sjsu annual program assessment form academic year · pdf filesjsu annual program assessment...

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SJSU Annual Program Assessment Form ___________________________Academic Year 2016‐2017__________________________

Department: Aviation and Technology Program: Industrial Technology,

Concentrations (2): Manufacturing Systems (MFGS) Manufacturing Systems (Sustainable Manufacturing) Computer Electronics and Network Technology

(CENT) Computer Electronics and Network Technology

College: Engineering Website: http://avtech.sjsu.edu X Check here if your website addresses the University Learning Goals. http://www.sjsu.edu/avtech/about/index.html#plo Program Accreditation: Association for Technology Management and Applied Engineering

(ATMAE), 2010‐2017. www.atmae.org Contact Person and Email: Samuel Obi, [email protected] Date of Report: February 24, 2017 Part A This is the third comprehensive Assessment Reporting year for all programs in our department, so this report may be somewhat longer than the usual Annual Assessment report. We look forward to gaining feedback on this process for improvement in the coming years. We have included an overview of the entire assessment program in this report. Since course level data collection has begun only in spring of 2015, review data is now coming in. We expect more data to come in at the end of this spring 2017. 1. List of Program Learning Outcomes (PLOs) All assessment measures were developed by the faculty working jointly with the program advisory board and area Industrial Technology education partners, and was corroborated by alignment with a competency gaps analysis conducted by the Society of Manufacturing Engineers. The measures are reflected in course level assessment tools that indicate mastery of learning objectives along with the means used to measure this learning. Multiple examples of a recent course assessment instrument are included in the appendices. The Program Learning Outcomes (PLOs) for all Aviation and Technology Dept. programs are: a. Demonstrate strong communication, critical thinking, and interpersonal skills; b. Use skills in team development, dynamics, and management to work as team players; c. Demonstrate ethical behavior and concern for colleagues, society, and the environment; d. Demonstrate leadership skills for a technology professional.

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The individual PLOs for each program under the BS degree program in Industrial Technology are shown in section 2, Map of PLOs to ULGs. The manner in which learning of the outcomes is attained (eg: exam, homework, project, paper, etc) is shown in the data collection forms used by each instructor. 2. Map of PLOs to University Learning Goals (ULGs) Tables 1–2 below illustrate the relationship between the SLOs for each program concentration and the University Learning Goals. They demonstrate good overlap between the SLOs for each program and the ULGs. Tables 3-4 show the alignment of both overarching PLOs and program SLOs to the required courses for each program. This alignment work was conducted by the department assessment coordinator, working with all the faculty. The assessment schedule shown in Table 5 is used to coordinate all program assessments for the Industrial Technology program.

Table 1 Matrix of BSIT-Manufacturing Systems Program Student Learning Outcomes to ULGs

Table 1

Matrix of BSIT-Manufacturing Systems

program Student Learning Outcomes to

ULGs

University Learning Goals

Specialized

Knowledge

Broad

Integrative

Knowledge

Intellectual

Skills

Applied

Knowledge

Social

Global

Responsi

-bilities

BS Industrial Technology

Manufacturing Systems

Concentration SLOs

M1. Demonstrate skills in the planning

and design of manufacturing

processes.

X

X

X

M2. Describe the product life cycle and

how products are manufactured. X X

X X

M3. Design and plan industrial facilities X X X

M4. Select and operate computer

numerical controlled and other

machines

X

X

X

M5.

Describe the uses, advantages, and

disadvantages of current and

evolving manufacturing techniques

including laser machining, electrical

discharge machining, water jet and

abrasive water jet machining, and

rapid prototyping.

X

X

X

X

M6.

Select analysis and use polymers,

composite materials, and materials in

the design of manufactured products.

X

X

X

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M7.

Apply the theory of computer-

integrated manufacturing (CIM),

including the computer-aided

design/computer-aided

manufacturing (CAD/CAM) interface

to industrial problems and settings.

X

X

X

X

M8.

Use the principles of production

scheduling & planning in an

industrial environment

X

X

X

M9. Demonstrate an understanding of

materials management including

Just-in-Time (JIT) and Materials

Resource Planning (MRP)

X

X

X

M10.

Integrate design, manufacturing, and

materials into the design and

development of new products

X

X

X

X

M11.

Apply the principles of Lean

Manufacturing to manufacturing and

soft systems

X

X

X

M12. Apply OSHA and NIOSH principles

to facilities design and management

X X

X

Table 2 Matrix of BSIT-CENT program

Student Learning Outcomes to ULGs University Learning Goals

Specialized

Knowledge

Broad

Integrative

Knowledge

Intellectual

Skills

Applied

Knowledge

Social

Global

Responsi

bililities

BS Industrial Technology

Computer Electronics Network Tech

SLOs

E1.

Solve electronic circuit and electronic

systems problems or designs in

analytical and creative ways.

X

X

X

E2.

Analyze and troubleshoot analog and

digital communication circuits and

systems

X

X

X

X

E3.

Use microprocessors and associated

circuits in test simulations and system

interfacing of processes.

X

X

X

X

X

E4.

Develop and implement software

systems for control of electronic

industrial processes.

X

X

X

E5. Analyze the role of instrumentation and

automation in the electronics industry.

X

X X

E6. Apply telecommunications theory to

industrial settings and problems X

X X

E7. Setup and manage computer networks X X X

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E8.

Design and Analyze electronic circuits

and systems using simulation and

hands-on experiments

X

X

X

X

E9.

Demonstrate an understanding of

materials management including Just-

in-Time (JIT) and Materials Resource

Planning (MRP)

X

X

X

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3. Alignment – Matrix of PLOs to Courses

Table 3 Matrix of Program Learning Outcomes and Student Learning Outcomes to Required Courses of MFGS program

(see table 1 for mapping of Program SLOs to ULGs)

BS Industrial Tech/Manufacturing Systems PLOs SLOs

Course List a b c d M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12

Tech 020: Design and Graphics X X X

Tech 025: Introduction to Materials Technology X X X

Tech 031: Quality Assurance and Control X X X X

Tech 041: Machine Shop Safety X X

Tech 045: Sustainable Facilities Design & Planning

X

X

X

X X X

X

Tech 046: Machine Operation and Management X X X X X X X X

Tech 060: Introduction to Electronics

Tech 065: Networking Theory and Application X

Tech 115: Automation and Control X X X X X

Tech 140: Green & Sustainable Product Design X X X X X X X

Tech 145: Lean Manufacturing X X X X X X X X X X

Tech 147: Green Manufacturing Analysis & Mgt X X X X X X X X X X X X

Tech 149: Computer Integrated Manuf. Systems X X X X X X X X X X X X X X X

Tech 190: Senior Seminar in Technology X X X X

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Table 4 Matrix of Program Learning Outcomes and Student Learning Outcomes to Required Courses of CENT program

(see table 2 for mapping of Program SLOs to ULGs)

BS Industrial Technology/Computer Electronics and Network Technology

PLOs SLOs

Course List a b c d E1 E2 E3 E4 E5 E6 E7 E8 E9

TECH 031: Quality Assurance and Control X X

Tech 60: Introduction to Electronics x

TECH 065: Networking Theory and Application X X

TECH 115: Automation and Control X X X X X X X X

TECH 145: Lean Manufacturing X X X X X

TECH 160: Microprocessors Theory and Applications X X X X

TECH 163: Telecommunications Systems X X X

TECH 165: Wireless Communications Technologies X X X

TECH 167: Control Systems X X X X X

TECH 169: Applied Electronic Design X X X X X X X X X X

TECH 190: Senior Seminar in Technology X X X X

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4. Planning – Assessment Schedule

The assessment schedule measures outcomes in each program, in key courses in the curriculum as shown below. The assessment schedule seems a bit aggressive, taking outcomes measures from each course once per year. This may be modified to once every other year after the first year review is complete.

The program had a prior assessment plan but the data collection was too ponderous to be maintained. The schedule was restarted Fall 2014, starting with the current capstone course, Tech 190, and the core course Tech 145. * The capstone course will be changed from Tech 190 to Tech 190A/B in Fall 2016 per the Fall 2014 catalog, so it is listed here in its future form.

Table 5: Six Year Assessment Schedule, B.S. Industrial Technology (shows both concentrations) AY 2014-15 AY 2015-16 AY 2016-17 AY 2017-18 AY 2018-19 AY 2019-20

Course # Title Course Role Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr

Tech 031 Quality Assurance CORE M R I/M R I/M R I/M R I/M R I/M

Tech 060 Intro to Electronics CORE M R I/M R I/M R I/M R I/M

Tech 115 Automation & Control CORE M R I/M M R I M R

Tech 145 Lean Manufacturing CORE M R/I/M R I/M R I/M R I/M R I/M

Tech 149 Computer Integrated Mfg Advanced MFGS M R I/M R I/M R I/M R I/M R I/M

Tech 169 Applied Electronic Design Advanced CENT M R I/M R I/M R I/M R I/M R I/M

Tech 190B Senior Project II Capstone M R/I/M R M R I/M R M R I/M

Tech 198 Technology & Civilization CORE/GE R I/M R I/M R I/M R I/M R I/M R

M Collect data

R analyze and review

I Implement changes

I/M Implement and Measure

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4. Planning – Assessment Schedule

The assessment schedule measures outcomes in each program, in key courses in the curriculum as shown below. The assessment schedule seems a bit aggressive, taking outcomes measures from each course once per year. This may be modified to once every other year as the department deems necessary.

The program had a prior assessment plan but the data collection was too ponderous to be maintained. The schedule was restarted Fall 2014, starting with the current capstone course, former Tech 190 (now Tech 190B), and the core course Tech 145. * The capstone course has changed from Tech 190 to Tech 190B in spring of 2017.

In addition to the course‐level outcomes assessment, the Department will continue to gather outcomes information from graduates, as well as feedback from students in the program, every 2 to 3 years. The most recent surveys were conducted in Fall 2016, with previous surveys conducted in 2010, 2012 and 2014. Finally, the surveys (both graduate and student) and other outcomes reports will be provided to the program advisory board which meets at least once each year, for their review and feedback.

5. Student Experience

The department lists all PLOs and SLOs on each course green sheet, and on the department website, linked to the pages for each program. At this time current students are not engaged directly in the creation of or review of the outcomes; however, there is a student representative on the Industrial Technology Industry advisory board who will be able to provide student viewpoint. In addition, the surveys of current students which are conducted every 2 to 3 years are part of our assessment process and will be used to shape and revise our PLOs. The faculty will discuss whether or not involving the students directly in the creation or revision of program outcomes is a good idea, and if so how to accomplish this purpose.

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Part B

1. Assessment Data and Results (Please briefly describe the data collected for this report (e.g., student papers,

posters, presentations, portfolios, assignments, exams). The instruments used to

evaluate student achievement (e.g., rubrics or other criteria) and actual data (e.g.,

assignment description or instructions) should be attached as appendices.)

Notes on Technology Courses Assessed

Table 5 shows the 8 assessable Technology courses: Tech 31, Tech 60, Tech 115,

Tech 145, Tech 149, Tech 169, Tech 190B, and Tech 198. All but Tech 145, Tech

149, Tech 169 and Tech 198 use all their SLOs to assess students every cycle.

These four courses have many SLOs, and so their SLOs are sequenced during the

assessment cycles. Tech 145 has 10 SLOs; Tech 149 has 15 SLOs; Tech 169 has

10 SLOs; and Tech 198 has 3 of which one is assessed in each cycle. Except for

Tech 198, four different SLOs are, therefore, used for assessing each of these

courses in each cycle.

For this cycle, according to our 6-year assessment schedule shown in Table 5, the

following courses will undergo the assessment, review and/or implementation of

changes as follows:

Tech 31, Tech 149, Tech 169, and Tech 190B will be assessed.

Tech 60, Tech 145, and Tech 198 will undergo review of changes made in the

past cycle.

Tech 31, Tech 149, and Tech 169* will receive some implementation of

solutions to correct weaknesses from past cycle.

*Note that Tech 169 was not assessed in the last cycle as a result of medical

emergency of the instructor who taught it. It will be assessed in this cycle.

Therefore, our program assessments this cycle will involve the following procedures:

a. For Tech 31, four Student Learning Outcomes (SLOs) will be assessed for the spring of 2017 cycle. They are shown in the table below. The assessment will be undertaken at the end of this semester to allow the instructor time to gather enough data. The blank assessment tools that will be used to gather the data is attached in Appendix A It is noted that the instructor failed to measure the required SLOs during the last cycle because of misunderstanding in differentiating his class teaching objectives from the program SLOs. This mistake was identified during the review of data collected in the last cycle. The instructor has been informed and advised to use the correct SLOs this semester in collecting the required data.

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Tech 31 Course SLO Assignment Used to Measure SLO:

C1: Demonstrate strong communication, critical

thinking and interpersonal skills. Students’ scores on project oral presentation

C2: Demonstrate skills in team development,

dynamics, and management to work as team

players. Student’s scores on team project

M1: Demonstrate skills in the planning and design

of manufacturing processes. Student’s scores on design portion of group project

M8: Use the principles of production scheduling &

planning in an industrial environment. Students’ scores on design of hypothetical factory

cycle times

b. For Tech 60, the instructor will review the effect of the changes she made in the last cycle stemming from the one Student Learning Outcome assessed in the fall of 2016 – i.e. Solve electronic circuit and electronic systems problems or designs in analytical and creative ways. The completed assessment tool from the last cycle is attached in Appendix B. The instructor will review the effect of the changes she made as a result of the unusually high number of Ns (not met) at the end of this semester.

c. For Tech 115, no assessment is required in this cycle. But a completed assessment tool from last cycle is attached in Appendix C.


M1: Demonstrate skills in the planning and design of

manufacturing processes Mid Terms 1 and 2

M10: Integrate, design, manufacturing, and materials

into the design and development of new products Automation Group Project

d. A review will be undertaken in Tech 145 of the two Student Learning Outcomes assessed in the last cycle shown in the table below. It is noted that the instructor who did the assessment retired shortly after that. A new instructor is now teaching the course. But no immediate concern was identified during the last assessment. The new instructor will be encouraged to examine the course for other possible improvements. A blank assessment tool is attached in Appendix D.

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C4: Use skills in team development, dynamics, and

management to work as team players Semester team project

M12: Apply the principles of Lean Manufacturing to

manufacturing and soft systems Final examination

e. For Tech 149, four different Student Learning Outcomes will be assessed for spring 2017. The table below shows the SLOs and their respective measures. Assessment will be undertaken at the end of this semester to allow the instructor time to gather needed data. But a completed assessment tool for spring 2016 is attached in Appendix E.

It is noted that as an improvement, the “design and plan industrial facilities” component of team project used to measure two SLOs (M3 and M12) has been modified in the course to allow all the students in a team to have direct involvement in the planning and design of industrial facilities. The previous format allowed only one student team member to engage in the design, which made assessing the result rather difficult for the instructor who has to determine how much role each student played in the tasks.

Tech 149 SLOs for Spring 2017 Assignment Used to Measure SLO Spring in 2017

M9: Demonstrate an understanding of

materials management including Just-in-

Time (JIT) and Materials Resource Planning

(MRP) Quiz 2

M10: Integrate design, manufacturing, and

materials into the design and development

of new products Design Component of Team Project

M11: Apply the principles of Lean

Manufacturing to manufacturing and soft

systems Quiz 3

M12: Apply OSHA and NIOSH principles to

facilities design and management Facility Design component of team project

f. For Tech 169, four SLOs will be assessed in spring 2017. The table below shows the

SLOs and their respective measures that will be used for the assessment. The blank assessment tool is attached in Appendix F. It is also noted that this course was not assessed during the last cycle because of a medical emergency the instructor had. A new instructor teaches the course this semester and has been informed about the assessment.

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Tech 169 SLOs for Spring 2017 Assignment Used to Measure SLO Spring in 2017

E1: Solve electronic circuit and electronic systems problems in analytical and creative ways.

Student's score on mid-term exam.

E2: Analyze and troubleshoot analog and digital communication techniques

Student's score on lab assignment 1.

E3: Apply theories of computer-aided design and manufacturing of electronic systems: printed circuit boards (PCBs) and integrated circuits (ICs).

Student's score on team project

E4: Use microprocessors and associated circuits in test simulations, system interfacing of processes.


g. Tech 190B is being offered for the first time this spring. It will undergo its first assessment this spring of 2017. Four different Program Learning Outcomes will be assessed in spring 2017. The table below shows the PLOs and the respective measures used. The blank assessment tool is attached in Appendix G

Tech 190B Course SLOs for Spring

2017

Assignment Used to Measure SLO for Spring

2017

a: Demonstrate strong communication, critical

thinking, and interpersonal skills Elevator Speech Assignment and Informational Interview

Assignment

b: Use skills in team development, dynamics, and management to work as team players

Group project/presentation

c: Demonstrate ethical behavior and concern

for colleagues, society, and the environment Guest Speaker Series Assignments

d: Demonstrate leadership skills for a

technology professional Group project/presentation

h. In the 2016 fall assessment cycle, SLO 2 “Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture” was assessed. For SLO 2, 85.1% of the students met the criteria for all three indicators for GE SLO 2 (C or better). The three faculty members who teach the course met and discussed the report submitted in Appendix H. They believed that based on their assessment, Tech 198 students are meeting SLO 2. Therefore, no modifications are planned for the upcoming year. Their completed assessment sheet is in Appendix H. i. Moreover, we always relate the effectiveness and viability of our programs and courses to what our graduates do in the industry. A 2016 survey of our alumni appears to have strong relationship with our programs. For example, the following snippets suggest so:

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1. 94% of the respondents indicated that their minor in business management was

of some value to them in their job performance and advancement (question 7).

2. 52.6% obtained their first job prior to graduation, 26% obtained their first job

under six months after graduation, and 21% obtained theirs six to thirteen

months after graduation (question 8).

3. 95% of the respondents are currently employed (question 10).

4. 88.9% of the respondents are employed in a field related to their major (question

11).

5. 87.5% of respondents indicated that their primary activity in their current job is

engineering or technical, while 6.25% indicated administrative or management

(question 14).

6. 75% of the respondents indicated that engineering most closely described their

current job, 12.5% said quality control, and 6.25% indicated management

(question 15).

7. When respondents were asked to select job responsibilities with which they are

involved on a regular basis, they indicated as follows: production control 56.25%,

cost estimation 31.25%, quality control 31.25%, job design 25%, training or

development 25%, maintenance 25%, inventory control 25%, research and

development 18.75%, report writing 18.75%, budgetary decisions 12.5%,

subordinate performance evaluation 12.5%, subordinate reporting to you 12.5%,

other 25% (question 16).

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8. When respondents were asked to indicate the extent the following competencies

were used in their current jobs (question 17), they responded as shown in Figure

13:1.

9. 93.75% of the respondents considered the majority of their current job

responsibilities to be technical, 6.25% indicated managerial (question 20).

10. 81.5% of the respondents indicated that they had important supervision

responsibilities in their career (question 21).

11. 76.9% indicated that the Industrial Technology degree prepared them for

advanced study (question 23).

The complete survey result is attached in Appendix I.

What We Plan to Do to Improve Future Achievement Levels to Close the Loop In general, our faculty are doing well in covering our program’s SLOs. But while our faculty are working to improve their teaching all the time, we take note of any indication of below performance in any of these SLOs. For example, in the past (2016) cycle we noted that three courses received significantly below normal scores (Ns) in one or more of their SLOs. These courses included Tech 31, Tech 60 and Tech 149. For Tech 31, Students were required to purchase their own digital calipers and/or electronic test instruments for measuring, collecting and analyzing data last semester as a result of findings that indicated that they lacked understanding in data collection and analysis. Their projects were designed to address that finding. For Tech 60, Students will be given more time during their lab times this semester to make up for the shorter lecture time used to cover more extensive materials. The instructor will also spend more time to explain more materials to them during their lab time. For Tech 149, this semester the instructor will require more individual student involvement in group facility design, instead of having only one group member do the facility design. This will require a little restructuring of the team project arrangements. For Tech 169, the new instructor noted that after evaluating the students’ level of knowledge during the first week of school, she decided to plan her approach to the lectures as follows:

review of device fundamentals, (basic PN junction, diodes, Cap, CMOS)

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single transistor amplifier analysis and small signal model and frequency response

operational amplifiers, current mirrors, identifying bias xtor from amplifier, ...

filters, types, analysis and transfer functions She indicated that for this semester, she will try to cover all the basics that students were supposed to know from previous courses, but unfortunately their evaluation test showed that the knowledge was lacking. Then she will build upon the fundamental and take them to the level that they can evaluate, understand, and learn the 'know-abouts' when looking at a complicated circuit. Finally, you also noted that we needed to address two issues in the past assessment, namely:

1. Your Outcomes are too general, and 2. You do not have performance indicators to help you frame your assessment. For

example, you list Outcome A3 as “communicate effectively.” But what is effective communication? What does that look like? What traits can you identify?

To answer the first issue, a correction has been made in the assessment tool for Tech 31. The instructor had included his own teaching objectives in the tool instead of using the specific SLOs designated for the course during the assessment. His phrasing of the said objectives was unclear as stated. But his current tool has assessment criteria that are now specific and addressed the required SLOs. To answer question 2, we tried to find the section where you were referring to but could not find it. We even did a spell check to help us track and narrow down on the phrase “communicate effectively”, but could not find it in the report. Part C (This table should be reviewed and updated each year, ultimately providing a cycle-long record of your efforts to improve student outcome as a result of your assessment efforts. Each row should represent a single proposed change or goal. Each proposed change should be reviewed and updated yearly so as to create a record of your department’s efforts. Please add rows to the table as needed.)

Proposed Changes and Goals

Status Update

Tech 31: Students should be required to use measurement and data collection tools to collect and record data

Already implemented in the fall of 2016 – in progress. Students are now required to purchase their own digital calipers and/or electronic test instruments for measuring, collecting and analyzing data. In addition, the instructor noted the following: 1) One of the M2 components is the final exam. In 2015, 55% of students got Ns. In 2016 N's percentage dropped to 34%.

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2) One of the M3 components is the midterm exam. In 2015, 77% of students got Ns but in 2016 the percentage dropped to 48%. In both cases, especially for M3, the percentage of N is high, because he made the midterm a bit longer and more challenging to warn students and prepare them for the final. Based on the percentages in two consequent years, he thinks a more comprehensive midterm or two midterms instead of one would be helpful.

Tech 60: Solve electronic

circuit and electronic

systems problems in

analytical and creative ways

The reason for more frequent Ns was because the instructor

changed syllabus and covered contents faster the first three

weeks what should have been covered in six weeks. She

also noted that students did not have proper background in

the course. The instructor has increased lab times to make

up for the shorter time to help students overcome this

problem.

Tech 149: Design and plan

industrial facilities

Require more individual student involvement in group facility

design, instead of having only one group member do the

facility design. This initiative was implemented in spring

2017.

BS in Technology Program:

(1) Graduates’

Advancement

(2) Employer satisfaction

Recently ATMAE is requiring us to provide information on

graduates’ promotion status at their various workplaces. Our

redesigned survey has several questions to address this

requirement.

ATMAE also wants us to determine how satisfied the

employers of our graduates are with the graduates’

performance. A new questionnaire was designed to be

administered through the Office of Institutional Effectiveness

and Analytics to help retrieve this information. The results

showed that our graduates’ employers were very satisfied

with our graduates.

Technology Industry

Advisory Board Survey

Our Industry Advisory Board met on February 23, 2017. We

presented them with an overview of our program and our

SLOs. A survey on their opinions about our program showed

overwhelming support for our SLOs. However, they made

some recommendations which the faculty will address.

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Appendices

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Appendix A: Tech 31 Assessment Tool

Tech 31

Instructor SLOs measured (select two)

Student Name SLO ## SLO ## SLO ## SLO ##

List measures used to assess learning: How Measured

C1 Demonstrate strong communication, critical thinking and interpersonal skills

Students’ scores on project oral presentation

C2. emonstrate skills in team development, dynamics, and management to work as team players

Student’s scores on team project

M1. Demonstrate skills in the planning and design of manufacturing processes.

Student’s scores on design portion of group

project

M8 Use the principles of production scheduling & planning in an industrial environment

Students’ scores on design of hypothetical factory

cycle times

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Select outcomes to be measured for semester, and score each student for each outcome:

N = not met at 70% mastery

M = Met

E = Exceeded

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Appendix B: Tech 60 Assessment

Course number Tite Semester

Tech 60 Intro to Electronics Spring 2016

Instructor Manizheh Zand SLOs measured

Student Name SLO E1

A. E

B. M

C. N

D. N

E. N

F. N

G. M

H. M

I. M

J. M

K. M

L. M

M. M

N. M

O. E

P. M

Q. M

R. M

S. M

T. M

U. M

V. N

W. N

X. M

Y. E

Z. M

AA. M

BB. M

CC. N

21

DD. N


E1 Solve electronic circuit and electronic systems Midterm 1 & 2

problems in analytical and cretive ways


M = Met

E = Exceeded

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Appendix C: Tech 115 Assessment

Course Assessment form, Aviation and Technology Department

Course number Title Semester

Tech 115 Senior

Seminar Spring 2015

Instructor Name Robert

Werkman PLOs measured

Student Name M1 M10

A. M M

B. M M

C. M E

D. N E

E. M E

F. M M

G. M N

H. N M

I. M M

J. M N

K. N N

L. M E

M. E E

N. M E

O. M E

P. M E

Q. N E

R. N E

S. M E

T. M M

U. E M

V. M N

W. N E

X. M N

Y. N M

Z. N M

AA. M E

BB.


M1 Demonstrate skills in the planning and design of manufacturing processes

Mid Terms 1 and 2

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M10

Integrate, design, manufacturing, and materials into the design and development of new products

Automation Group Project



M = Met (71%-89%)

E = Exceeded (90%+)

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Appendix D: Tech 145 Assessment Tool



Tech 145 (ISE 145) Lean Manufacturing

Instructor SLOs measured

Student Name

SLO (E.g

. C4)

SLO (E.g. M12)



C4. Use skills in team development, dynamics, and management to work as team players

Semester Team Project

C5. Demonstrate ethical behavior and concern for colleagues, society, and the environment

C9. Demonstrate leadership skills for a technology professional

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M1. Demonstrate skills in the planning and design of manufacturing processes.

M2. Describe the product life cycle and how products are manufactured.

M3. Design and plan industrial facilities

M12.

Apply the principles of Lean Manufacturing to manufacturing and soft systems

Final Examination


N = not met at 70% mastery M = Met (70-89%) E = Exceeded

(90%+)

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Appendix E: Tech 149 Assessment

TECH 149 (Spring 2016)

Instructor: Sam Obi SLOs measured (select four per schedule)

Student Name

SLO

M5

SLO

M6

SLO

M7

SLO

M8

A. N E M N

B. E E E E

C. E E E E

D. E E E E

E. M M M M

F. E M E E

G. N M M E

H. E M E E

I. E M M E

J. M M M N

K. M M E E

L. E E E E

M. E E E E

N. E M E E

O. M N E N

P. E M E E

Q. E M E E

R. E M E E

S. M E E N

T. E M E E

U. E M E E

V. M M E E

27

W. E N N N

X. E M E E

Y. M E E M

Z. M M M N

AA. E M N E

BB. E M E E

CC. E E E E

DD. N M N N

EE. E M E E

FF. E N M E


C1 Demonstrate strong communication, critical thinking and

interpersonal skills

Team Project Report, Oral Presentation

and Group Meeting Log

C4. Use skills in team development, dynamics, and management to

work as team players

Product Design Management in Team

Project

C5. Demonstrate ethical behavior and concern for colleagues, society,

and the environment

Compliance with Schedule Component of

Team Project

C9. Demonstrate leadership skills for a technology professional Assigned Tasks of Team Project

M1. Demonstrate skills in the planning and design of manufacturing

processes. Process Plan of Team Project

M2. Describe the product life cycle and how products are

manufactured. Project 1

M3. Design and plan industrial facilities Facilities Design Component of Team

Project

M4. Select and operate computer numerically controlled and other

machines Finished Product of Group Project

M5.

Describe the uses, advantages, and disadvantages of current and

evolving manufacturing techniques including laser machining,

electrical discharge machining, water jet and abrasive water jet

machining, and rapid prototyping. Assignment 5

M6. Select, analyze and use polymers, composite materials, and

materials in the design of manufactured products. Project 1

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M7.

Apply the theory of computer-integrated manufacturing (CIM),

including the computer-aided design/computer-aided

manufacturing (CAD/CAM) interface to industrial problems and

settings. Assignment 1

M8. Use the principles of production scheduling & planning in an

industrial environment Activity 3

M9. Demonstrate an understanding of materials management including

Just-in-Time (JIT) and Materials Resource Planning (MRP) Quiz 2

M10. Integrate design, manufacturing, and materials into the design and

development of new products Design Component of Team Project

M11. Apply the principles of Lean Manufacturing to manufacturing and

soft systems Quiz 3

M12. Apply OSHA and NIOSH principles to facilities design and

management Assignment 2

Select outcomes to be measured for semester, and score each student for each

outcome:


M = Met

E = Exceeded

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Appendix F: Tech 169 Assessment

TECH 169

Instructor Name SLOs measured (select four per schedule)

Student name/SID SLO E1 SLO E3 SLO E4 SLO E5



C4. Use skills in team development, dynamics, and management to work as team players

C5. Demonstrate ethical behavior and concern for colleagues, society, and the environment

E1. Solve electronic circuit and electronic systems problems in analytical and creative ways.

Student's score on mid-term exam.

E2. Analyze and troubleshoot analog and digital communication techniques


E3. Apply theories of computer-aided design and manufacturing of electronic systems: printed circuit boards (PCBs) and integrated circuits (ICs).

Student's score on team project

30

E4. Use microprocessors and associated circuits in test simulations, system interfacing of processes.


E5. Develop and implement software systems for control of electronic industrial processes.

E6. Analyze the role of instrumentation and automation in the electronics industry.

E7. Apply telecommunications theory to industrial settings and problems

E8. Manage computer networks

E9. Design and Analyze electronic circuits and systems using simulation and hands-on exercises

E10. Demonstrate an understanding of materials management including Just-in-Time (JIT) and Materials Resource Planning (MRP)



M = Met

E = Exceeded

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Appendix G: Tech 190 Assessment



Tech 190B Senior Seminar

Instructor Name Ali Zargar SLOs measured

Student Name SLO (eg: A2) SLO (eg: A7)

SLO List measures used to assess learning: How Measured

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C2 Demonstrate strong communication, critical thinking and interpersonal skills.

Elevator Speech Assignment and

Informational Interview Assignment

C4 Use skills in team development, dynamics, and management to work as team players.


C5 Demonstrate ethical behavior and concern for colleagues, society, and the environment.

Guest Speaker Series Assignments

C9 Demonstrate leadership skills for a technology professional.



Ranking: N = not met at 70% mastery, M = Met, E = Exceeded 70% mastery level

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Appendix H: Tech 198 Assessment

General Education Annual Course Assessment Form

Course Number/Title ___Tech 198 Technology & Civilization___ GE Area

__V_____________________

Results reported for AY __2015-2016____ # of sections ___8__________ # of instructors

______3_____

Course Coordinator: __Pat Backer________________ E-mail:

[email protected]_____________

Department Chair: _Fred Barez_________________ College:

__Engineering_________________

Part 1

To be completed by the course coordinator:

(1) What SLO(s) were assessed for the course during the AY? SLO 2: Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture.

(2) What were the results of the assessment of this course? What were the lessons learned

from the assessment?

GE Area V SLO 2 Assessment

In Fall 2015, two different faculty taught at total of three sections of Tech 198. For Spring

2016, three different faculty taught a total of five sections of Tech 198. The Unit 2 History of

Technology assignment and rubric was used in each section except for the special Global

Technology Initiative (GTI) section. The assignments are described below.

History of Technology Assignment (Unit 2)

Choose one of the following technological developments that were discussed in the web

tutorial: the mechanical clock, gunpowder, the Great or Jersey wheel, printing, or the compass.

Write an essay that addresses the following topics. When you respond to these topics, you

should be specific and cite specific details either from the web tutorial or your own research.

You should cite specific events and/or cultures as you answer these questions. Also, you should

make sure to cite your sources in your response and include a reference list at the end of your

essay.

34

Higher credit will be given for responses that show evidence of a systematic and comprehensive

understanding of the topics involved. The narrative portion of your essay must be at

least 500 words (approximately 2 pages double-spaced).

Discuss the history of the technology from its early beginnings to the Renaissance. Please discuss at least three different events in the history of your chosen technology.

Describe one force (e.g., historical, cultural, social, economic, political) that affected the development of the technology?

How did the development and use of the technology affect Europe in the Middle Ages? Overall, how did the technology affect the United States?

For the GTI section (Spring 2016), learning objective two was assessed through Research Paper

One, a paper on the reforms in China since the death of Mao Zedong has changed China and

how these changes have in turn impacted the United States.

Overall, there were 108 students in Fall 2015 and 173 in Spring 2016. Twenty-four students did

not submit their assignments for this activity. For SLO 2, 85.1% of the students met the criteria

for all three indicators for GE SLO 2 (C or better).

Assessment on SLO#2

assignment Fall 2015 Spring 2016 total Percent of Total

Exceeds criterion 40 49 89 31.7%

Meets criterion 52 98 150 53.4%

Did not meet criterion 7 11 18 6.4%

did not submit assignment 9 15 24 8.5%

Total 108 173 281

(3) What modifications to the course, or its assessment activities or schedule, are planned

for the upcoming year? (If no modifications are planned, the course coordinator should indicate

this.)

Based on our assessment, the Tech 198 students are meeting SLO 2. Therefore, no

modifications are planned for the upcoming year.

Part 2

35

(4) Are all sections of the course still aligned with the area Goals, Student Learning

Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are

planned?

Yes. All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning

Objectives (SLOs), Content, Support, and Assessment.

(5) If this course is in a GE Area with a stated enrollment limit, please indicate how or how

practice and revisions in writing will be addressed with larger sections, particularly how

students are receiving thorough feedback on the writing which accounts for the minimum

word count in this GE category.

None of the sections offered in AY 2015-2016 exceeded the enrollment limit of 40 students.

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Appendix I: Graduate Survey Information

The 2016 Industrial Technology Alumni Survey

Prepared by Institutional Effectiveness and Analytics – September

2016 Summary analysis by Samuel Obi with input from program

faculty.

This online survey was developed and conducted by the Aviation & Technology

Department in consultation with Institutional Effectiveness and Analytics in the

September of 2016. Surveys were sent to unknown number of individuals who

graduated from the program from 2011 to 2016, and a total of 19 responses were

received.

Highlights of the 2016 survey results pertinent to this standard are as follow:

12. 94% of the respondents indicated that their minor in business management was of some

value to them in their job performance and advancement (question 7).

13. 52.6% obtained their first job prior to graduation, 26% obtained their first job under six

months after graduation, and 21% obtained theirs six to thirteen months after graduation

(question 8).

14. 95% of the respondents are currently employed (question 10).

15. 88.9% of the respondents are employed in a field related to their major (question 11).

16. 87.5% of respondents indicated that their primary activity in their current job is

engineering or technical, while 6.25% indicated administrative or management (question

14).

17. 75% of the respondents indicated that engineering most closely described their current

job, 12.5% said quality control, and 6.25% indicated management (question 15).

18. When respondents were asked to select job responsibilities with which they are involved

on a regular basis, they indicated as follows: production control 56.25%, cost estimation

31.25%, quality control 31.25%, job design 25%, training or development 25%,

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maintenance 25%, inventory control 25%, research and development 18.75%, report

writing 18.75%, budgetary decisions 12.5%, subordinate performance evaluation 12.5%,

subordinate reporting to you 12.5%, other 25% (question 16).

19. When respondents were asked to indicate the extent the following competencies were

used in their current jobs (question 17), they responded as shown in Figure 13:1.

20. 93.75% of the respondents considered the majority of their current job responsibilities to

be technical, 6.25% indicated managerial (question 20).

21. 81.5% of the respondents indicated that they had important supervision responsibilities

in their career (question 21).

Figure 13:1: Competencies Used I Technology Jobs

22. 76.9% indicated that the Industrial Technology degree prepared them for advanced

study (question 23).

23. When asked how satisfied they were with regard to their job positions and their

academic preparations, they responded as shown in the figure 13:2 (question 24).

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Figure 13:2: How Satisfied Are You with…

39

Figure 13:3: Alumni Experiences wit Industrial Technology Program

40

24. When the respondents were asked to evaluate their experience in the Industrial

Technology program, they responded as shown in Figure 13:3 (question 25).

Written Comments are archived at department and available on request

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