CQI Process for ET Program

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CQI Process for ET Program
ET Programs at Penn State Hazleton Campus

• Ken Dudeck
• EET Program Coordinator
• Wes Grebski
• MET Program Coordinator

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CQI Process
Determine Outcomes Required to Achieve Objectives
Determine how Outcomes will be achieved
Evaluate/Assess
Determine how Outcomes will be Assessed
Formal Instruction Student Activities
Establish Indicators that Objectives are Being
Achieved
Abilities needed in the Workplace
Skills, knowledge, and attributes gained in the
program.
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Terminology

• Program Educational Objectives
• Abilities you expect lt3 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.

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• 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.

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• Program Outcomes are Defined
• A list of skills, knowledge, and attributes
  measurable at graduation

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

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• 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 Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria Correspondence Between 2 EET Program Outcomes and ABET Criteria
ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria ABET General Criteria Pgm. Crit. Pgm. Crit.
Program Outcomes (Students should ) Program Outcomes (Students should ) a b c d e f g h i j k a b
1 Apply 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
3 Apply basic mathematical, scientific, and engineering concepts to technical problem solving. 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
5 Communicate effectively orally, visually, and in writing. X
6 Work effectively in teams. X
7 Understand professional, ethical and social responsibilities. 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
10 Apply 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
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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    
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• 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.

Examples of Student Work for Course Outcome 1 b
Examples of Student Work for Course Outcome 1 a
Course Syllabus
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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.

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Measurement and Evaluation in Engineering
Technology (MEET)
Foundation of 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

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Student Performance on the Course-Level Outcome
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Student Self-Assessment w.r.t. a Course-Level
Outcome
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Faculty Assessment of Course w.r.t. an Outcome
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Data Retrieval Page
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Course-Level Data Review
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Program-Level Data Review
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Time Line Assessment of Outcome Success for One
Course
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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

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• 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.

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EXIT SURVEYFor graduating students
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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

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ALUMNI SURVEYFor students who graduated 2 to
3years ago
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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.

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Managing the CQI Process
Determine Outcomes Required to Achieve Objectives
Determine how Outcomes will be achieved
Evaluate/Assess
Determine how Outcomes will be Assessed
Formal Instruction Student Activities
Establish Indicators that Objectives are Being
Achieved
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Process for Closing-the-loop
Curriculum Committee Reviews Approves Standard
Course Outlines Disseminates Approved Outlines to
Faculty Reviews Responds to Faculty Suggestions
re Curriculum Changes
Course change recommendations
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
Course change consultation
Faculty Incorporate Standard Course Outcomes into
Class Syllabi Assess Class Performance vs. Course
Outcomes Each Semester Provide Comments/Suggestion
s to Course Chairs re Standard Outlines
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Engineering Technology Majors _at_ Penn State
BS Electrical BS Mechanical BS Plastics AS
Electrical AS Mechanical AS Plastics
BS Electrical AS Electrical AS Surveying AS Nano-
Manuf.
AS Architectural
AS Electrical AS Mechanical AS Nano-Manuf.
AS Mechanical AS Electrical AS Materials
BS Electro-Mechanical AS Bio-Med AS Mechanical
AS Mechanical
BS Electro-Mechanical AS Electrical AS Mechanical
AS Architectural AS Building-Energy AS
Electrical AS Nano- Manuf.
BS Electro-Mechanical AS Electrical AS Mechanical
BS Electrical BS Mechanical BS Structural
BS Electro-Mechanical AS Electrical AS
Mechanical AS Nano- Manuf
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Organization Leadership
Penn State University
John Romano, VP of Commonwealth Campuses John
Madden, Chancellor Monica Gregory, DAA Campus
Program Coordinators Ken Dudeck, EET Wes
Grebski, MET
Penn State Abington
College of Engineering
David Wormley, Dean Dhushy Sathianathan Head
ENGINEERING TECHNOLOGY
SEDTAPP