by curriculum committee of all system program MEET data to identify system-level quality concerns.
– Local-level Activities: course assessments performed by all ET faculty each semester for courses taught that semester, and written reports identifying issues and opportunities for improvement provided to program coordinator; program assessment conducted by program coordinator each semester by program coordinator based on faculty course assessments; student review and teaching evaluations (SRTE surveys) conducted each semester for each ET course taught; local exit survey of ET graduates conducted by campus career services; periodic meetings of all ET faculty to brainstorm key directions and improvements to be undertaken at campus.
▪ Assessment Data Evaluated and Used to Improve Program: See Section B.3.c of this
report for examples.
Criterion #4 – Questions related to MET Program Characteristics
▪ Content of Curriculum Develops Graduates Ability to Solve Problems: Program educational Outcome #1 is the primary means of ensuring this result. See Table B.2-3 for a list of courses primarily responsible for this outcome. Refer to the standard course outlines for these courses (separate document assembled by the SEDTAPP) for a description of the fundamental content of these courses.
▪ Orientation is Consistent with Program Objectives, Faculty Qualifications, etc.: See Table B.2-2 for correspondence of program objectives and planned program outcomes. See Tables B.5-1 and B.5-2 for faculty qualifications and workloads. See Section B.4-1 and Section B.4 for information on program content. See Section B.1 for a discussion of the compatibility between program objectives and college and University objectives.
▪ Total Credits and Credit Distribution: Section B.4.b discusses the MET program credit distribution in reference to the minimum requirements of ABET’s accreditation criteria.
Criterion #5 – Questions related to MET Program Faculty
▪ Faculty Workloads and Qualifications: See Table B.5-1 and individual vitae in section B.5.a.
▪ Faculty Characteristics:
– Balance of Backgrounds: See Table B.5-1, individual vitae in Section B.5.a.
– Individual Faculty Competence: See Table B.5-1, individual vitae in Section B.5.a, and discussion of specific faculty expertise in Section B.5.b.
– Breadth and Depth of Faculty: See Table B.5-1, individual vitae in Section B.5.a, and discussion of specific faculty expertise in Section B.5.b.
– Support for Extracurricular Activities: One MET faculty member is the faculty advisor of the Student Section of ASME and a student Engineering Club. All ET faculty members participate routinely in campus recruiting and open-house events for prospective students.
– Faculty Professional Development: See Section B.5.e for a discussion of professional development support.
– Size of Faculty: See Table B.5-2 for information on workloads for current faculty supporting the program.
– Faculty Responsibility and Authority to Define, Revise, Implement, and Achieve Program Change: See Section B.3.a, and particularly the discussion of course chair and standard outline updates, for a discussion of faculty involvement in key quality improvement functions.
Criterion #6 – Questions related to MET Program Facilities
▪ Financial Support for the Program: See Table B.7-1 and Section B.7.a for details of financial support for the program.
▪ Classrooms, Laboratories, Computing Facilities, etc.: Section B.6 provides a comprehensive discussion of all the physical plant and computing facilities available to the ET programs.
▪ Support Staff: Support staff are available to the ET program as described in Section B.7.a.
▪ Information Resources: Section B.6.b summarizes the informational resources available to the ET programs. A more detailed description of technical references and library resources is provided in volume II of this report.
Criterion #7 – Questions related to Institutional and External Support
▪ Faculty Recruiting, Retention, and Development: See Section B.7.a.
▪ Student Recruiting, Selection and Advising: See Section B.7a.
▪ Support Staff: Support staff are available to the ET program as described in section B.7.a.
▪ Job Placement Services: Career placement services are provided to ET students by a placement counselor (see Section B.7.a). A more detailed description of campus career services is provided in volume II of this report.
▪ Industrial Advisory Committee: See Section B.7.c and Table B.7.2 for a description of the makeup of the program’s industrial advisory committee.
Criterion #8 – Questions related to ABET Program-specific Criteria – see Section B.8 for a discussion of the relationship between program objectives and outcomes and specific ABET program criteria.
-----------------------
[1] Penn State University College of Engineering Strategic Plan, 2005/6 – 2008/9, page 11
[2] Penn State University College of Engineering Strategic Plan, 2005/6 – 2008/9, page 13
[3] EET – Electrical Engineering Technology
MET – Mechanical Engineering Technology
BET – Biomedical Engineering Technology
TelET – Telecommunications Engineering Technology
NanoET – Nanofabrication Engineering Technology
AET – Architectural Engineering Technology
BEST – Building Energy Systems Technology
EMET – Electro-Mechanical Engineering Technology
[4] MEET – Measurement and Evaluations in Engineering Technology, available via
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[pic]
▪
To:
Engr Faculty Council
Univ. Faculty Senate
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
Response/Resolution to Course Change Suggestions
Course Change Suggestions
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
Annual Outline Updates
Response/Resolution to Course & Curriculum Suggestions
Recommendations for Course and Curriculum Change
Program Outcomes vs. Courses
Formal Proposals for Course & Curriculum Change Approval
Curriculum Committee
▪ Establishes Program Objectives & Outcomes
▪ Identifies Foundation Courses to Support Outcomes
▪ Disseminates Objective, Outcome, & Course Information to Faculty
▪ Assigns Course Chairs
▪ Reviews & Approves Standard Course Outlines
▪ Disseminates Approved Outlines to Faculty
▪ Assesses Need for & Initiates Curricular Improvement/Change
▪ Reviews & Responds to Faculty Suggestions re. Curriculum Changes
▪ Manages University Approval of Curriculum Change
................
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