Template for Program Assessment Report - New York Institute of Technology

Template for Program Assessment Report

Name of the program: BS in Electrical and Computer Engineering Technology Year: Academic year 2014/2015 Date: May 28, 2015 Faculty Participant: Lak Amara

Introduction:

Our undergraduate (ECET) program has gone through many successful ABET reaccreditations. To ensure continued success in this endeavor, our department has adopted the following twin goals: (1) the presentation of a leading-edge, up-to-date curriculum to our students and (2) the execution of an ongoing assessment process that uses input from faculty, industry (Industry advisory board), alumni and students for its evaluation criteria.

Up until now, our assessment process consisted of a semi-yearly review of the learning outcomes of about 50% of the courses our department offers. We make it a point to include each course over the year's cycle.

To facilitate the evaluation process, each instructor, upon completion of the semester's work in a course, submits the follow two critical items:

- a portfolio of the course material (exams, projects, and other relevant information) - a Faculty Course Assessment Report (FCAR)

We collect and amalgamate the data from the FCARs to quantitatively assess the program outcomes objectives (as specified by ABET) for the engineering technology course of study. We also use this data to qualitatively evaluate the mission of our department, to help ensure that we deliver relevant and timely subject matter to students enrolled in our electrical and computer engineering technology curriculum.

We have striven to give our students, through knowledge acquired in our academic program the skills to: -be successful in their careers through employment in engineering technology or related fields. - expand their knowledge and skills through continuing education or other lifelong experiences -serve to their communities, whether locally, nationally, or globally

Starting with the Fall term of 2015, we will be assessing our entire set of program outcomes (or student outcomes) over a period of two years. We have made this change based on suggestions from our faculty and through perusal of recent literature on program assessment

As of this writing, the ABET Program Outcomes for Electrical Engineering Technology a through k are:

a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;

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b. an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;

c. an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;

d. an ability to design systems, components, or processes for broadlydefined engineering technology problems appropriate to program educational objectives;

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

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

g. an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

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

i. an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity; j. a knowledge of the impact of engineering technology solutions in a societal and global context; and

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

The following table (figure 1) shows how we have focused on these program outcomes within out curriculum. The matrix illustrates the relationship between courses in the program and POs. In particular, it shows courses that are "strongly linked" to a specific PO. We base this strong-link identification on defined course's learning outcomes.

Course Title

ETCS 105 Career Discovery

abc de f ghi j k

1

2

Computer Technology courses (28 credits)

CTEC 204 Prog. Techniques I

2

1

CTEC 206 Prog. Techniques II

2

2

1

2

CTEC 216 Digital Electronics

2

2

2 2

2

CTEC 235 Microcomputers I

2

2 2 2

2

CTEC 241 Circuit Design and Fab.

2 2

2 2

2

ffdffddfffd

CTEC 243 Applied Computationa

2 2

2

Analysis I

CTEC 247 Applied Computational Analysis II

2 2

CTEC 335 Microcomputers II

2

2 2

1

CTEC 350 Microcontroller Based Sys. 1 1

2

2 1

Electrical Technology courses (27 credits)

ETEC 110 Electrical Technology I

2

2 1 2

ETEC 120 Electrical Technology II

2

2

2

1

ETEC 131 Electronics Technology I

2

2

2

1

ETEC 231 Electronics Technology II

1

1 2

1

ETEC 310 Communication Circuits

2

2

2

2

1

ETEC 410 Control System Technology 2 2

2 1 2

ETEC 495 Seminar Project

1

1

2 2 2 2

2

Electrical and Computer Technology Elective courses (9 credits)

CTEC 430 Digital Signal Processing

2

1

2 2

CTEC 460 Computer Networking Tech. 1

2 2

CTEC 471 Internet Dev.

2 2

2

2

2

ETEC 240 Energy Technology

1 2

ETEC 420 Communication Circuits II

2

1

MTEC 210 Intro. To CAD

1

2 2

3

Industrial Engineering Courses (9 credits)

IENG 240 Engineering Economics IENG 251 Project Design IENG 400 Ethics & Global Issues

2 2 2

2

2

1 2 2 2 2

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

Figure 1: Matrix of relationships between courses and program outcomes.

1. Which program learning outcomes did we assessed for the academic year 2014/2015?

During the fall semester of the academic year 2014/2015, we assessed POs: a, c, e, f and g. The other POs b, d, h, I, j , k were assessed during Spring 2015.

2. What measuring instruments did we use for the assessment? (attach the criteria, or rubrics used)

We base our assessment processes through direct measurement of tasks submitted by the faculty from their Faculty Course Assessment Reports (FCARs). Every faculty member must submit an FCAR for each course he taught during any given semester. We base the evaluation of the continuous improvement outcome using both direct and indirect methods.

We use an EGMU rubric to apply direct measurement to the given tasks a faculty member chooses as part of his or her FCAR. The rubric is as follows:

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EGMU E-Excellent

Rubric

Fully demonstrates/accomplishes the attributes and behavior in the rubric

Score 3

Mostly demonstrates/accomplishes the

G-Good

attributes and behavior in the rubric

2

Minimally demonstrates/accomplishes the

M-Minimal

attributes and behavior in the rubric

1

Does not demonstrate/accomplish the

U-Unsatisfactory attributes and behavior in the rubric

0

The following table, shown in figure 2, indicates which courses we used to measure specific POs.

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

An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadlydefined engineering technology activities;

. Include adequate

course learning

.Collection of Faculty

outcomes (CLOs) Course Assessment

in the curriculum Reports (FCARs)

courses

a

. Use of engineering

.Selected courses to which LOs are strongly

application

connected to this PO:

oriented software CTEC 204 , CTEC 216,

. Project

CTEC 235, CTEC 243,

experiences with ETEC 310 and IENG 240

real life examples.

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