1 CQI Process for ET Program ET Programs at Penn State Hazleton Campus Ken Dudeck EET Program...

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CQI Process for ET Program

ET Programs at Penn State Hazleton Campus

Ken DudeckEET Program Coordinator

Wes GrebskiMET Program Coordinator

CQI Process

Determine Outcomes Required to Achieve

Objectives

Determine how Outcomes will be

achieved

Establish Indicators that Objectives are

Being Achieved

Formal Instruction Student Activities

Evaluate/Assess


AssessedInput from

Constituencies

Determine Educational Objectives

Skills, knowledge, and attributes gained in the program.Abilities needed in

the Workplace

Terminology• Program Educational Objectives

– Abilities you expect <3 yrs after graduation

• Program Outcomes– Skills, knowledge, and attributes measurable at graduation– Course-Level Outcomes (Sub Outcomes)

• “Performance Criteria” linked to Program Outcomes

• Assessment– How they are measured?

• Evaluation – Interpretation of what is measured.

• CQI Process– Implement documented program improvements based on

Assessment & Evaluation of Outcomes & Objectives.

• Program Objectives are Defined– Abilities we expect 2-3 years after graduation.

• Program Objectives are Defined– Abilities we expect 2-3 years after graduation.

EET Program Objectives:“To produce graduates who, during the first few years of professional practice, will:

•Demonstrate broad knowledge of electrical and electronics engineering technology practices to support design, application, installation, manufacturing, operation, and maintenance as required by their employer, •Apply basic mathematical and scientific principles for technical problem solving in areas which may include circuit analysis of both analog and digital electronics, microprocessors, programmable logic controls, and electrical machines,•Utilize computers and software in a technical environment, •Demonstrate competence in written and oral communication,•Work effectively as an individual and as a member of a multidisciplinary team,•Show awareness of social concerns and professional responsibilities in the workplace, and•Continue their professional training and adapt to changes in the workplace, through additional formal or informal education.”

• Program Outcomes are Defined– A list of skills, knowledge, and attributes

measurable at graduation

• Program Outcomes are Defined– A list of skills, knowledge, and attributes

measurable at graduation

“EET Graduates should be able to:1.Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers,2.Conduct experiments, and then analyze and interpret results,3.Apply basic mathematical, scientific, and engineering concepts to technical problem solving,4.Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving,5.Communicate effectively orally, visually, and in writing,6.Work effectively in teams,7.Understand professional, ethical and social responsibilities,8.Have a respect for diversity and a knowledge of contemporary professional, societal and global issues,9.Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study,10.Apply creativity through the use of project-based work to design circuits, systems or processes, and11.Have a commitment to quality, timeliness, and continuous improvement.”

• Program Outcome Mapping to ABET Criteria a-k

– Mappings show Program Outcome relationship to ABET criteria.

• Program Outcome Mapping to ABET Criteria a-k

– Mappings show Program Outcome relationship to ABET criteria.

Correspondence Between 2 EET Program Outcomes and ABET Criteria

ABET General CriteriaPgm.Crit.

Program Outcomes(Students should: )

a b c d e f g h i j k a b

1Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers.

X X X

2 Conduct experiments, and then analyze and interpret results. X X

3Apply basic mathematical, scientific, and engineering concepts to technical problem solving.

X X X X X

4Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving.

X X

5 Communicate effectively orally, visually, and in writing. X

6 Work effectively in teams. X

7 Understand professional, ethical and social responsibilities. X

8Have a respect for diversity and a knowledge of contemporary professional, societal and global issues

X

9Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study.

X

10Apply creativity through the use of project-based work to design circuits, systems or processes.

X X

11 Have a commitment to quality, timeliness, and continuous improvement. X

2EET - Mapping Outcomes to Courses

(The program outcome of the EET program) Students should:

ET002

ET005

EET 101

EET 109 LAB

EGT 101

EGT 102

EET 114

EET 117

EET 118 LAB

EET 120 LAB

EET 205 LAB

EET 210

EET 211

EET 213W

EET 216

EET 220

EET 221 LAB

Gen Edl

1. Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers.

X X X X X X X X

2. Conduct experiments, and then analyze and interpret results. X X X X X

3. Apply basic mathematical, scientific, and engineering concepts to technical problem solving.

X X X X X X X

4. Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving.

X X X X X

5. Communicate effectively orally, visually, and in writing. X

X X X X X X X

6. Work effectively in teams. X X X X

7. Understand professional, ethical and social responsibilities. X

X X

8. Have a respect for diversity and a knowledge of contemporary professional, societal and global issues

X

9. Recognize the need for lifelong learning and be prepared to continue their education through formal or informal study.

X X

10. Apply creativity through the use of project-based work to the design of circuits, systems or processes.

X X X X X

11. Have a commitment to quality, timeliness, and continuous improvement. X X

Examples of Student Work for Course Outcome #1 b

Examples of Student Work for Course Outcome #1 a

• Course-level Outcomes– Standardized Course

Outlines for system-wide use– Course Syllabus are

developed from Course Outlines

– Instructors archive examples of student work to support accomplishment for each course-level outcome.

• Course-level Outcomes– Standardized Course

Outlines for system-wide use– Course Syllabus are

developed from Course Outlines

– Instructors archive examples of student work to support accomplishment for each course-level outcome.

Course Syllabus

Measures & Evaluation of PROGRAM OUTCOMES

• COURSE-LEVEL MEASURE– Faculty Perception of Course Effectiveness in Promoting

Course-Level Outcomes– Student Perception of Ability to Demonstrate Course-Level

Outcomes– Student Performance measured by Course Activity in

meeting Outcome Standards. Quality of EVIDENCE is critical in demonstrating level of performance. (Tests, HWs, Project Reports, etc.)

• MEASURE AT GRADUATION– Student Perception of Ability to Demonstrate Program-

Level Outcomes at the time of graduation by EXIT SURVEY. Also the IAC holds a program EXIT INTERVIEW prior to graduation.

Measurement and Evaluation in Engineering Technology (MEET) • Standard course outlines establish expected course outcomes• Outcome statements include Criterion for success, Conditions under which

success must be achieved, and Quality of actions that qualify as success• Explicit statements of outcomes issued to all faculty for use in all programs• Expected outcomes, in explicit form, are shared with students at outset of

courses• On-line data system used to collect student & faculty perceptions of

achievement of outcomes• Students assess their own achievement with respect to each outcome and

influence of course on that achievement• Faculty assess individual student achievement and their own achievement

with regard to each outcome• All data entered on-line; all data available for examination, correlation &

evaluation on-line as well

Student Performance on the Course-Level Outcome

Student Self-Assessment w.r.t. a Course-Level Outcome

Faculty Assessment of Course w.r.t. an Outcome

Data Retrieval Page

EMET 322 Fall 2004

00.5

11.5

2

02a 02b 05a 05b 05c 05d

Outcomes

Rat

ing

Student Performance Faculty Perception

Student Self Perception Student Course Perception

Course-Level Data Review

Program-Level Data Review

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Score

1 2 3 4 5 6 7 8 9 10 11 12Program outcomes

EMET - Altoona

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Score

1 2 3 4 5 6 7 8 9 10 11 12Program Outcomes

EMET - Berks

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Score


EMET - New Kensington

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Score


EMET - York

Student Performance

Faculty Perception

Student Self Perception

Student Course Perception

Time Line Assessment of Outcome Success for One Course

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

10a 10b 10c 10a 10b 10c

Outcome

Score

Std Perfmnce

Fac Percptn

Std Percptn of Perf

Std Percptn of Crse

2004-2005 2005-2006

Data Analysis Features of MEET:

• All data entered on-line and available for examination on-line• Performance against all or selected outcomes can be

examined –– Course-to-course comparisons at a site

– Course-to-course comparisons among sites

– Semester-to-semester trends at a site

– Semester-to-semester trends at multiple sites

– Total program performance at a site

– Total program performance at multiple sites

– Time-line comparisons of any of above

Some Results Achieved To Date:

Identified system-wide weaknesses in achieving specific outcomes.

Identified campus-specific weaknesses in achieving specific outcomes.

Identified ineffective outcome statements.

Revealed inconsistencies in course content as offered at different sites.

Identified incompatibility between outcomes and course assignments.

EXIT SURVEYFor graduating students

EXIT SURVEYFor graduating students

Measures & Evaluation of PROGRAM OBJECTIVES

• Several measures form the basis to assess and evaluate Program Objectives based on the variety of constituents the program serves. Some of the recommended measures include:

– INDUSTRY SURVEY of program objectives

– ALUMNI SURVEY of program objectives

– IAC FEEDBACK on objectives through regular Meeting Minutes

• Other measures could include– ALUMNI Focus Group feedback on program objectives

– Placement and employment records

– Other…

ALUMNI SURVEYFor students who graduated 2 to 3years ago

ALUMNI SURVEYFor students who graduated 2 to 3years ago

INDUSTRY SURVEYFor employers and potential employers of graduates

INDUSTRY SURVEYFor employers and potential employers of graduates

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• Program Objective Evaluation– Evaluate results of Alumni & Employer assessment

with respect to outcomes and objectives.

• Program Objective Evaluation– Evaluate results of Alumni & Employer assessment

with respect to outcomes and objectives.

Managing the CQI Process

Determine Outcomes Required to Achieve

Objectives


achieved

Establish Indicators that Objectives are

Being Achieved

Formal Instruction Student Activities

Evaluate/Assess


AssessedInput from

Constituencies

Determine Educational Objectives

Process for Closing-the-loop

Course ChairsDevelops & Maintains Standard Course Outline

Reviews & Responds to Faculty Comments/Suggestions re: Course OutlinesUpdates Course Outlines Annually in Response to Faculty Assessment & Comments

Course ChairsDevelops & Maintains Standard Course Outline

Reviews & Responds to Faculty Comments/Suggestions re: Course OutlinesUpdates Course Outlines Annually in Response to Faculty Assessment & Comments

FacultyIncorporate Standard Course Outcomes into Class Syllabi

Assess Class Performance vs. Course Outcomes Each SemesterProvide Comments/Suggestions to Course Chairs re: Standard Outlines

FacultyIncorporate Standard Course Outcomes into Class Syllabi

Assess Class Performance vs. Course Outcomes Each SemesterProvide Comments/Suggestions to Course Chairs re: Standard Outlines

Course change recommendations

Course change consultation

Curriculum CommitteeReviews & Approves Standard Course Outlines

Disseminates Approved Outlines to FacultyReviews & Responds to Faculty Suggestions re: Curriculum Changes

Curriculum CommitteeReviews & Approves Standard Course Outlines

Disseminates Approved Outlines to FacultyReviews & Responds to Faculty Suggestions re: Curriculum Changes

Engineering Technology Majors @ Penn State

AS MechanicalAS ElectricalAS Materials

AS MechanicalAS ElectricalAS Materials

AS ArchitecturalAS Building-Energy

AS ElectricalAS Nano- Manuf.

AS ArchitecturalAS Building-Energy

AS ElectricalAS Nano- Manuf.

BS Electro-MechanicalAS Bio-Med

AS Mechanical

BS Electro-MechanicalAS Bio-Med

AS Mechanical

AS MechanicalAS Mechanical

AS ArchitecturalAS Architectural

BS Electro-MechanicalAS Electrical

AS MechanicalAS Nano- Manuf


AS MechanicalAS Nano- Manuf


AS Mechanical


AS Mechanical

BS ElectricalBS MechanicalBS Structural

BS ElectricalBS MechanicalBS Structural

BS ElectricalBS Mechanical

BS PlasticsAS Electrical

AS MechanicalAS Plastics

BS ElectricalBS Mechanical

BS PlasticsAS Electrical

AS MechanicalAS Plastics

BS ElectricalAS ElectricalAS Surveying

AS Nano- Manuf.

BS ElectricalAS ElectricalAS Surveying

AS Nano- Manuf.


AS Mechanical


AS Mechanical

AS ElectricalAS Mechanical

AS Nano-Manuf.

AS ElectricalAS Mechanical

AS Nano-Manuf.

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Organization & Leadership

Penn State University

College of Engineering

SEDTAPPENGINEERINGTECHNOLOGY

Penn State Abington

David Wormley, Dean

Dhushy Sathianathan

Head

John Romano, VP of Commonwealth Campuses

John Madden, Chancellor

Monica Gregory, DAA

Campus Program Coordinators

Ken Dudeck, EET

Wes Grebski, MET

1 CQI Process for ET Program ET Programs at Penn State Hazleton Campus Ken Dudeck EET Program...

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