UNIVERSIDAD DEL ESTE Vicerrectoría Académica Vicerrectoría Asociada de Escuela de Ciencias y Tecnología ASSESSMENT PLAN OF THE ASSOCIATE DEGREES IN ENGINEERING TECHNOLOGY Rev: Dec-2015
CHARACTERISTICS OF THE UNE ASSESSMENT MODEL The assessment model of the UNE incorporates the assessment precepts formulated by the Ana G. Méndez University System (AGMUS, 1992). The model is based on the concept of Talent Development as defined by Alexander Astin. From this perspective, our excellence is not defined by our resources, reputation, or on whom we admit to our institution, but on what we do for the student s when they come to us. In that way, excellence is observed from the effectiveness of the institution in the development of talent in the students, and how much value is added in the development process once they are admitted. The assessment model of the UNE intends the integration of two complementary components in the institution: the academic component and the administrative component. The assessment of the academic component allows monitoring student learning process and knowing the development of academic programs competencies. It also allows generating assessment and action plans for the academic programs, which promote changes for continuous improvement. This type of assessment is carried out at three different levels: institutional, programmatic and the course itself. The administrative assessment component or the teaching support system reexamines its practices or services through a structured process. The administrative component validates its effectiveness through the collection of valid and reliable information over various means, allowing the identification of strengths and limitations in attaining the goals. Thus the academics coordinate institutional efforts with the administrative area to improve management processes to support the academy. The purpose of this approach is to evaluate administrative services offered to students and educators, encouraging changes in services to support teaching and assessing the physical facilities. This permits the institution to guarantee that procedures and institutional services support the student learning process. 2
ASSESSMENT OF THE ACADEMIC COMPONENT The goals, objectives and activities proposed to achieve student learning are established in an institutional effort to strengthen academic excellence. The efforts are aimed at strengthening three vital levels of learning assessment at the UNE: institutional, programmatic (or program) and course. Each level represents a particular way to gather information and responds to different purposes that are integrated to demonstrate student learning and compliance with the institutional mission. at the Institutional Level The purpose of this assessment is to: evaluate the mission and goals in the academic area; promote changes in the teaching support services and to guarantee that the institutional processes and resources support adequate learning for the students and alumni. The establishment of indicators for institutional effectiveness and the institutional assessment processes allow for the periodic tracking of the academic management and to incorporate the findings into the strategic planning. It is important to indicate that the development of an institutional assessment system should be incorporated into the planning and decision making at an institutional level. As a source of information, the institutional assessment process uses a sampling from: students, alumni, employers and information located in the UNE databases. The techniques used to compile information are questionnaires, interviews, exams and focus groups. In addition, documents are reviewed to obtain information that is pertinent for this assessment focus. at the Program Level The purpose of program assessment is to explore the competencies in the alumni profile of the programs (Program learning outcomes), update the general objectives and offerings of the academic programs, as well as to facilitate general educational practices that strengthen the vision, goals and objectives of the institution. Program assessment also allows for the creation of new academic programs and for revision of existing programs. The revision of academic programs is a fundamental activity of this component; through these revisions, programs are improved and all aspects of their effectiveness can be determined. In program assessment the faculty, students, alumni and members of the community are used as sources of information, as well as documents related to this type of assessment. The techniques used to compile information are questionnaires, simulations, a variety of assessment techniques and tests (Mid-point, Capstone). The institution shows evidence of this assessment through direct and indirect measurements, some of which are mentioned as follows. 3
at the Course Level Course assessment determines if students, upon completing their course, have achieved the goals and objectives the course requires. This kind of assessment promotes educational practices aimed at the attainment of curricular objectives; it also seeks to strengthen the areas where students present academic difficulties, to provide means for faculty training, and to use new technology as instruments of learning. In this assessment process, the faculty, students and documents related to this kind of assessment (course assessment reports) are used as sources of information. The institution gathers information on student learning in the courses using a variety of techniques such as standardized tests, rubrics, simulations, among others. In addition, the professors provide information about the course in the course assessment report. This report electronically compiles demographic information on the students, students performance on tests and assessment techniques, the attainment of the learning objectives of the course (learning outcomes), corrective actions used by the professor in the course so as to improve student learning, and recommendations to improve the course. CLOSING THE LOOP IN ASSESSMENT Closing the loop in assessment consists of completing the assessment processes with the decision making and monitoring the actions that are generated. The goals that come from the institutional mission are clarified in the learning goals; this allows the institution to focus the gathering and analysis of the information (evidence). The information gathered facilitates the preparation of actions (action plans or decision making) that address the assessment results and in this way carry out the improvement. The assessment cycle is presented as follows: 4
CHARACTERISTICS FOR THE ASSOCIATE DEGREES IN ENGINEERING TECHNOLOGY Mission To facilitate the development of future engineering and aerospace technicians so that achieve effective and ethically apply their acquired knowledge, research skills, problem solving, teamwork, creativity and leadership; in their work environment and local and international community. PROGRAM EDUCATINAL OBJECTIVES The PEOs for the Universidad del Este s Technology Program are as follows: 1. Apply their knowledge in math, science and engineering technology to solve technical problems that affects our society. 2. Develop the skills to manage, interpret and communicate technical and non-technical documents in cross functional teams. 3. Develop a sense of responsibility based on ethics, and respect for diversity and culture. 4. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and technology areas. ASSESSMENT PLAN FOR THE ASSOCIATE DEGREES IN ENGINEERING TECHNOLOGY The assessment for the Technology programs will follow the procedures established by the School of Science and Technology and UNE, considering the specificity of each academic program. The Chair and the faculty meet once every semester to revise and discuss the assessment results, and with this information generate a corrective action plan to impact the program. In the same way, a process is carried out of monitoring which supervise compliance with the plan of corrective actions. The of engineering technology programs includes clarification of the profile of the graduates, the alignment of the competencies of the profile with the contents of the courses, curricular revisions and the use of the information collected by the instruments of established. The information that is used in this area is considered direct measurements of learning of students and indirect measures. Direct measures of learning are collected with the following assessment tools: comprehensive test for candidates for graduation, FCC GROL test, CCNA test, rubrics that assess the practices of candidates for graduation, rubrics for laboratories, rubrics for evaluation of prototype, project design rubric, rubrics for oral presentations and written works. Indirect measures of learning are collected with the following assessment tools: Faculty report for the course assessment, end of course assessment survey, employer survey, 5
student satisfaction surveys, exit survey, Newly admitted students needs questionnaires and Program revisions. The course identifies strengths and deficiencies of the learning of the students in the courses. Also promotes the training of the Faculty in processes and identifies evaluation of courses. In this type of procedures are made as: Course assessment reports and the rubric administration by course, for example: lab evaluation rubrics for EETP 202, 203, 210, 215 y 216, and design of prototype in. 6
Relationship between the PEOs and Outcomes Criteria (ETAC- ABET) Electronics Technology Program Program Educational Students Outcomes (ETAC-ABET) Program Criteria Outcomes (ETAC-ABET) 1. Apply their knowledge in math, science and engineering technology to solve technical a, b, c, e a, b problems that affects our society. 2. Develop the skills to manage, interpret and communicate technical and non-technical a, c, d, f a, b documents in cross functional teams. 3. Develop a sense of responsibility based on ethics, and respect for diversity and culture. h a, b 4. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and technology areas. g, i a, b (ETAC-ABET) a. An ability to apply the knowledge, techniques, skills, and modern tools of the discipline to narrowly defined engineering technology activities. b. An ability to apply knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge. c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. d. An ability to function effectively as a member of a technical team. e. an ability to identify, analyze, and solve narrowly defined engineering technology problems. f. An ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature. g. An understanding of the need for and an ability to engage in self-directed continuing professional development. h. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. i. A commitment to quality, timeliness, and continuous improvement.
Program Criteria Outcomes (ETAC-ABET) a. the application of circuit analysis and design, computer programming, associated software, analog and digital electronics, and microcomputers, and engineering standards to the building, testing, operation, and maintenance of electrical/electronic(s) systems. b. the applications of physics or chemistry to electrical/electronic(s) circuits in a rigorous mathematical environment at or above the level of algebra and trigonometry. MEASUREMENTS OF THE ELECTRONICS ENGINEERING TECHNOLOGY PROGRAM ASSESSMENT PLAN Program Educational Apply their knowledge in math, science and engineering technology to solve technical problems that affects our society. Develop the skills to manage, interpret and communicate technical and non-technical documents in cross functional teams a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. Electronic Criteria: 2; 5 202) Criteria: 5; 9; 11 203) Criteria: 5; 9; 11 Project design rubric (EETP 210) Criteria: 2; 3; 6 Benchmark Frequency Person Responsible students 3.5 points (on a scale of 1 to 5 Semester 8
Program Educational b. An ability to apply knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge to. 216) Criteria: 5; 9; 11 202) Criteria: 7; 9 203) Criteria: 7; 9 Project design rubric (EETP 210) Criteria: 1 216) Criteria: 7; 9 Electronic Criteria: 2; 5 Benchmark Frequency Person Responsible students 3.5 points (on a scale of 1 to 5 Semester 9
Program Educational Project design rubric (EETP 210) Criteria: 5; 6 Benchmark Frequency Person Responsible c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. e. an ability to identify, analyze, and solve narrowly defined engineering technology problems. 202) Criteria: 9; 12 203) Criteria: 7; 9 Electronic Criteria: 2; 5; 7 216) Criteria: 9; 12 202) Criteria: 3; 4; 11 students 3.5 points (on a scale of 1 to 5 Semester Semester 10
Program Educational a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. Benchmark Frequency Person Responsible 203) Criteria: 3; 4; 11 Electronic students 3.5 points (on a scale of 1 to 5 Criteria: 2; 5; 7 216) Criteria: 3; 4; 11 Electronic Criteria: 2; 5 202) Criteria: 5; 9; 11 203) Criteria: 5; 9; 11 students 3.5 points (on a scale of 1 to 5 Semester 11
Program Educational c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. Project design rubric (EETP 210) Criteria: 2; 3; 6 216) Criteria: 5; 9; 11 Project design rubric (EETP 210) Criteria: 5; 6 202) Criteria: 9; 12 203) Criteria: 7; 9 Electronic Criteria: 2; 5; 7 Benchmark Frequency Person Responsible students 3.5 points (on a scale of 1 to 5 Semester 12
Program Educational d. An ability to function effectively as a member of a technical team. 216) Criteria: 9; 12 Project design rubric (EETP 210) Criteria: 4 202) Criteria: 10 203) Criteria: 10 Electronic Criteria: 1; 3 216) Criteria: 10 Benchmark Frequency Person Responsible students 3.5 points (on a scale of 1 to 5 Semester 13
Program Educational Develop a sense of responsibility based on ethics, and respect for diversity and culture. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and technology areas. f. An ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature. h. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. g. An understanding of the need for and an ability to engage in selfdirected continuing professional development. i. a commitment to quality, timeliness, and 202) 203) Criteria: 1; 2; 6; 216) Criteria: 1; 2; 6; 8 Electronic Criteria: 1; 6; 9; 10 Electronic Criteria: 4 Project design rubric (EETP 210) Benchmark Frequency Person Responsible students 3.5 points (on a scale of 1 to 5 students 3.5 points (on a scale of 1 to 5 Semester 14
Program Educational All Benchmark Frequency Person Responsible continuous improvement. Electronic students 3.5 points (on a scale of 1 to 5 Criteria: 1; 6; 8 (b), (c), (e), (f), (g), (h), (i) and Program Criteria (a) y (b) Test objective comprehensive EETP 212 Pass rate 65%. Breakpoint 70 points (on a scale from 1-100 The program will demonstrate: Student Satisfaction The students in the program are satisfied Student satisfaction with the teaching strategies Student satisfaction with the Student satisfaction with the courses End of course assessment survey End of course assessment survey End of course assessment survey End of course assessment survey 75% of the students are satisfied with the program 75% of the students are satisfied with the teaching strategies 75% of the students are satisfied with the 75% of the students are VA for Institutional and the school assessment Coordinator VA for Institutional and the school assessment Coordinator VA for Institutional and the school assessment Coordinator VA for Institutional and the 15
Program Educational Benchmark Frequency Person Responsible satisfied with the courses school assessment Coordinator Relationship between the PEOs and Outcomes Criteria (ETAC- ABET) Networking Technology Program Program Educational Students Outcomes (ETAC-ABET) Program Criteria Outcomes (ETAC-ABET) 1. The ability to apply their knowledge in math, science, and engineering technology to solve a, b, c, e a, b technical problems that affect our society. 2. The skills to manage, interpret, and communicate technical and non-technical documents a, c, d, f a, b in cross functional teams. 3. A sense of responsibility based on ethics, and respect for diversity and culture. H a, b 4. The knowledge and skills necessary to be a successful employee and the understanding of the importance of continually improving their knowledge through continuing education and formal studies in engineering and technology areas. g, i a, b Program Criteria Outcomes (ETAC-ABET) a. the application of electric circuits, computer programming, associated software, analog and digital electronics, voice and data communications, engineering standards, and the principles of telecommunications systems in the solution of telecommunications problems. 16
b. the applications of physics to telecommunications systems in a rigorous mathematical environment at or above the level of algebra and trigonometry. MEASUREMENTS OF THE NETWORKING ENGINEERING TECHNOLOGY PROGRAM ASSESSMENT PLAN Program Educational Apply their knowledge in math, science and engineering technology to solve technical problems that affects our society. Develop the skills to manage, interpret and communicate technical and non-technical documents in cross functional teams a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. b. An ability to apply knowledge of mathematics, science, Networking Criteria: 2; 5 202) Criteria: 5; 9; 11 203) Criteria: 5; 9; 11 202) Criteria: 7; 9 Benchmark students 3.5 points (on a scale of 1 to 5 (on a scale of 1a 4 (on a scale of 1a 4 Frequency Semester Semester (on a scale of 1a 4 Person Responsible 17
Program Educational engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge to. Benchmark Frequency 203) Criteria: 7; 9 (on a scale of 1a 4 Networking Criteria: 2; 5 202) Criteria: 9; 12 students 3.5 points (on a scale of 1 to 5 Semester (on a scale of 1a 4 Person Responsible c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. 203) Criteria: 7; 9 Networking (on a scale of 1a 4 students 3.5 points (on a scale of 1 to 5 18
Program Educational Criteria: 2; 5; 7 Benchmark Frequency Person Responsible e. an ability to identify, analyze, and solve narrowly defined engineering technology problems. a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. 202) Criteria: 3; 4; 11 203) Criteria: 3; 4; 11 Networking Criteria: 2; 5; 7 (on a scale of 1a 4 (on a scale of 1a 4 Semester students 3.5 points (on a scale of 1 to 5 Electronic students 3.5 points (on a scale of 1 to 5 Criteria: 2; 5 202) Semester Criteria: 5; 9; 11 (on a scale of 1a 4 203) Criteria: 5; 9; 11 (on a scale of 1a 4 19
Program Educational Benchmark Frequency Person Responsible c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. 202) Criteria: 9; 12 Semester (on a scale of 1a 4 203) Criteria: 7; 9 Networking Criteria: 2; 5; 7 (on a scale of 1a 4 students 3.5 points (on a scale of 1 to 5 d. An ability to function effectively as a member of a technical team. 202) Criteria: 10 Semester (on a scale of 1a 4 203) Criteria: 10 (on a scale of 1a 4 20
Program Educational Develop a sense of responsibility based on ethics, and respect for diversity and culture. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and f. An ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature. h. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. g. An understanding of the need for and an ability to engage in selfdirected continuing professional development. Networking Criteria: 1; 3 Benchmark students 3.5 points (on a scale of 1 to 5 202) (on a scale of 1a 4 203) Criteria: 1; 2; 6; Networking Criteria: 1; 6; 9; 10 Networking Criteria: 4 Frequency Semester (on a scale of 1a 4 students 3.5 points (on a scale of 1 to 5 students 3.5 points (on a scale of 1 to 5 Person Responsible 21
Program Educational technology areas. All i. a commitment to quality, timeliness, and continuous improvement. (b), (c), (e), (f), (g), (h), (i) and Program Criteria (a) y (b) Networking Criteria: 1; 6; 8 CCNA Test comprehensive NETP 202-205 Benchmark students 3.5 points (on a scale of 1 to 5 Pass rate 65%. Breakpoint 70 points (on a scale from 1-100 Frequency Person Responsible The program will demonstrate: Student Satisfaction The students in the program are satisfied Student satisfaction with the teaching strategies Student satisfaction with the End of course assessment survey End of course assessment survey End of course assessment survey 75% of the students are satisfied with the program 75% of the students are satisfied with the teaching strategies 75% of the students are satisfied with the VA for Institutional and the school assessment Coordinator VA for Institutional and the school assessment Coordinator VA for Institutional and the school 22
Program Educational Student satisfaction with the courses End of course assessment survey Benchmark 75% of the students are satisfied with the courses Frequency Person Responsible assessment Coordinator VA for Institutional and the school assessment Coordinator Relationship between the PEOs and Outcomes Criteria (ETAC-ABET) Avionics Technology Program Program Educational Students Outcomes (TAC-ABET) Program Criteria Outcomes (TAC- ABET) 1. Apply their knowledge in math, science and engineering technology to solve technical a, b, c, e a, b problems that affects our society. 2. Develop the skills to manage, interpret and communicate technical and non-technical a, c, d, f a, b documents in cross functional teams. 3. Develop a sense of responsibility based on ethics, and respect for diversity and culture. h a, b 4. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and technology areas. g, i a, b 23
Program Criteria Outcomes (ABET) a. the application of circuit analysis and design, computer programming, associated software, analog and digital electronics, and microcomputers, and engineering standards to the building, testing, operation, and maintenance of electrical/electronic(s) systems. b. the applications of physics or chemistry to electrical/electronic(s) circuits in a rigorous mathematical environment at or above the level of algebra and trigonometry. MEASUREMENTS OF THE AVIONICS ENGINEERING TECHNOLOGY PROGRAM ASSESSMENT PLAN Program Educational Apply their knowledge in math, science and engineering technology to solve technical problems that affects our society. Develop the skills to manage, interpret and communicate technical and nontechnical documents in cross functional teams a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. b. An ability to apply knowledge of mathematics, science, 202) Criteria: 5; 9; 11 203) Criteria: 5; 9; 11 216) Criteria: 5; 9; 11 202) Criteria: 7; 9 Benchmark Frequency Semester (on a scale of 1a 4 (on a scale of 1a 4 (on a scale of 1a 4 Semester (on a scale of 1a 4 Person Responsible 24
Program Educational engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge to. c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. e. an ability to identify, analyze, and solve narrowly defined engineering technology problems. 203) Criteria: 7; 9 216) Criteria: 7; 9 202) Criteria: 9; 12 203) Criteria: 7; 9 216) Criteria: 9; 12 202) Criteria: 3; 4; 11 Benchmark (on a scale of 1a 4 (on a scale of 1a 4 Frequency Semester (on a scale of 1a 4 (on a scale of 1a 4 (on a scale of 1a 4 Semester (on a scale of 1a 4 Person Responsible 203) 25
Program Educational a. An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly defined engineering technology activities. c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments. Criteria: 3; 4; 11 216) Criteria: 3; 4; 11 202) Criteria: 5; 9; 11 203) Criteria: 5; 9; 11 216) Criteria: 5; 9; 11 202) Criteria: 9; 12 203) Criteria: 7; 9 Benchmark (on a scale of 1a 4 (on a scale of 1a 4 Frequency Semester (on a scale of 1a 4 (on a scale of 1a 4 (on a scale of 1a 4 Semester (on a scale of 1a 4 (on a scale of 1a 4 Person Responsible 26
Program Educational 216) Criteria: 9; 12 202) Criteria: 10 203) d. An ability to function Criteria: 10 effectively as a member of a technical team. f. An ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature. 216) Criteria: 10 202) 203) Criteria: 1; 2; 6; Benchmark (on a scale of 1a 4 Frequency Semester (on a scale of 1a 4 (on a scale of 1a 4 (on a scale of 1a 4 Semester (on a scale of 1a 4 (on a scale of 1a 4 Person Responsible 216) 27
Program Educational Develop a sense of responsibility based on ethics, and respect for diversity and culture. Be a successful employee and develop their knowledge through continuing education and further studies in all engineering and technology areas. All h. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. g. An understanding of the need for and an ability to engage in selfdirected continuing professional development. i. a commitment to quality, timeliness, and continuous improvement. (b), (c), (e), (f), (g), (h), (i) and Program Criteria (a) y (b) Criteria: 1; 2; 6; 8 Test objective comprehensive (FCC- GROL) EETP 207 Test objective comprehensive (FCC- GROL) EETP 207 Test objective comprehensive (FCC- GROL) EETP 207 Test objective comprehensive (FCC- GROL) EETP 207 Benchmark (on a scale of 1a 4 Pass rate 75%. Breakpoint 70 points (on a scale from 1-100 Pass rate 75%. Breakpoint 70 points (on a scale from 1-100 Pass rate 75%. Breakpoint 70 points (on a scale from 1-100 Pass rate 75%. Breakpoint 70 points (on a scale from 1-100 Frequency Person Responsible The program will demonstrate: Student Satisfaction The students in the program are satisfied End of course assessment survey 75% of the students are satisfied with the VA for Institutional 28
Program Educational Student satisfaction with the teaching strategies Student satisfaction with the Student satisfaction with the courses End of course assessment survey End of course assessment survey End of course assessment survey program Benchmark 75% of the students are satisfied with the teaching strategies 75% of the students are satisfied with the 75% of the students are satisfied with the courses Frequency Person Responsible and the school assessment Coordinator VA for Institutional and the school assessment Coordinator VA for Institutional and the school assessment Coordinator VA for Institutional and the school assessment Coordinator 29