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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 1................................................................................................................5
Program Objective 2................................................................................................................6 Program Objective 3................................................................................................................6
Program Objective 4................................................................................................................6
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 .................................................................27
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 (http://www.ewu.edu/x2248.xml),
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.
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).
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.
Objective 1
Outcomes ABET
Criterion
3 (a to k)
Assessment Method
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.
a, e, j, k 1. Capstone projects.
2. Course Assessment. 3. Employer Survey.
5. Exit Survey
1.2 Students will demonstrate their
ability to design systems,
components, or processes within
realistic constraints.
c 1. Capstone projects.
2. Course Assessment.
3. Employer Survey.
1.3 Students will demonstrate proficiency in designing, conducting,
analyzing, and interpreting
experiments; and applying experimental results to improve
systems or processes.
b, c 1. Capstone projects. 2. Course Assessment.
1.4 Students will demonstrate their
ability to evaluate engineering
problems and devise general design strategies that commit to quality,
timeliness, and continuous
improvement.
a, c, f, i 1. Capstone projects.
2. Course Assessment..
.
1.5 Students will demonstrate their b, c, j, k 1. Capstone projects.
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. .
.
Objective 2
Outcomes ABET
Criterion
3 (a to k)
Assessment Method
2.1 Students will demonstrate their
ability to function effectively in
multi-disciplinary teams.
d 1. Capstone projects.
2. Course Assessment.
2.2 Students will demonstrate the ability
to learn independently and to be
prepared to keep learning throughout
life.
i 1. Capstone projects.
2. Course Assessment
2. Exit Survey.
4. Graduate Survey.
2.3 Students will demonstrate the ability
to communicate clearly and concisely to a variety of audiences.
g 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.
Objective 3
Outcomes ABET
Criterion
3 (a to k)
Assessment Method
3.1 Students will demonstrate
understanding of professional ethical
and social responsibilities, within a
context of contemporary professional, societal and global
issues.
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.
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) 3 3 3 2 2
ENGR 209 (CKT I) 3 3 1 3 1 1 2
ENGR 210 (CKT II) 3 3 1 3 1 1 2
ENGR 250 (Dig. Hdwr) 3 3 3 2 3 3 1 3
ENGR 260 (Microcontrollers) 3 3 1 3 1 1 2
ENGR 320 (Sig. & Sys I) 3 3 1 3 1 1 2
ENGR 321 (Sig. & Sys II) 3 3 1 3 1 1 2
ENGR 330 (Electronics I) 3 2 3 3 1 1 1 2
ENGR 331 (Electronics II) 3 2 3 3 1 1 1 2
ENGR 350 (Energy & Sys.) 3 3 2 3 2 1 3
ENGR 360 (HDL) 2 3 2 2 2 1 2 2
TECH 393 (Tech. & Civilization) 3 3 3 3 3
ENGR 401 (Electromagnetism) 3 2 2 3 1
ENGR 420 (DSP) 3 3 1 3 1 1 2
ENGR 430 (CMOS IC Design) 3 3 3 2 3 3
ENGR 440 (Dig. Com.) 3 3 1 3 1 1 2
ENGR 450 (Power Sys.) 3 3 2 3 2 1 1 1 3
ENGR 460 (Comp. Sys.) 2 2 3 1 2 2
ENGR 461 (Ebd. Sys.) 2 2 2 3 3
ENGR 470 (Control) 3 3 2 3 2 1 3
ENGR 490 (Capstone) 3 3 3 3 3 3 3 3 3
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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
http://www.ewu.edu/x30107.xml, 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
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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. Biweekly Department meetings will be held to discuss ongoing changes at the university, department, or program level that may require additional planning.
iii. 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
(http://www.ewu.edu/x30107.xml). 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.
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
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.
12
Table 1. Program assessment tools and respective evaluation procedures and change
implementation mechanisms.
Assessment
Method
Evaluation
Procedure
Program
Change
Mechanism
Change
Implementation
Mechanism
Responsible
Party
Capstone
Projects
Faculty and
industrial
representatives
evaluating
presentations.
Quality of
projects and
presentations will
be used indicators
for proposing
changes.
Faculty will discuss
projects at Annual
Planning meeting and
with industrial
representatives to
accept/reject changes.
Capstone
Instructor
Enrollment
Summary Data
Look at number of
students in the
program.
Department chair
will provide 10th
day major counts
every Spring
Quarter.
A drop may
indicate actions
should be taken.
Faculty will discuss
numbers at Annual
Planning meeting to
accept /reject changes.
Department
Chair
Exit Survey Surveys will be
administered
during capstone
presentations. Responsible
faculty will
compile data and
present it during
the Annual
Planning meeting.
Data will be used
as an indicator for
change.
Faculty will discuss
surveys at Annual
Planning meeting to
accept /reject changes.
Capstone
Instructor,
Department
Chair, Program Faculty
Employer
Survey
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.
Data will be used
as an indicator for
change.
Faculty will discuss
surveys at Annual
Planning meeting to
accept /reject changes.
Program Faculty
Lifelong
Learning
Binder
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.
Data will be used
as an indicator for
change.
Faculty will discuss data
at Annual Meeting to
accept /reject changes.
Capstone
Instructor
13
Faculty will
compile data and
present results at
Annual Planning
meeting.
Course
Assessment
Faculty will
analyze student’s
grades including
lab reports, exams,
quizzes,
homeworks, and
projects.
Rubric data may
indicate changes
are needed.
Faculty will discuss
assessment scores at
Annual Planning meeting
to accept /reject changes.
Program Faculty,
Department
Chair
Placement
Rates
Faculty advisors
will collect data
either directly from
student or from
Career Services
Office, compile it
and present it
during Annual
Planning meeting.
Low rates may
indicate changes
are needed.
Faculty will discuss rates
at Annual Planning
meeting and at Industrial
Advisory Board meeting
to accept /reject changes.
Program Faculty,
Department
Chair.
Focus Groups 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.
Input from focus
group will be used
as an indicator for
change.
Faculty will discuss rates
at Annual Planning
meeting and at IAC
meeting to accept /reject
changes.
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.
14
Figure 1. Change Procedure Flow Chart
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
Review data gathered by various
assessment methods
Will program
objectives/.out-comes change?
Make changes in respective course
No
Advisory Board
approves
changes?
No
Yes
Yes
Update necessary documentation (plan
of study, web site, strategic plan) and course to outcome mappings.
Will course
objectives/out-
comes change?
End year’s assessment cycle.
Yes No
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
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
esteban 10/2/06 6:42 PM
Comment: Need to generate form.
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.
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.
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.
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.
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
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.
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 2006-2007) 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.
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 (e-mail, 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?
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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.
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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.
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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.