EET CQI Annual Report for HazletonEET Program - Program year 2005
The Electrical Engineering Technology Program conducts a yearly program CQI assessment to determine strengths and weaknesses for the program. Also a separate CQI process is done for each course and the instructor uses this data to aid in making course improvements. The Program assessed to evaluate how well the Objectives and Outcomes and objectives are meet. The following list shows the different instruments used to assess each CQI element.
1. Program Outcomes
A. Individual Course Outcomes
1)Student Rating of Teaching Effectiveness SRTE’s
2)MEET data
B. Complete Program Outcomes
1)M.E.E.T. program data
2)Exit student survey
3)Exit student interviews
4)Industrial Advisory Committee
2. Program Objectives
1)Graduate surveys
2)Employer surveys
3)Industrial Advisory Committee
1.0 Program Outcomes:
1.A Course Assessment and Improvement
1.A.1 SRTE data
Results of Student Rating of Teaching Effectiveness are confidential and not made know to the EET program director. The Director of Academic Affairs (DAA) evaluates the SRTE results and informs the EET Program director if there are any problems. During 2005 no such issues were reported by the DAA.
1.A.2 MEET data
MEET results for each course are available, but the following list contains any flagged course outcomes that either are a result of student perception, student performance, or faculty perception.
Flagged Course Outcomes 2005Course / Stud Perf / Fac. Perc / Stud Self Prec / Stud Course Prec
EET 101 / 1b,3c / 3c / 1a,3c
EET 109 / 02a,2b,2d,6a,6b / 2c,2d,2e,6b / 2b,2d,2e,6a,6b
EET 114 / 1f,1g,1h / 1f,1g,1h
EET 117 / 1c,1d,1f,1h
EET 120 / 5a
EET 211 / 4a
ET 5 / 4d
Analysis
Each faculty member reviews the M.E.E.T. data for a particular course and evaluates the course strengths and weaknesses. The faculty fills out a “CQI Course Assessment” report and forwards it to the program coordinator. The form is also a useful tool for the instructor to track course modifications from year to year. These reports are on file. In the case were the proposed changes are needed impact the course outline, the instructor forwards these recommendations to the course chair.
Course Improvement recommendations for the past year include.
EET 101 – Place more emphasis on the basic concepts and spend more time re-enforcing this material. This recommendation was passed to the course chair.
Action: This was implemented Fall 2006. EET 297 is a one credit course that covers math applications in the EET curriculum.
EET 109 – Modify labs in accordance to changes in EET 101.
EET 114 – Outcomes for Polyphase and Forier series were not covered due to time constraints and Math weaknesses of students.
Action: The local faculty member is the course chair for this course and has modified the course outline to exclude these topics in favor of more basic material.
EET 117 and 120 – No action taken since only flag was in student performance and it was a slight (0.9) which can be traced to one student.
EET 211 – Time ran out on the final project and therefore not completed. Faculty member modified local syllabus to cover less material on the 8085 and make room for the final project.
Action: The local syllabus was redesigned and the 8085 material was removed. The time saved allows for more coverage of real world interfacing and helps the design project be completed. Introduction to PLC may also be included to help with the Project time in EET 220.
ET 5 - Based upon responses, a weakness is that misperception of the optional outcomes related to using a Virtual Instrument. Use of a Virtual Instrument tool has not been included in the course yet students this as an achieved outcome for both themselves and the course. Future offerings of this course should possibly address the use of such software.
Based upon a peer review of the instructor, it is suggested that assignments be set in such a way to promote more preparation and reading before a class. In addition, in class activities can be structured to allow for more active and collaborative learning.
3) Student comments
Individual course instructors are in the best position to gather, interpret and implement student comments for a particular course.
1.B Complete Program Outcome Assessment and Improvement
Hazleton Campus specific CQI activities related to the EET program are coordinated by the Penn State Hazleton CQI Committee which consists of the EET Program Coordinator and members of the IAC for the EET program. The following summaries the data for the 2005 year, the analysis of the data, and any recommendations based from the analysis.
Program Assessment Instruments used:
1)M.E.E.T. program data
2)Exit student survey
3)Exit student survey
4)Exit student interviews
5)Industrial Advisory Committee
- M.E.E.T.ProgramData
Outcome Key: 0- not met 1-met 2-exceeded
(Flagged outcomes are scores less than 1.0)
EET Program Outcomes Summary: Year 2005Outcome / Student / Faculty / StudentSelf / StudentCourse
Performance / Perception / Perception / Perception
1 / 1 / 1.3 / 1.3 / 1.3
2 / 1.1 / 1.2 / 1.4 / 1.3
3 / 1.1 / 1.2 / 1.2 / 1.1
4 / 0.9 / 1 / 1.6 / 1.6
5 / 0.9 / 1.3 / 1.4 / 1.3
6 / 0.9 / 1.4 / 1.3 / 1.3
7 / 1 / 1.2 / 1.2
8
9
10 / 1.1 / 1 / 1.6 / 1.7
11 / 1 / 1.5 / 1.4 / 1.3
Analysis
Program outcomes 8 and 9 have no data due to the fact that none of the technical courses have are mapped to these outcomes. These outcomes are mapped via the general education courses only, which are not surveyed. However, there is course evidence that these outcomes are being met and are available.
Looking at the remaining outcomes, the flagged outcomes are for student performance in outcomes 4,5,and 6.which are linked to the following course outcomes:
Course / # / OutcomeET 5 / 4d / Students will design, code, debug, test and implement a computer program of simple complexity.
EET 211 / 4a / Students should be able to apply knowledge of the microprocessor's internal registers and operations by use of a PC based microprocessor simulator.
EET 120 / 5a / Students should be able to communicate effectively orally, visually, and in writing.
EET 109 / 6a / Students will be able to function in a team setting, learning to share the group responsibilities of circuit construction, troubleshooting, data measurement and data presentation.
EET 109 / 6b / Students will be able to correctly employ a circuit simulator (such as PSPICE) in solving multi-source simple circuits for DC, RC transient simulation and single source AC simulation.
Analysis
Since each of these slight program outcomes are directly linked to a single course,each of these outcomes can be improved by addressing the course directly. (See course Improvement Analysis).
- Exit Student Survey
EET Exit Survey Results Hazleton Spring 2005
Student 1 / Student 2 / Ave.
Program Outcome
PO_1: Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers. / 4 / 4 / 4
PO_2: Conduct experiments, and then analyze and interpret results. / 3 / 3 / 3
PO_3: Apply basic mathematical, scientific, and engineering concepts to technical problem solving. / 3 / 4 / 3.5
PO_4: Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving. / 3 / 4 / 3.5
PO_5: Communicate effectively orally, visually, and in writing. / 4 / 4 / 4
PO_6: Work effectively in teams. / 3 / 4 / 3.5
PO_7: Understand professional, ethical and social responsibilities. / 3 / 4 / 3.5
PO_8: Have a respect for diversity and a knowledge of contemporary professional, societal and global issues. / 3 / 4 / 3.5
PO_9: Recognize the need for lifelong learning and be prepared to continue your education through formal or informal study. / 3 / 4 / 3.5
PO_10: Apply creativity through the use of project-based work to design circuits, systems or processes. / 3 / 4 / 3.5
PO_11: Have a commitment to quality, timeliness, and continuous improvement. / 3 / 4 / 3.5
Very Unprepared - 1; Unprepared - 2; Prepared - 3; Very prepared - 4; Unsure – 5
Analysis
A detailed analysis is hard to accomplish based on only two returned student surveys. However, with the two returned surveys it clear that these students feel that all of the program outcomes were achieved.
- Exit Student Interview
In May 2005, the IAC personally interviewed every graduating student. The IAC shared the feedback that they receivedfrom the students with the EET Program Coordinator. Unfortunately the IAC was reluctant to put a report in writing. During their interview they discovered student issues with regard to a faculty member. The committee wished to not make these discussions public. The information was passed to the Director of Academic Affairs, and the situation was addressed, and continues to be monitored. The details of this matter will remain confidential.
This experience has actually proven the merit of this assessment tool. The process did work in uncovering a potential problem.
Recommendation
Continue allowing the industrial (non-faculty) members of the Industrial Advisory committee to conduct a group exit interview, but have the DAA sit in. In this way, any faculty issues that may arise can be directly addressed.
Result
The DAA did sit in the Spring 2006 student exit interview for EET. The same issues with the faculty were re-iterated as the previous year and the faculty member is no longer at the campus.
- Industrial Advisory Committee
In addition to conducting the exit interview, the IAC reviewed M.E.E.T data for the 2005 academic year. Recommendations were made for the improvement of the EET program. Those recommendations and corrective actions follow.
- Suggested that we study the changing demographics of our community, which is rapidly changing in two ways. First the obviously increase in the Hispanic population, and second the Hazleton is slowly becoming a bedroom community for people from New York and New Jersey. As a campus, we should be aware of these factors and try to be responsive to the changing needs of the community.
- Suggested that we may wish to seriously consider offering a Certificate in Entrepreneurial Engineering to enhance the EET and MET degree.
2.0 Program Objectives
2.1 Graduate Surveys
The Hazleton campus did a direct mailing to the graduates that have graduated with in 5 years from the Hazleton Campus. Four surveys were returned. The complete survey results are available. The results of these surveys have been tabulated below. The alumni were asked to rate how well the program outcomes were met and those averages where linked to the corresponding program objectives and shown below.
Very Unprepared - 1; Unprepared - 2; Marginally Prepared - 3; Adequately Prepared - 4; Very Prepared - 5
Linked Program Objective #Program Outcomes / Score / 1 / 2 / 3 / 4 / 5 / 6 / 7
PO_1: Apply basic knowledge in electronics, electrical circuit analysis, electrical machines, microprocessors, and programmable logic controllers. / 4 / 4 / 4
PO_2: Conduct experiments, and then analyze and interpret results. / 3 / 3 / 3
PO_3: Apply basic mathematical, scientific, and engineering concepts to technical problem solving. / 4 / 4 / 4 / 4
PO_4: Demonstrate a working knowledge of drafting and computer usage, including the use of one or more computer software packages for technical problem solving. / 3.75 / 3.75 / 3.75 / 3.75
PO_5: Communicate effectively orally, visually, and in writing. / 4.5 / 4.5 / 4.5
PO_6: Work effectively in teams. / 5 / 5
PO_7: Understand professional, ethical and social responsibilities. / 4.75 / 4.75 / 4.75
PO_8: Have a respect for diversity and a knowledge of contemporary professional, societal and global issues. / 4 / 4 / 4
PO_9: Recognize the need for lifelong learning and be prepared to continue your education through formal or informal study. / 4.5 / 4.5
PO_10: Apply creativity through the use of project-based work to design circuits, systems or processes. / 4.25 / 4.25 / 4.25
PO_11: Have a commitment to quality, timeliness, and continuous improvement. / 4.75 / 4.75 / 4.75 / 4.75
Objectives Averages---> / 3.8 / 3.92 / 4 / 4.5 / 4.5 / 4.5 / 4.63
The alumni were asked how often they must perform a variety of tasks.
The following are what the alumni scored as the most often tasks there jobs entail, at least once a week.
- Work as a member of a team
- Select electrical/electronic equipment for use.
- Deal with ethical problems.
- Maintain electrical/electronic equipment or systems.
- Work with non-technical personnel
- Write technical documents
2.2 Employer Surveys
The employer surveys results were complied state wide due to low sample size per campus. However the EET Hazleton program coordinator did a direct mailing to Hazleton Graduates and yielded an additional survey. Those results were added to the state wide results.
Each Program Outcome was rated is prepared except for the following two that were rated as “under prepared”.
- EET - Have a respect for diversity and knowledge of contemporary professional, societal and global issues
- EET - Recognize the need for lifelong learning and be prepared to continue your education through formal or informal study.
When asked “What do you see as the most critical skills/knowledge that graduates should possess when they come to work for you?”, the response was:
Ability to read wiring diagrams. Expertise in Computer Aided Design.
Ability to find information quickly and accurately. A general knowledge of business and business ethics.
Analysis
Once again it is hard to draw accurate conclusions based on a state wide survey, however the two outcomes listed as slightly under prepared do correspond to program objectives 5,6,and 7. However, each of these objectives is met by another outcome that the employers did site as prepared. However, serious attention does need to be given to the diversity and life long learning issues which were left solely covered by general education.
Recommendation
Where ever possible, introduce case study design examples in other countries. Try to illustrate how different climates, beliefs, and poverty levels do impact on design consideration.
2.3 Industrial Advisory Committee
The Hazleton IAC has actively participated in providing direct input into the statewide forming of the EET program objectives. Our IAC recommended that a more involved IAC statewide might have an improved impact on the program objectives.
Since then, a state wide IAC has been formed and two of our Hazletonindustrial members have been selected to serve on this statewide committee.