Strategic Plan and Continuous Improvement Plan for the

Transcription

1 Strategic Plan and Continuous Improvement Plan for the BACHELOR OF SCIENCE IN ELECTRICAL ENGINEERING EASTERN WASHINGTON UNIVERSITY June 27, 2007

2 Table of Contents I. Introduction...3 II. Engineering & Design Department Constituencies...3 III. Engineering & Design Department Program Vision...3 IV. Engineering & Design Department Program Mission...4 V. Engineering & Design Department Program Objectives...4 VI. Engineering & Design Department Program Outcomes and Assessment Based on Program Objectives...5 Program Objective Program Objective Program Objective Program Objective VII. Engineering Accreditation Commission (EAC) of ABET criteria in each course...7 VIII. Engineering & Design Department Continuous Improvement Plan...8 Plan...8 Do...9 Check...9 Act...9 Calendar...10 Documentation collected...11 Assessment methods...11 Change process...13 Appendix I - Assessment Tool 1: Capstone Projects...15 Appendix II - Assessment Tool 2: Enrollment Summary...17 Appendix III - Assessment Tool 3: Exit Survey...19 Appendix IV - Assessment Tool 4: Employer Survey...20 Appendix V - Assessment Tool 5: Course Assessment...22 Appendix VI - Assessment Tool 6: Graduate Placement Statistics...23 Appendix VII - Assessment Tool 7: Focus Groups...24 Appendix VIII Assessment Tool 8: Lifelong Learning Requirement for Senior Capstone...25 Appendix IX Sample of Course Assessment Form

3 I. Introduction The strategic plan of the Engineering & Design (E&D) Department is broadly based on the approval of the university wide Academic Strategic Plan ( recently approved by the faculty senate. The objectives, outcomes and the mission of the program were developed to accommodate this new vision set by the University It is our believe that this document should be dynamic, and should reflect the changes occurring in the field of engineering, the economic status of the region, the fluctuations in regional student enrollment, and the evolution of both EE industrial practices and general education methods. II. Engineering & Design Department Constituencies The primary constituencies of the E&D Department are the students, employers and the faculty. The mission, objectives, and outcomes of the Department are geared towards serving the needs of these constituencies. III. Engineering & Design Department Program Vision The E&D Department at EWU aims to be the preference of students in Eastern Washington that are interested in obtaining an education in Electrical Engineering and Engineering Technology. This vision lies in the primary purpose of the Department to prepare individuals to make successful contributions to society throughout their careers, providing a quality baccalaureate degree in Electrical Engineering and Engineering Technology. Success in achieving this vision is based on four foundations: 1. Quality of our students. Faculty and staff are fully committed to students success and to the timely achievement of their educational goals. 2. A superior learning environment. The Department strives to provide a learning environment that is challenging and nurturing, while requiring students to take primary responsibility in their own learning. The environment is subject to continuous improvement through innovation and assessment. 3. Excellence of the faculty. The Department recognizes the value to students in having the opportunity to work with professors who are active in their fields. The Department recruits faculty who have relevant industrial experience, as well as effective teaching skills. 4. Facilities and support. Every effort is made for the learning environment to be attractive, functional and enriching. State-of-the-art technologies are utilized for communication, access to information and course delivery. 3

4 IV. Engineering & Design Department Program Mission The mission of the Engineering & Design Department is fourfold: 1. Provide quality, professionally recognized programs that prepare students for full participation in our growing and changing regional and national economies. 2. Provide the technical and creative background required for securing positions and advancing in professional careers in business and industry. 3. Provide practical laboratory experience with modern technology. 4. Promote technical and science literacy and appreciation of important world problems related to engineering fields. V. Engineering & Design Department Program Objectives The educational objectives of the B.S. program in Electrical Engineering at EWU are: 1. Students will develop the ability to apply mathematics, science, engineering concepts, techniques and modern tools necessary in the field of electrical engineering. 2. Students will develop social and leadership skills such as effective communication skills, team work skills and independent learning ability. 3. Students will be prepared to understand the impact of professionalism, ethical responsibility, and social, economic, technical and global implications of their engineering contributions. 4. Students will be prepared to fulfill the diverse and changing electrical engineering needs in the Northwest Region. The associated program learning outcomes and relationship to ABET Criteria 3 (a-k) are: 1. Students will demonstrate their ability to apply mathematics, science, engineering concepts and modern techniques and engineering tools to identify, formulate, model, and solve problems (ABET criteria 3. a, e, j, k). 2. Students will demonstrate their ability to design systems, components, or processes within realistic constraints (ABET criteria 3. c). 3. Students will demonstrate proficiency in designing, conducting, analyzing, and interpreting experiments; and applying experimental results to improve systems or processes (ABET criteria 3. b,c). 4. Students will demonstrate their ability to evaluate engineering problems and devise general design strategies that commit to quality, timeliness, and continuous improvement (ABET criteria 3. a, c, f, i). 5. Students will demonstrate their ability to specify, plan, coordinate and manage projects and experiments (ABET criteria 3. b, c, j, k). 6. Students will demonstrate their ability to function effectively in multi-disciplinary teams (ABET criteria 3. d) 7. Students will demonstrate the ability to learn independently and to be prepared to keep learning throughout life (ABET criteria 3. i). 8. Students will demonstrate the ability to communicate clearly and concisely to a variety of audiences (ABET criteria 3. g). 4

5 9. Students will demonstrate understanding of professional ethical and social responsibilities within a context of contemporary professional, societal and global issues (ABET criteria 3. f, h). 10. Students will have an active role in professional societies (ABET criteria 3. f, h, i). VI. Engineering & Design Department Program Outcomes and Assessment Based on Program Objectives Each objective is associated with a set of program outcomes and assessment methods. In addition, each outcome will show the relationship to ABET Criteria 3 (a k). Please refer to Section VII on Continuous Improvement to see a detailed description of each of the assessment methods used. Program Objective 1. Sudents will develop the ability to apply mathematics, science, engineering concepts, techniques and modern tools necessary for employment in the field of electrical engineering. Outcomes 1.1 Students will demonstrate their ability to apply mathematics, science, engineering concepts and modern techniques and engineering tools to identify, formulate, model, and solve problems. 1.2 Students will demonstrate their ability to design systems, components, or processes within realistic constraints. 1.3 Students will demonstrate proficiency in designing, conducting, analyzing, and interpreting experiments; and applying experimental results to improve systems or processes. 1.4 Students will demonstrate their ability to evaluate engineering problems and devise general design strategies that commit to quality, timeliness, and continuous improvement. Objective 1 ABET Criterion 3 (a to k) Assessment Method a, e, j, k 1. Capstone projects. 2. Course Assessment. 3. Employer Survey. 5. Exit Survey c 1. Capstone projects. 2. Course Assessment. 3. Employer Survey. b, c 1. Capstone projects. 2. Course Assessment. a, c, f, i 1. Capstone projects. 2. Course Assessment Students will demonstrate their b, c, j, k 1. Capstone projects. 5

6 ability to specify, plan, coordinate and manage projects and experiments. 2. Course Assessment. 3. Employer Survey. Program Objective 2. Students will develop social and leadership skills such as effective communication skills, team work skills and independent learning ability... Outcomes 2.1 Students will demonstrate their ability to function effectively in multi-disciplinary teams. 2.2 Students will demonstrate the ability to learn independently and to be prepared to keep learning throughout life. 2.3 Students will demonstrate the ability to communicate clearly and concisely to a variety of audiences. Objective 2 ABET Criterion 3 (a to k) d i g Assessment Method 1. Capstone projects. 2. Course Assessment. 1. Capstone projects. 2. Course Assessment 2. Exit Survey. 4. Graduate Survey. 1. Capstone projects. 4. Course Assessment. Program Objective 3. Students will be prepared to understand the impact of professionalism, ethical responsibility, and social, economic, technical and global implications of their engineering contributions. Outcomes 3.1 Students will demonstrate understanding of professional ethical and social responsibilities, within a context of contemporary professional, societal and global issues. Objective 3 ABET Criterion 3 (a to k) Assessment Method f, h 1. Capstone projects. 2. Course Assessment. Program Objective 4. Students will be prepared to fulfill the diverse and changing electrical engineering needs in the Northwest Region. 6

7 . Objective 4 Outcomes ABET Criterion 4 (a to k) Assessment Method 4.1 Students will have an active role in professional societies. f, h, i 1. Exit Survey, focus groups. VII. Engineering Accreditation Commission (EAC) of ABET criteria in each course Each EE course is designed to satisfy corresponding EAC of ABET criteria 3a)-3k), which is shown in the following table. In the following table, the numbers 1, 2, and 3 mean low, medium, and high respectively. EAC/ABET Criteria Course Number a b c d e f g h i j k ENGR 160 (Dig. CKT) ENGR 209 (CKT I) ENGR 210 (CKT II) ENGR 250 (Dig. Hdwr) ENGR 260 (Microcontrollers) ENGR 320 (Sig. & Sys I) ENGR 321 (Sig. & Sys II) ENGR 330 (Electronics I) ENGR 331 (Electronics II) ENGR 350 (Energy & Sys.) ENGR 360 (HDL) TECH 393 (Tech. & Civilization) ENGR 401 (Electromagnetism) ENGR 420 (DSP) ENGR 430 (CMOS IC Design) ENGR 440 (Dig. Com.) ENGR 450 (Power Sys.) ENGR 460 (Comp. Sys.) ENGR 461 (Ebd. Sys.) ENGR 470 (Control) ENGR 490 (Capstone)

8 VIII. Engineering & Design Department Continuous Improvement Plan The E&D Department uses a continuous improvement (CI) plan to ensure needs of its constituencies are met. A CI report will be published yearly, and a copy will be found at as they become available. This report will describe in detail the efforts at course, program and departmental level for evaluating and implementing changes, the need for which may be apparent from assessment. A continuous improvement (CI) process defines and documents the mechanisms for assessing and implementing program improvements and changes. The elements that define a CI process are: i. Program outcomes. ii. Assessment plan. iii. Evaluation process. iv. Mechanisms that determine if program changes are needed. v. Mechanisms to implement changes. The E&D Department has put in place a CI plan that satisfies the needs of all its constituency. Major components of the CI process occur cyclically at diverse intervals at various levels. These levels are: i. Department level. ii. Program level. iii. Course level. Any CI plan must begin by identifying needs of constituents, and disseminating them throughout the faculty, staff, and the rest of Eastern s community through the publication of the program s goals and objectives. As a direct result of the recently adopted University Strategic Plan, conveniently timed with an ABET evaluation team visit (Oct. 2005) for another program in the same department, CI plans were revised through a massive mobilization of the resources in the Department. These revisions defined a restructuring of the program objectives to better align with the departmental vision, and to facilitate their assessment through various metrics. As an intrinsic component of the CI plan, these objectives may be revised and/or adjusted if needed. It is noteworthy that major revisions are not anticipated unless Eastern s goals and strategies are changed. The Plan-Do-Check-Act (PDCA) approach taken requires several major components to be conducted by the E&D Department for CI. These are listed next: Plan i. The strategic plans will be reviewed annually. This plan consists of objectives and expected results within the cycle. Strategies to achieve expected results are included 8

9 in the plan. These strategies must be approved by an all inclusive departmental committee at the Planning Meeting held regularly at the beginning of each academic year. Note that input from the Advisory Board meetings, held yearly, will be used to further revise this Strategic Plan. Special meetings will be conducted at the Department level as major changes to objectives are initiated at the University level. ii. iii. Biweekly Department meetings will be held to discuss ongoing changes at the university, department, or program level that may require additional planning. Course level objectives, in line with program objectives, will be developed and published for each course by each faculty member with course responsibility. Course objectives will be published in the course syllabi and masters course descriptions, which will be made available at the ABET section of the departmental website ( Each faculty is responsible for revising course objectives prior to class beginning of each quarter, and the Curriculum Committee should approve of this changes before they become official. Do iv. This step focuses on implementing the various strategies required to accomplish the course level objectives. Check v. Several assessment and evaluation methods will be used to check partial achievements toward anticipated results at all impacted levels. Please see Table 1 for department assessment tools. a. Final result of assessment tools will be documented in the Annual Department Continuous Improvement Report, which will be published yearly. This report will also be submitted to the Dean of the College. b. The report will include tools identified by the department as valid metrics for measuring partial accomplishments of planned goals. Tools include, but are not restricted to, items such as: Industrial advisory committee meeting minutes Alumni/employer/exit survey results Graduate/placement statistics Course assessments Act vi. Every September a Planning meeting will be held by all members of the E&D Department. Results on the Annual CI report will be discussed and further actions, changes, adjustments and recommendations to existing efforts will be identified and initiated. 9

10 Calendar A quarter by quarter calendar is shown next. Fall Quarter o Annual planning meeting Conducted on the first Friday of the academic year Approve strategic plan (department planning meeting) Review Continuous Improvement Program o Review of data collected from previous Quarter Conducted during first two weeks of the Quarter o Review of meeting minutes from past Quarter Conducted during first two weeks of the Quarter o Quarterly Continuous Improvement Meetings Times/Dates adjusted to fit faculty schedule Meeting minutes published in CIP binder o Yearly Advisory Board meetings Advisory Board meeting minutes read into minutes of next Faculty Continuous Improvement Meeting o Review of response to Alumni/Employer surveys Follow-up actions assigned to faculty to increase number of surveys returned o First draft of previous academic year assessment published Draft complete no later than start of finals week Winter Quarter o Review of data collected from previous Quarter Conducted during first two weeks of the Quarter o Review of meeting minutes from past Quarter Conducted during first two weeks of the Quarter o Quarterly Continuous Improvement Meetings Times/Dates adjusted to fit faculty schedule Meeting minutes published in CIP binder o Final review of Alumni/Employer survey responses Final evaluation of data completed mid-quarter o Review and final publication of previous academic year assessment o Student Exit Surveys conducted last week of classes in Senior Capstone course o Advisory Board member(s) meet with Senior Capstone course Capstone instructor reviews Advisory Board member(s) comments at next Continuous Improvement Meeting Spring Quarter o Review of data collected from previous Quarter Conducted during first two weeks of the Quarter o Review of meeting minutes from past Quarter Conducted during first two weeks of the Quarter o Quarterly Continuous Improvement Meetings 10

11 Times/Dates adjusted to fit faculty schedule Meeting minutes published in CIP binder o Alumni/Employer surveys mailed mid-quarter o Graduate Placement statistics collected o Endowment status data collected from EWU Foundation o Updates/Improvements to Continuous Improvement Program complete and published by last day of classes Documentation collected 1. Strategic plan (with expected results, once a year). 2. Minutes of Planning Meeting (once a year). 3. Minutes of Advisory Board Meeting (once a year). 4. Minutes of Department Meetings (biweekly). 5. Continuous improvement meeting minutes (quarterly). 6. Annual Department Continuous Improvement Report (every September, all faculty will participate). Assessment methods Several possible assessment methods were identified to conduct the CI process. These are briefly described in Table 1. Their utilization and methodology is addressed in further detail in Appendices I to IX. The data collected is systematically analyzed and actions are taken based on the findings. 11

12 Table 1. Program assessment tools and respective evaluation procedures and change implementation mechanisms. Assessment Method Evaluation Procedure Responsible Party Capstone Projects Enrollment Summary Data Exit Survey Employer Survey Lifelong Learning Binder Faculty and industrial representatives evaluating presentations. Look at number of students in the program. Department chair will provide 10 th day major counts every Spring Quarter. Surveys will be administered during capstone presentations. Responsible faculty will compile data and present it during the Annual Planning meeting. Surveys will be administered at the end of every student s internship experience and/or after three years of graduation. Responsible faculty will compile data and present it during the Annual Planning meeting. Students taking the Senior Capstone course will be asked to provide a binder, displaying plan for future and other documents, as described in Appendix X. Program Change Mechanism Quality of projects and presentations will be used indicators for proposing changes. A drop may indicate actions should be taken. Data will be used as an indicator for change. Data will be used as an indicator for change. Data will be used as an indicator for change. Change Implementation Mechanism Faculty will discuss projects at Annual Planning meeting and with industrial representatives to accept/reject changes. Faculty will discuss numbers at Annual Planning meeting to accept /reject changes. Faculty will discuss surveys at Annual Planning meeting to accept /reject changes. Faculty will discuss surveys at Annual Planning meeting to accept /reject changes. Faculty will discuss data at Annual Meeting to accept /reject changes. Capstone Instructor Department Chair Capstone Instructor, Department Chair, Program Faculty Program Faculty Capstone Instructor 12

13 Course Assessment Placement Rates Focus Groups Faculty will compile data and present results at Annual Planning meeting. Faculty will analyze student s grades including lab reports, exams, quizzes, homeworks, and projects. Faculty advisors will collect data either directly from student or from Career Services Office, compile it and present it during Annual Planning meeting. A group selected from industry will review samples of student work (and/or portfolios when available). The meeting will be facilitated by the program director. Rubric data may indicate changes are needed. Low rates may indicate changes are needed. Input from focus group will be used as an indicator for change. Faculty will discuss assessment scores at Annual Planning meeting to accept /reject changes. Faculty will discuss rates at Annual Planning meeting and at Industrial Advisory Board meeting to accept /reject changes. Faculty will discuss rates at Annual Planning meeting and at IAC meeting to accept /reject changes. Program Faculty, Department Chair Program Faculty, Department Chair. Department chair, program chair. Change process Data gathered from the various assessment methods will be reviewed both by outcome and by course. Recommendations for change, if any, will be provided to the Department Chair and Program Coordinators, who will approve course changes. If changes are required to the objectives and outcomes described in this document, these changes must be presented to the Advisory Board. Figure 1 shows the flow diagram that describes the aforementioned process. 13

14 Figure 1. Change Procedure Flow Chart Review data gathered by various assessment methods Faculty Review data by outcome during Annual Planning Meeting Faculty Review data by course during the Annual Planning Send recommendations to Department Chair for Program & Course Changes No Will program objectives/.outcomes change? Yes Advisory Board approves changes? No Yes Update necessary documentation (plan of study, web site, strategic plan) and course to outcome mappings. No Will course objectives/outcomes change? Yes End year s assessment cycle. Make changes in respective course 14

15 Appendix I - Assessment Tool 1: Capstone Projects I. Data What data are needed? 1. Student s abilities to function effectively on a team 2. Student s ability to carry a product through from conception to production 3. Student s ability and understanding of creating a business and associated business plan and documentation 4. Student s ability to create a journal of the design, development and production phases of their project 5. Student s level of understanding of professional ethics 6. Student s ability to write in a professional manner 7. Student s ability to communicate verbally in a professional manner 8. Student s ability to entertain differing opinions from peers and resolve differences in a professional and productive manner 9. Student s ability to meet deadlines Where does the data come from? 1. Student Peer Evaluation forms 2. Faculty Evaluation forms from Student Presentation 3. Student Project Binder 4. Student scores on ethics exam 5. Instructor observation of inter-group dynamics esteban 10/2/06 6:42 PM Comment: Need to generate form. When should be data gathered and by whom? 1. Every time Senior Capstone course is offered (currently once a year) course instructor will gather: 1. Student Peer Evaluation forms 2. Student Presentation Faculty Evaluation forms 3. Student ethics test scores 4. Student Project Binder 5. Notes from instructor/project advisor on level of inter-group communication Purpose of collecting this data 1. Assess student s verbal communication skills 2. Assess student s written communication skills 3. Assess student s presentation skills 4. Student s commitment to ethical behavior 5. Establish a pattern of lifelong learning in their career area 15

16 II. Evaluation and Assessment of data Information gathered from the course will first of all be used to complete the university required assessment of capstone courses. Additionally, the data will be examined and presented to faculty during the regular continuous improvement meetings. Student Project Binders will be viewed by all department faculty members. III. Outcomes/changes/improvements The Department Head and faculty will review the data from the course during the regularly scheduled continuous improvement meetings. Necessary recommendations will be discussed and implementation methods decided upon. This will be recorded in the minutes and progress towards the changes will be reported in future meetings. 16

17 Appendix II - Assessment Tool 2: Enrollment Summary I. Data What data are needed? 1. # of students enrolled in a program per quarter 2. # of credit hours taken by those same students 3. # of students with full-time status (over 12 credit hours) 4. # of courses offered per program (EE) 5. # of courses required to be canceled and reason for cancellation 6. # of graduating seniors 7. Student professional society activity Where does the data come from? 1. Banner report based on major codes give # of students officially enrolled per quarter for items 1-3 and 6 above. 2. Banner report of course lists for a quarter will state item 4 above. 3. Program coordinators conducting graduation audits have the data on item 5 above. 4. Faculty advisors of student professional society chapters have access to item 7 above. When should be data gathered and by whom? 1. Items 1-3 and 6 above may be gathered as early as the end of late registration but should be collected and reported for maximum benefit before the future schedules are developed. This should be done by the program coordinator scheduling courses and should be reviewed as input to the next schedule. Purpose of collecting this data 1. Development of schedules 2. Look for changes and trends in enrollment. 3. To help find problem areas in retention of students Correlation to program and department goals 1. This activity will be used in our continuous improvement plan for the department. 2. Student retention and student success is one of the major goals of the department. The data produced under this assessment will allow us to measure our success and point out areas of needed improvement. II. Evaluation and Assessment of data Analysis of the raw data collected in section I will be completed and tabulated as appropriate tables, graphs, or charts. In addition, a short summary describing any significant trends or implications will be written so that it may also be compiled and summarized at a department level. 17

18 III. Outcomes/changes/improvements When determining the data to be collected, the purpose for collecting it is to be identified. A short summary is to be written describing the outcome results, and especially improvements, from collecting and assessing this data. 18

19 Appendix III - Assessment Tool 3: Exit Survey I. Data What data are needed? 1. Degree and year of graduation 2. Status of job search 3. Intention of immediate or long term post baccalaureate education 4. Adequacy on job preparation, technical skills, and computer skills 5. Skills to work effectively in teams 6. Proficiency in communicating verbally, technical writing, giving presentation, listening to and considering diverging point of view. 7. Importance of lifelong learning and activity for professional societies Where does the data come from? 1. Graduate exit survey from Capstone class When should be data gathered and by whom? 1. Graduate exit survey from Capstone class will be collected at the last presentation class by an instructor. Purpose of collecting this data 1. To assess the strengths of the program from a graduate s viewpoint 2. Align program goals to meet student expectations 3. Use it as an indicator to change 4. To assess the effectiveness of continuous improvement II. Evaluation and Assessment of data Responsible faculty will compile data and present it during the Annual Planning Meeting. III. Outcomes/changes/improvements Faculty will discuss survey at Annual Planning Meeting to keep/reject changes. Changes in the curriculum may be initiated based on this meeting. 19

20 Appendix IV - Assessment Tool 4: Employer Survey I. Data What data are needed? 1. The name, job title of manager or assessor 2. Status of student education (i.e. sophomore, junior, senior, graduate of EWU, etc) 3. Job titles of EE interns and/or graduates 4. Adequacy on job preparation 5. Adequacy of technical skills 6. Adequacy of computer skills 7. Adequacy of communication skills 8. Skill areas where the graduates function well 9. Skills areas which need strengthening Where does the data come from? 1. Employer internship and/or graduate survey When should be data gathered and by whom? 1. Survey information will be gathered by each Program Coordinator 2. Data will be gathered for interns at the end of the internship and/or for department graduates at 1, 3 and 5 year intervals Purpose of collecting this data 1. To assess the strengths of the E&D Department from an employers viewpoint 2. To assess deficiencies in the E&D Department 3. To assess the effectiveness of E&D Department continuous improvement plan 4. Align the E&D Department goals to the needs of industry Correlation to Program and Departmental Goals 1. The results from the employer surveys will be compared to the E&D Department goals. 2. Recommendations for improvement leading to changes in the curriculum can be made. II. Evaluation and Assessment of data 1. Data collected will be compiled and analyzed in an appropriate manner in order to draw conclusions on the strengths and weaknesses of the E&D Department. 2. It will be used as an indicator for positive change in the E&D Department. III. Outcomes/changes/improvements 20

21 1. The E&D Department Chair and Program Assessment Team shall review the each program in terms of meeting the requirements of current employers of its interns/graduates along with other interested parties as part of the continuous improvement plan. 2. Faculty will discuss the results of the employer survey at the Annual Planning Meeting. 3. Changes in the curriculum may be initiated based on this review. 21

22 Appendix V - Assessment Tool 5: Course Assessment I. Data What data are needed? 1. Statistical summaries showing a match between course content and basic skills described by ABET criterion 3. The criterion (a) (k) (EAC ) states that an EE program should prepare graduates who demonstrate: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Where does the data come from? I. Data comes from a course specific embedded assessment form that will be completed by each faculty teaching program a specific courses. When should be data gathered and by whom? 1. Data should be gathered each quarter by faculty teaching the specific courses. Purpose of collecting this data 1. Data from all courses are put together to address the extent to which criteria 3a 3k are met. II. Evaluation and Assessment of data Responsible faculty will compile data and present it during the Annual Planning Meeting. 22

23 III. Outcomes/changes/improvements Faculty will discuss survey at Annual Planning Meeting to keep/reject changes. Changes in the curriculum may be initiated based on this meeting. Appendix VI - Assessment Tool 6: Graduate Placement Statistics I. Data What data are needed? 1. number of students enrolled in the program per quarter 2. number of students graduating per quarter 3. Major 4. contact information of the graduating students ( , and postal address) 5. prospective company name or prospective graduate school name 6. Statistics data comparable other institutions. Where does the data come from? 1. Exit interview at completion of degree will be used for data items 2,3,4,5 2. Records and Registration Office will be used for data items 1 and 4. In case item 5 cannot be assessed at the time of the exit interview students will be contacted first by electronic mail, and if needed by post. The address used by students to request transcripts will be used as the most updated and likely contact address. 3. Institutions comparable to EWU (including the superintent s office of public Instruction if needed) will be periodically contacted for item 6. Purpose of collecting this data 1. The raw data collected at EWU will be analyzed and compared with national trends. The purpose is to show results toward the attainment of objective 3 (generate EE graduates that fulfill the need of the Northwest region). When should be data gathered and by whom? 1. The data should be gathered every quarter by the program coordinator, and summarized and published on a yearly base. II. Evaluation and Assessment of data Responsible faculty will compile data and present it during the Annual Planning Meeting. III. Outcomes/changes/improvements Faculty will discuss survey at Annual Planning Meeting to keep/reject changes. Changes in the curriculum may be initiated based on this meeting. esteban 10/6/06 9:53 AM Comment: Who does this??????? Department Chair? 23

24 Appendix VII - Assessment Tool 7: Focus Groups I. Data What data are needed? Evidence students are engaged in professional societies. Evidence students function effectively in teams. Evidence graduates are ready to enter workforce. Where does the data come from? 1. Data comes from focus groups with industrial representatives. Purpose of collecting this data 1. Data will be used to align education provided with industrial needs. When should be data gathered and by whom? 1. Data will be gathered by program coordinator facilitating the focus group with industrial representatives. These focus groups will be conducted after advisory board meetings. II. Evaluation and Assessment of data An analysis of the raw data collected in section I will be completed and tabulated as appropriate tables, graphs or charts. In addition, a short summary describing any significant trends or implications will be written. III. Outcomes/changes/improvements The department chair and the program coordinators shall review the data in terms of meeting the requirements of interested parties (the graduated students and the industry of the Northwest region). Changes in the curriculum may be initiated based on this review. 24

25 Appendix VIII Assessment Tool 8: Lifelong Learning Requirement for Senior Capstone The following text is a required assignment for every EE student in ENGR 490, Senior Capstone. Note that all students must take this class. ENGR 490 Senior Capstone Lifelong Learning You will soon finish your training in Electrical Engineering and enter into a professional career which the faculty of EWU hope you will find satisfying and rewarding. However, we also hope this will not be the end of your learning experience. It will not be long before you face new technical and non-technical challenges in your career. You will be most successful if you embrace these new challenges through additional training, professional certifications, and advanced degrees. You may find that to take the next step, it is necessary to change career focus or seek a new employer. This assignment will give you an opportunity to survey the range of options for lifelong learning, and collect the results in a form that you can refer to in the years to come. Here are four categories of lifelong learning activities and a few specific possibilities in each category. Professional Societies: IEEE and ACM etc Membership in these organizations will provide you with a window into the state of the art, including technical and business trends. You will also have access to training, conferences, certifications and other resources for gaining knowledge in areas of specialization and new technology Professional certifications: The Professional Engineer (PE) certification is just one of the certifications you might strive for. There are certifications in Project Management, Computer Software or Networks, Quality Control, etc. These credentials and the additional training they might require will show employers that you are serious about your field of study, and continuing to learn and grow. Masters Degree: You may find that your career eventually demands a deeper understanding of the underlying concepts, which you can gain through a Masters degree in an engineering field or an MBA. Career Focus: You may eventually find that a change to a different company or career focus is necessary in order to achieve your career objectives. You may discover that you want to move into management, education, small business, etc. You should have an idea of what all is out there as you move forward in your career. 25

26 These are just a few of the possibilities, and they are not meant to limit your options, but to give you an idea of where to start. You probably have some ideas about where your career is headed. For instance, you might be positive that you never want to get an advanced degree, but you would be interested in becoming involved in a particular professional society, or gaining a certain certification. Maybe you know you eventually want to start a small business or design next generation electronics products. This is your assignment: Consider your aspirations, interests and career objectives. Utilize internet, library, career fairs, and other resources to learn more about professional societies and organizations, certifications, masters degrees and career focuses that will help you achieve your goals. For instance, if you intend to become a PE, you may want to include research about the requirements and milestones for this certification. Obtain at least some information that is of interest to you in each of these four categories. During your research, find several position postings that describe the type of job you would like to be doing 10 years from now. Using these to guide you, write your Future Job Description. Write a Lifelong Learning Summary describing your career objectives, some of the various resources and learning opportunities you discovered that were most interesting to you, and how they would help you get where you want to go. This summary should be at least one page, double-spaced. Update your Resume, or develop a Resume if you have not already done so. Write a cover-letter for a position you are currently seeking, or are interested in seeking. Build a Lifelong Learning Binder. Collect the information you found, along with your Resume, Future Job Description and Lifelong Learning Summary. Place this material in a sturdy binder, with neatly labeled dividers between sections. You will keep this binder as a resource as you move forward in your career. Prepare for a job interview. At the end of the course, representatives from industry will conduct practice interviews with each student. Don t worry this is only an exercise, and your career direction is not set in stone. But you will gain from it a greater awareness of the options available to you with an Electrical Engineering degree. 26