DEPARTMENT OF INDUSTRIAL AND ENGINEERING TECHNOLOGY

Transcription

1 DEPARTMENT OF INDUSTRIAL AND ENGINEERING TECHNOLOGY July 20, 2011 TO: FROM: Kevin D. Taylor, Chair Technology Accreditation Commission ABET, Inc. Michael L. Whelan, Chair Department of Industrial and Engineering Technology Central Washington University THROUGH: Connie Lambert, Dean College of Education and Professional Studies Central Washington University RE: Report to ABET, Inc. Technology Accreditation Commission Visitation Statement on the Electronics Engineering Technology and Mechanical Engineering Technology Programs at Central Washington University Central Washington University (CWU) has two engineering technology programs currently accredited by the Technology Accreditation Commission of ABET, Inc.: Electronics Engineering Technology (EET) and Mechanical Engineering Technology (MET). These two programs have been continuously accredited since 1988 and 1996 respectively. The most recent visit associated with accreditation occurred November 15-17, 2009 when a three-person team, comprised of Dr. Paul Jackson (chair), Mr. Jim Hammond (EET), and Mr. Bob Faust (MET), was on campus. As a follow-up to that visit, we received a Summary of Accreditation Actions for the Accreditation Cycle dated July 27, 2010 detailing the findings of the ABET review process. In addition, the Summary requested an interim report for each program as part of a reaccreditation evaluation. This letter transmits the interim reports for both programs to you, and to Mr. Martin Reed, Team Chair for the reaccreditation review.

2 2011 INTERIM REPORT for the ELECTRICAL ENGINEERING TECHNOLOGY Baccalaureate Program CENTRAL WASHINGTON UNIVERSITY The Electronics Engineering Technology program was started in The program added a Computer Engineering Technology Specialization and an Electronic Systems Specialization in 2001; the curriculum was revised in 2008 to better meet the needs of graduates and other constituent groups. The program objectives are that its graduates: will be prepared for careers or educational opportunities of their choice. will be able to communicate with their desired constituencies. will be able to continue acquiring skills and expertise in their areas of interest. will participate in professional community organizations. will be able to use information from a variety of media and constituencies to develop practical methods and procedures to solve professional challenges. An Electronics Engineering Technology program was offered at the Central Washington University-Pierce County center starting with courses in the late 1980s. This program was initially accredited by ABET of TAC in 1994 and was moved to the Central Washington University-Des Moines Center in The program at the Des Moines Center stopped accepting students in 2009, and a phase-out process will ensure students currently enrolled in the program at the Des Moines Center can complete their degrees Response: After the final report was issued a decision was made to keep the EET program at the CWU Des Moines center open. This decision was made after the Industrial Advisory Committee, the faculty and students at the Des Moines center, and the department chair who started in the position at the beginning of the academic year, a month before the accreditation visit, came to the

3 consensus view that there did not seem to be any compelling reason for the EET program at the Des Moines center to be closed and that there did not seem to be any reason that the Des Moines center EET program was not put forward for ABET accreditation. This was especially true because the data used in the accreditation visit, and the data compiled since that time for use in the Continuous Quality Improvement (CQI) plan, incorporated data from the Des Moines center program. The constituency group also feels that having an EET program in the south Puget Sound region of Washington State is important to the employers of the area and critical to the place-bound students of the region. The group also believes that the program being ABET accredited is a major asset to its graduates and their employers. The department chair took this information to the CWU administration and consulted with the head of the ABET accreditation team that visited the program in the fall of 2009, and it was decided to try and remedy the accreditation status of the EET program at the CWU - Des Moines Center by appealing its non-accredited status in this report, and to ask that it be inclusive in the CWU EET program ABET accreditation from the 2009 visit, as the EET program had been accredited as a single program at two locations in the past. The IET department faculty members from the Des Moines center were present at, and participated in, all the events where the CQI report instruments and rubrics were developed and they have used these tools since their inception. Samples of the rubrics that were used to collect the data from student work at Des Moines are in Appendix A. This data is incorporated in the reports which are presented in Appendix C for 2010 and Appendix E for 2011 and the data from the center students work is included in the composite rubrics presented in Appendix D for 2010 and Appendix F for Pictures of the CWU Des Moines center EET facilities are shown in Appendix B. Courses like Programmable Logic Controllers that have a limited number of trainers and the courses that use microcontroller development boards employed in the educational process are scheduled in different quarters at the different locations so that all the students have access to the same equipment, software, and resources helping to make these aspects the learning experience as similar as possible. Considering the information presented above, CWU requests the EET program at the CWU - Des Moines center be considered part of the 2009 ABET accreditation visit and findings.

4 The Program Criteria for Electrical/Electronic(s) Engineering Technology and Similarly Named Programs as published in the TAC criteria document also were used to evaluate this program. Findings in meeting the provisions of ABET criteria and policies are described below. Note: Findings cited under Institutional Factors also apply to this program. Program Weaknesses 1. Criterion: Criterion 2. Program Educational Objectives states, "Each program must have in place:... a documented process by which the program educational objectives are determined and periodically evaluated based on the needs of the constituencies served by the program..." There was no evidence that input from constituencies is being used to determine and periodically evaluate program educational objectives. Documentation of the process for determining the program educational objectives showed input solely from program faculty. Meeting notes for the industrial advisory committee did not indicate any input by that committee regarding educational objectives. Members of the industrial advisory committee indicated that they were not asked to provide input. There was no documentation that the program educational objectives were being evaluated to confirm their validity. Without evaluation and input of its constituencies, the program cannot determine if its program objectives are appropriate in meeting the needs of the organizations served by its graduates. Therefore, the program must demonstrate that it has in place a documented process by which its program education objectives are determined and periodically evaluated based on the needs of constituencies served by the program. Due Process Response: The program responded that it is working with the university's Associate Vice President to develop methods of evaluating program educational objectives. The industrial advisory committee is meeting during the spring semester of 2010 to discuss program educational objectives. The results of these efforts will be provided upon completion. Status after Due Process: This finding remains a Weakness until the program demonstrates that it has in place a documented process by which its program education objectives are determined and periodically evaluated based on the needs of constituencies served by the program Response: Based on discussions with the industrial advisory committee s members in the summer of 2010, it was determined that the committee agreed with this finding and felt that this was weakness and they felt they were not included in the process, but they would approve the educational objectives that were used, if needed. It was decided instead, to use the educational objectives

5 presented in the accreditation visit as a starting point and review the objectives based on the committee s professional acumen, the ABET accreditation standards, and the criteria stipulated by the Associate Vice President of Undergraduate Students to come to an agreement on a process for the committee to use in reviewing and updating the educational objectives. This would theoretically allow a single report to be used for the review and improvement of the educational experience of the EET programs students and the quality of the programs graduates, while meeting the reporting requirements of a diverse constituency. This was to take place during the academic year, but several issues came up that limited the achievement of these goals. EET faculty member Jack Gumaer resigned from CWU two weeks before the start of the academic year, and the program is located in an geographical area where it is extremely difficult to hire an adjunct EET professor. Also the EET programs instructional technician resigned at the end of the 2010 academic year to attend graduate school in California. This was known the year before, but due to the ongoing budget uncertainty it took until the start of spring quarter 2011 to get a position approved and hiring process completed. Arthur Morken was hired as the new instructional technician, and is quickly learning the competences required to facilitate the efficient operation of an educational CQI process that meets the needs of the varied groups involved in improving the quality of the CWU EET program s graduates. Mr. Gumaer s departure was accommodated by Professor Holden teaching an overload course each quarter, by cancelling one class per quarter, by limiting available electives for the seniors, and by using a qualified graduate assistant to teach one course per quarter. To add to the problem Mr. Gumaer was also to have specified and followed the procurement of all the furnishings and equipment for the laboratory in the new facility. This task also fell to Professor Holden. The final issue that came up was that IET Department moved into a new facility at the end of the spring quarter. While this move will be very worthwhile for both the IET Department in general and the EET program in particular, it has been disruptive to achieving the anticipated goals as planned. At this point, we are spending a lot of effort to install, test, and commission new equipment in the new facility in time for the start of fall quarter. The consequence of this situation is that the committee did not meet, and the issue is not fully resolved. The committee s comments on the educational objectives and the 2011 report are being compiled, but after some consultation with the members it was decided to wait until Nathan Davis, the new faculty member replacing Mr. Gumaer, arrives in the fall to make decisions about the

6 educational objectives and the review process. That way everyone concerned can have ownership in the objectives and the process. 2. Criterion: Criterion 3. Program Outcomes states, "Each program must demonstrate that graduates have:... [i] an ability to understand professional, ethical, and social responsibilities, [j] a respect for diversity, and a knowledge of contemporary professional, societal, and global issues related to the discipline, [k] a commitment to quality, timeliness, and continuous improvement." There was no evidence of instruction or evaluation of student knowledge related to professional, ethical and social responsibilities; there was no evidence of instruction or evaluation of student knowledge related to respect for diversity; and there was little evidence that instruction is being provided on societal and global issues. Metrology and calibration issues are included in a course on quality, but there was no evidence of a commitment to quality, timeliness, or continuous improvement by graduates. The learned attributes in Criterion 3[i], [j], and [k] are important considerations in the modern workplace, and without that knowledge, graduates will be not be prepared for employment in a global workforce. The program must demonstrate that its graduates have the attributes defined in Criterion 3 [i], [j], and [k]. Due Process Response: The program responded that the university has a general education course requirement that includes the attributes of Criterion 3 [i], [j], and [k]. The Electrical Engineering Technology program is working with the Associate Vice President of Undergraduate Studies to document the assessment of those attributes. Status after Due Process: This finding remains a Weakness until the program demonstrates that its graduates have the attributes defined in Criterion 3 [i], [j],and [k] Response: At the time of the accreditation visit the program outcome data sheet listed the courses that were going to be used to assess outcome 3[i], an ability to understand professional, ethical, and social responsibilities. The outcomes were assessed in the academic year and again in the academic year. The scores are shown on the 2010 and 2011 program outcomes data sheet, presented in Appendices C and E respectively, were derived using the rubrics applied to student work in the EET 478, EET 479, and EET 489. This sequence of capstone courses was a new requirement to EET program in the academic year. The 2010 and 2011 rubrics for these courses are shown in Appendices D and F.

7 Similarly assessment of 3[j], a respect for diversity, and a knowledge of contemporary professional, societal, and global issues related to the discipline, was accomplished in EET 221 and EET 478. Average scores are shown in the 2010 and 2011 program outcomes data sheet in appendixes C and E, and the rubrics that were used to assess the student work are presented in Appendices D and F for these two courses. The feedback for the advisory committee over the past two years still identifies this as an issue, in general, because the rubrics used cover just diversity where there should be another rubric or two added to assess the other categories of this outcome. Program outcome 3[k], a commitment to quality, timeliness, and continuous improvement, was not assessed in 2010, and even though this outcome was assessed by a rubric applied to the student work from the IET 380 course in 2011 there are still issues with this outcome. The IET 380 course appears to be an acceptable place to assess the data, but there is a data collection issue that is being addressed by the department chair. It also appears that EET 324 is not a good place to collect this data, because the course is only offered every other year. Further, it is not a project or laboratory based course, so a more suitable course with fewer outcome rubrics, and some project or laboratory work, needs to be approved by the advisory committee in the fall assess the abilities of the students. 3. Criterion: Criterion 4. Continuous Improvement states, "The program must use a documented process incorporating relevant data to regularly assess its program educational objectives and program outcomes, and to evaluate the extent to which they are being met. The results of these evaluations... must be used to effect continuous improvement of the program through a documented plan." While there was a continuous improvement plan presented in the Self-Study Report, it did not delineate responsibility or incorporate metrics. Several of the learned attributes in Criterion 3 were assessed, but data from that assessment had not been evaluated. Program changes were being made, but it was unclear how or whether those changes were based on systematic assessment and evaluation. Without documented processes that provide relevant data to regularly assess educational objectives and program outcomes, the process is ineffective in determining when changes are necessary. Therefore, the program must demonstrate (1) that it is using a documented process to regularly assess its program educational objectives and program outcomes and to evaluate the extent to which they are met, and (2) that results are being used to effect continuous improvement of the program.

8 Due Process Response: The program responded that it is currently gathering documentation to demonstrate that results from the assessment of educational objectives and program outcomes are used to effect continuous improvement of the program. Status after Due Process: This finding remains a Weakness until the program demonstrates (1) that it is using a documented process to regularly assess its program educational objectives and program outcomes and to evaluate the extent to which they are met, and (2) that results are being used to effect continuous improvement of the program Response: The reports and rubrics in Appendices C, D, E, and F show that there is data being systematically taken based on student work. This is a big improvement compared to where the program was during the accreditation visit. On the other hand the review process is still a weakness for the reasons outlined above in the 2011 response to weakness 1 criterion 2. Minor changes have been made to the rubrics and reports due to practical considerations, but responsibilities and metrics will not be assigned until the committee meets in the fall. At the meeting any changes in the reports and rubrics will be documented to show that program is at least reviewing past work to make changes. This exercise will give the advisory committee experience that it can use developing a documentation and review process that is accessible and manageable. Program Concerns 1. Criterion: Criterion 8. Support states, "An advisory committee representing the organizations that employ graduates must be utilized to advise the program in establishing, achieving, and assessing its goals. The committee must periodically review program curricula and provide advisement on current and future needs of the technical fields in which graduates are employed." Industrial advisory committee meetings are held at least yearly. Due to the distance many of the committee members have to travel, some of the contacts are by telephone. The advisory committee appears to be engaged with the program and its members are excited about the program. However, there is limited documentation of committee activities and there is no indication that the industrial advisory committee is providing advisement on the current and future needs of the program. The program cites industrial advisory committee actions as justification for almost all curriculum changes, yet there is no record of those advisory committee actions. The program must demonstrate that it is (1) using an advisory committee representing the organizations that employ

9 graduates, (2) that the committee is advising the program in establishing, achieving, and assessing its goals, and (3) that committee is periodically reviewing program curricula and providing advisement on current and future needs of the technical fields in which graduates are employed. Due Process Response: The program responded that it is developing policies for the activities and documentation of the industry advisory board. This documentation and board minutes from the spring 2010 meeting will be provided upon completion. Status after Due Process: This finding remains a Concern until the program demonstrates that it is (1) using an advisory committee representing the organizations that employ graduates, (2) that the committee is advising the program in establishing, achieving, and assessing its goals, and (3) that committee is periodically reviewing program curricula and providing advisement on current and future needs of the technical fields in which graduates are employed Response: This is obviously still a concern as outlined in the 2011 response to weakness 1 criterion 2. We hope to be able to determine a collaborative process that can be adequately documented that does not require the travel necessitated in holding two face-to-face meetings each year. The members of the committee have expressed interested in doing this, and we have made some decisions this way in the past. It takes weeks to come to consensus, which is not a problem; just the documentation of the process has been an issue. A discussion forum was suggested by several members of the committee, and Professor Holden is trying to determine if there is some space, like in blackboard, where the university has the infrastructure setup and ready to use and could easily be adapted for this purpose. Observations for Improvement 1. With the growth in the program, as demonstrated by the 35 students in the freshmen class, the current facilities will not meet the future needs of the program. A new building is currently under construction, and it should provide enough space to meet future needs. However, there does not appear to be any plan for upgrading electronic equipment, computer hardware and software, or instrumentation that could take place concurrently with, or shortly after, occupying the new laboratory spaces. It is suggested that the program work with its industrial advisory committee in assuring that its laboratory equipment continues to be characteristic of that encountered in the industry and practice served by the program.

10 2011 Response: Once the equipment for the new facility is received and the procurement of parts, equipment, and software for the next academic year has been made, the committee will have a starting place to evaluate the needs of the program and make suggestions for insuring the program keeps pace with technologies in the future.

11 Appendix A Des Moines Sample Rubrics EET_221_D EET_312_D EET_323_D EET_342_D EET_370_D EET_371_D EET_372_D EET_376_D IET_301_D IET_380_D1 2011

12 EET 221 EET a The student will use the basic electrical laws (Ohm s Law, Kirchhoffs Voltage Law, Kirchhoffs Current Law, power) to analyze electrical circuits Can not apply any laws to the given problem Can apply only one law to the problem correctly Can apply two laws to the problem correctly Can apply all associated laws to the problem correctly but with math errors Can apply all associated laws to the problem correctly with no associated errors EET A The student will solve direct current (DC) series, parallel, and series-parallel networks. Can not apply any laws to the given problem Can apply only one law to the problem correctly Can apply two laws to the problem correctly Can apply all associated laws to the problem correctly Can apply all associated laws to the problem and analyze the problem correctly EET b The student will solve alternating current (AC) series and parallel networks using complex notation. Can not solve any AC problems. Can solve one of three kinds of AC problems. Can solve two of three kinds of AC problems. Can solve all AC problems. Can solve all AC problems and analyze the problem correctly EET j The student will recognize how electronics effect societal and global issues Unable to solve the electronics problem. Able to solve the electronics problem but cannot recognize the social impact Solves the electronics problem incorrectly but can recognize the social impact Able to solve the electronics problem and can recognize the social impact Able to solve the electronics problem and can analyze the social impact EET_221_D1 2011

13 EET 312 EET a Correctly define the Can not input the Can input the circuit Correctly run the input and the output of circuit correctly correctly simulation the circuit. The student will analyze amplifiers frequency response Successfully evaluate the circuit simulation EET A The student will analyze bipolar junction transistors (BJT) circuits and Field-Effect Transistors (FET). Can not apply circuit equations correctly Is able to apply circuit equations correctly Correctly determine the Q-Point. Correctly determine the circuit bias point Successfully determine the h fe of the circuit EET A The student will analyze amplifiers frequency response The student will construct and analyze operational amplifiers (Op-Amps) basic circuit configurations. Can not input the circuit correctly Can input the circuit correctly Correctly define the input and the output of the circuit. Correctly run the simulation Make an appropriate comparison of the simulation data to the theoretical outcome EET A Calculate the gain Apply the correct incorrectly after Calculate the gain Can not identify the Correctly identify the equation for the applying the correct correctly for the given circuit configuration circuit configuration correct configuration. equation for the circuit. correct configuration EET B The student will construct and analyze diode circuits. Can not identify any operating regions on a diode characteristic curve Correctly identify one operating regions on a diode characteristic curve Correctly identify two operating regions on a diode characteristic curve Correctly identify three operating regions on a diode characteristic curve Correctly identify the operating regions on a diode characteristic curve EET_312_D1 2011

14 EET 323 EET d The student will be able to The output range set design, analyze, and implement points were not electronic circuits containing accounted for in the operational amplifiers and other design active linear devices. Both output range set points are incorrect Only the lower output range set point is correct Only the upper output range set point is correct Both output range set points are correct EET f The student will be able to design, analyze, and implement Unable to specify any electronic circuits containing parts correctly operational amplifiers and other active linear devices. Diodes incorrectly specified Capacitor not specified correctly Meet all but the heat dissipation specification Operates correctly meeting all specifications EET A The student will be able to design, analyze, and implement Unable to pick the electronic circuits containing correct circuit operational amplifiers and other configuration active linear devices. Unable to design the circuit correctly after picking the correct configuration Designed a circuit that meets the specification but the simulation fails Design and simulate a circuit that meets the specification but implementation fails Design and build a circuit that completely meets the specification EET A The student will be able to explain the behavior of typical amplifier and comparator circuits using active linear devices. Did not apply the appropriate circuit equations Correctly apply circuit analysis equations Specify circuit Simulate a circuit components correctly meeting the desired based on calculations specifications Build a circuit to meet the desired specifications comparing the results to the simulation EET A The student will be able to use electronic test instruments and software tools to evaluate electronic circuits. Unable to install the software correctly Correctly install the software Incorrectly apply the software for the given problem Input the correct parameters to the program Successfully apply the simulation software to select the correct components for the specification EET a The student will be able to use manufacturer s data sheets to select appropriate electronic components Did not use a data sheet to select a part. Misinterpret the data sheet information Selects a part that does not meet the specification using a data sheet Selected a part that minimally meets the specification using a data sheet Selected the part that best meets the specification using a data sheet EET g The student will communicate their development process, work, assumptions, and evaluations to their peers and instructor Did not present the experimental data Presented the experimental data in an ineffective way Presented the experimental data but failed to compare or analyze the data Presented the data but the comparison and analysis is incomplete Compare and analyze power efficiency by presenting and discussing collected data effectively EET c A development A development A development A development Determine a hardware process was specified process was used in Did not specify a process was specified process was used in development process for but there was no the design was development process but minimal evidence the design but was not analog design evidence of its use evaluated for of its use was shown evaluated was shown improvement EET_323_D1 2011

15 EET 342 EET b The student will use virtual instruments in the LabVIEW environment The student will use LabVIEW to manipulate acquired data. not open and operate a virtual instrument make open make and modify a VI that is and operate a virtual modify a virtual a virtual instrument useful to a system instrument instrument operator EET A program different not display acquired data perform mathematical mathematical display acquired data in a meaningful and operations on data operations chosen by appropriate way a case construct The student will determine sensor operation from manufacturer specifications. program logic and mathematical operations on arrays EET B not locate plot locate the the specification sheet determine the range of determine the output the theoretical range specification sheet for for a given sensor and input data the sensor of a sensor given the of sensor inputs to a given sensor explain its general can measure input outputs using purpose information from the specification EET b not connect an instrument to the computer The student will convert sensor data to a form that would be friendly to a system operator. correctly connect an instrument to the computer read data from an instrument into LabVIEW read data from an instrument into LabVIEW and display the data to a user manipulate instrument data in LabVIEW and output the information in a useful way EET_342_D1 2010

16 EET 370 EET A The student will write a computer program in a structured language Can not configure the programming environment correctly Configure the programming environment correctly for the application Load the program into the device memory Run the program with some errors Run the program with no errors EET A The student will write a computer program that performs data conversions using arithmetic formulas The student will design software to solve technical problems Can not complete a viable design solution Designed a viable solution Write the code to meet the design solution Verify the code using a documented test plan The problems solution meets the specifications EET d Given a program the Given a program the Given a program the Given a program the student makes student makes student makes student can not make improvements to 1 of improvements to 2 of improvements to 3 of any improvements to the 4 following the 4 following the 4 following code length, memory catagories code catagories code catagories code usage, speed of length, memory length, memory length, memory execution, or user usage, speed of usage, speed of usage, speed of interface execution, or user execution, or user execution, or user interface interface interface The student will write software test and debug programs Given a program the student makes improvements to code length, memory usage, speed of execution, and user interface EET f Verify the code using Can not complete a Design a viable Write the code to meet a documented test viable design solution solution the design solution plan The problems solution meets the specifications EET_370_D1 2009

17 EET 371 EET A Designed a circuit that Designed and built a Unable to pick the Designed a circuit that meets the circuit that does not correct circuit logic does not meet the specification but the fully meet the configuration specification implementation fails specification The student will be able to implement circuits using combinational and sequential logic. Design and build a circuit that completely meets the specification EET_371_D1 2010

18 EET 372 EET A Unable to pick the Designed a state Designed a state Designed and built a correct state machine machine that does not machine that meets state machine that configuration too base meet the specification the specification but does not fully meet the the design on the implementation specification The student will be able to design, analyze, and implement circuits using asynchronous and synchronous state machines. The student will be able to implement a digital logic circuit using programmable logic. Design and build a state machine that completely meets the specification. fails EET d PLD equations are incomplete The student will cooperate with their teammates to achieve a desired conclusion. PLD equations are complete but larger than needed. PLD equations are complete and as small as possible Implementation meets all the system requirements but the number of gates is not minimized. Implementation meets all the system requirements using the fewest gates EET e Refuses to work with a partner or on a team Agreeably accepts tasks but doesn't complete assignments Agreeably accepts tasks but completed assignments are inadequate Agreeably accepts and completes assignments correctly Agreeably completes assignments correctly while reviewing and helping team members with their assignments EET_372_D1 2009

19 EET 376 EET A Can not load a Can load a template Can write 'C' code that Can write 'C' code that template program into program into the is in the correct syntax manipulates register the programming programming so that the program data to perform the environment. environment and build will build. desired operation. a project. The student will be able to use C to configure, read from, and write to peripheral ports. The student will be able to use 'C' to manipulate data for use by the machine or by a user and optimize the process. Can write 'C' code that reads ports, makes decisions, and changes the output based on the decisions EET c Can not flowchart or Can flowchart or Can write 'C' code that Can determine if their pseudo code a pseudo code a follows their predicted predicted problem possible solution to a possible solution to a problem solution solution method was problem. problem. method. viable and if it wasn't correct the logic error. Can improve the problem solution and prove how it is better or that it can not be improved EET A The student will be able to read not The student will be The student will be The student will be The student will be data into the microprocessor determine the type of able to determine the able to determine the able to read the able to use the sensor from external sensors. data a sensor supplies type of data the appropriate port for sensor data into the data to make and what it means sensor supplies and reading the sensor appropriate port. decisions or change from its specifications. what it means from its information. specifications. the system output EET A The student will be able to use Can not find the specification sheets to correct specification determine how to configure and sheets for the program microcontrollers and development and their associated ports. programming environments or for the parts required for the lab project. The student will communicate their development process, work, assumptions, and evaluations to their peers and the professor. Can find the correct specification sheets for the development and programming environments and for the parts required for the lab project. Using the specification sheets determine which peripherals are available in a given chip and development environment. Using the specification sheets write, build, and load a program into a chip that will configure the hardware as predicted. Using the specification sheets write, build, and load a program into a chip that will read inputs and send outputs in a predicted manor EET g not communicate the desired information The student is able to communicate some of the needed information but the report and documentation are inadequate. The student is able to communicate some of the needed information but the report or documentation is inadequate. The student is able to communicate adequate information both in the report and documentation. The student is able to communicate complete and useful information both in the report and documentation EET_376_D1 2011

20 IET 301 IET i not determine simple determine simple but determine compound interest not compound interest but not simple interest The student is able demonstrate the difference between simple and compound interest The student is able to determine cash flows demonstrate the difference between simple and compound interest demonstrate the difference between simple and compound interest and explain their method IET b not determine to determine present determine future worth determine cash flows worth determine annual equivalents cash flow for present worth or future worth but not both determine annual equivalents for future and present worth IET_301_D1 2011

21 IET 380 IET k The student group could not determine a process to work with The student will demonstrate how quality is connected to leadership style working in a group to make procedures The student will determine the Lower Control Limit for X bar and R chart The student group could not determine a process to work with and developed the process The student group developed the process but could not agree on problem areas The student group developed the process and determined potential issues The student group developed a valid process and brought forward valid concerns about the process IET c not determine the determine the correctly determine equation for the LCL equation for the LCL the LCL not determine the variables for the LCL from the chart determine the LCL and the correct variables from the chart IET_380_D1 2011

22 Appendix B Des Moines Facility Figure 1, Exterior of Central Washington University Des Moines Building on the Highline Community College campus Figure 2, lab setting of CWU Des Moines Figure 3, classroom storage and student supplies Figure 4, additional storage area

23 Central Washington University, Des Moines Building on Highline Community College Campus

24 Lab Setting of CWU Des Moines

25 Classroom Storage and Student Supplies

26 Additional Storage Areas

27 EET Educational Objectives ABET Program Outcomes ABET Program Criteria Appendix C 2010 Program Data Sheet

28 Program Data Sheet 2010 EET Educational Objectives 1. CWU EET program graduates will be prepared for careers or educational opportunities of their choice. Related Departmen t Goals Related College Goals Goal 1 Goal 1 Goal 2 Related University Goals Goal I Goal II Goal VI How to Assess Survey alumni and employers 1 to 5 years after graduation. When to Assess Fall AVG Data G=4.28 S= CWU EET program graduates will be able to communicate with their desired constituencies. Goal 1 Goal 9 Goal 1 Goal 2 Goal I Goal II Goal VI Survey alumni and employers 1 to 5 years after graduation. Fall G=4.43 S= CWU EET program graduates will be able to continue acquiring skills and expertise in their areas of interest. Goal 1 Goal 9 Goal 10 Goal 1 Goal 2 Goal I Goal II Goal VI Survey alumni and employers 1 to 5 years after graduation. Fall G=4.48 S= CWU EET program graduates will participate in professional community organizations. Goal 1 Goal 9 Goal 10 Goal 1 Goal 2 Goal I Goal II Goal VI Survey alumni and employers 1 to 5 years after graduation. Fall G= CWU EET program graduates will be able to use information from a variety of media and constituencies to develop practical methods and procedures to solve professional challenges. Goal 1 Goal 9 Goal 10 Goal 1 Goal 2 Goal I Goal II Goal VI Survey alumni and employers 1 to 5 years after graduation. Fall G=4.60 S=4.6 This data is the same as Fall 2009 * G is Graduate *S is the graduates supervisor EET Educational Objectives

29 Program Data Sheet 2010 Table 4-2 Program Outcome Data Sheet ABET Program Outcomes Course Standard AVG 3.a. an appropriate mastery of the knowledge, EET 221 Beginning techniques, skills and modern tools of their disciplines EET 312 Developing EET 323 Accomplished EET 324 Accomplished b. an ability to apply current knowledge and adapt to emerging applications of mathematics, science, EET 221 Beginning ND 2.45 ## engineering and technology. EET 324 Accomplished EET 342 Accomplished c. an ability to conduct, analyze and interpret ## experiments and apply experimental results to improve EET 312 Developing processes. EET 376 Developing EET 323 Accomplished ## 3.d. an ability to apply creativity in the design of EET 323 Developing systems, components, or processes appropriate to program objectives. EET 370 Developing ## 3.e. an ability to function effectively on teams EET 372 Developing f. an ability to identify, analyze and solve technical EET 370 Beginning problems. EET 323 Accomplished EET 324 Accomplished EET 375 Accomplished g. an ability to communicate effectively. EET 323 Developing EET 376 Developing EET 478 Developing EET 479 Accomplished EET 489 Accomplished h. a recognition of the need for, and an ability to engage in lifelong learning. 3.i. an ability to understand professional, ethical and social responsibilities. 3.j. a respect for diversity and a knowledge of contemporary professional, societal and global 3.k. a commitment to quality, timeliness, and continuous improvement. EET 478 Developing EET 479 Developing EET 489 Accomplished IET 301 Developing EET 478 Developing EET 479 Accomplished EET 489 Accomplished EET 221 Developing EET 478 Accomplished ## IET 380 Developing EET 324 Accomplished ## Program Outcome Data Sheet

30 Program Data Sheet 2010 Table 4-2b Program Criteria Data Sheet ABET Program Criteria Course Standard AVG 9.A.1. Application of circuit analysis to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.A.2. Application of circuit design to the building, testing, operation, and maintenance of electrical/ electronic circuits 9.A.3. Application of computer programming to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.A.4. Application of associated software to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.A.5. Application of analog electronics to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.A.6. Application of digital electronics to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.A.7. Application of microcomputers to the building, testing, operation, and maintenance of electrical/ electronic circuits. 9.B. Application of physics to electrical/ electronic circuits. 9.a.1. The ability to analyze, design, and implement instrumentation systems. 9.a.2. The ability to analyze, design, and implement computer systems. 9.b. the ability to apply project management techniques to electrical/ electronic systems. 9.c. the ability to utilize statistics and probability in support of electrical/ electronic systems. 9.d. the ability to utilize transform methods in support of electrical/ electronic systems. EET 221 Developing EET 312 Developing EET 323 Accomplished EET 324 Accomplished EET 376 Developing EET 478 Accomplished ## EET 479 Accomplished EET 370 Developing EET 375 Developing EET 376 Accomplished EET 312 Developing EET 323 Developing EET 324 Accomplished EET 342 Accomplished EET 312 Beginning EET 323 Developing EET 324 Accomplished ## EET 371 Developing EET 372 Accomplished EET 370 Developing EET 375 Developing EET 376 Accomplished EET 312 Developing EET 342 Accomplished EET 342 Developing ## ## EET 376 Accomplished ## ## EET 375 Developing ## EET 452 Accomplished ## IET 455 Beginning ## EET 479 Developing EET 478 Accomplished IET 380 Developing EET 324 Accomplished Program Criteria Data Sheet

31 Appendix D 2010 Composite Rubrics EET EET EET EET 342 R 2010 EET EET 371 R 2010 EET EET EET EET 478 R 2010 EET 479 R 2010 EET 489 R 2010 IET 301 R 2010

32 EET 221 EET a. AVG Total The student will use the basic electrical laws (Ohm s Law, Kirchhoff's Voltage Law, Kirchhoff's Current Law, power) to analyze electrical circuits Can not apply any laws to the given problem Can apply only one law to the problem correctly Can apply two laws to the problem correctly Can apply all associated laws to the problem correctly but with math errors Can apply all associated laws to the problem correctly with no associated errors EET b The student will solve Able to create a Able to create a Able to create a unable create a Able to create a alternating current (AC) series circuit and set circuit and run a circuit and run a circuit in the given circuit in the given and parallel networks using appropriate test simulation with simulation with no software program. software program complex notation. points correctly errors errors 2010 No Data EET j The student will recognize how electronics effect societal and global issues Unable to solve the electronics problem. Able to solve the electronics problem but cannot recognize the social impact Solves the electronics problem incorrectly but can recognize the social impact Able to solve the electronics problem and can recognize the social impact Able to solve the electronics problem and can analyze the social impact EET A The student will solve direct current (DC) series, parallel, and series-parallel networks. Can not solve any DC problems. Can solve one of three kinds of DC problems. Can solve two of three kinds of DC problems. Can solve all DC problems Can solve all DC problems and analyze the problem correctly. EET

33 EET 312 EET a The student will analyze an analog circuits simulated frequency response Can not input the circuit correctly Can input the circuit correctly Correctly define the Correctly run the input and the output simulation of the circuit. Successfully evaluate the circuit simulation EET A The student will analyze bipolar junction transistors (BJT) circuits and Field Effect Transistors Can not apply Can find the circuit needed equations to Q-point correctly the given problem Correctly determine the Q-point position Explain if the circuit is Q-point biased Successfully find the h fe of the circuit EET A The student will analyze an Make an analog circuits simulated data appropriate Correctly define the and compare it to actual circuit Can not input the Can input the circuit Correctly run the comparison of the input and the output data circuit correctly correctly simulation simulation data to of the circuit. the theoretical outcome LO A.5 The student will construct and analyze operational amplifiers (Op-Amps) basic circuit configurations. Can not identify the circuit configuration Correctly identify the circuit configuration Apply the correct equation for the correct configuration. Calculate the gain incorrectly after Calculate the gain applying the correct correctly for the equation for the given circuit. correct configuration EET B. AVG Total The student will construct and analyze diode circuits. Can not identify any operating regions on a diode characteristic curve Correctly identify one operating regions on a diode characteristic curve Correctly identify two operating regions on a diode characteristic curve Correctly identify three operating regions on a diode characteristic curve Correctly identify the operating regions on a diode characteristic curve EET