MEG Advisory Board Executive Committee Meeting Advisory Board... · – Fundamental knowledge of...
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MEG Advisory Board Meeting October 9, 2009 TBE B174 9:00 AM 1
Transcript of MEG Advisory Board Executive Committee Meeting Advisory Board... · – Fundamental knowledge of...
MEG Advisory Board Meeting
October 9, 2009
TBE B174
9:00 AM
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Agenda
Welcome (Michelle Miller, Clark McCarrell) New leadership in MEG Advisory Board
MEG Advisory Board Update (Michelle Miller) Department Update (Woosoon Yim)
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MEG Advisory Board Update
MEG Advisory Board Update-Membership
• Current membership update• Michelle Miller responsible for membership list
• Initial review eliminated 7/34 (3 YMP and 4 others)
• Participation will be monitored and membership will be adjusted accordingly
• Two new members identified• Bradford Colton
• Manuel SiFuentes
• No Executive Committee
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MEG Advisory Board Update-Subcommittee
• Subcommittees• Volunteers representing MEG to all-college board meeting
are:• Outreach: Frederick Peters, Michael Schwob
• Technology/Innovation: Clark McCarrell
• Research and Fundraising: no MEGs
• 12-13 members on all subcommittees so no more needed
• Primary business for FY10 is MEG program review for ABET visit.• Last review was in 2003 before 2004 ABET visit
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MEG Advisory Board Update-ABET Related Issues
• In our 2004 ABET Self-Study• The board helps with several issues including:
• Identification of needs for new programs • Review of MEG curriculum • Upgrades of educational labs • Identification of possible research opportunities • Internship programs
• The main areas of involvement include:• Review of MEG Curriculum.• Continual tuning of Industry surveys.• Continual discussion of outcome methods.• Review of the ABET Self-study report by three representatives of the
board.
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MEG Advisory Board Update-ABET Related Issues
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• Any changes or suggestions for 2010 ABET Self-Study?• Michelle Miller volunteered to lead the committee• First draft of Self-Study Report is being prepared by
Department• Will be available for review by Winter Break of 2009
• Need volunteers• Curriculum review (Thermal, Fluid, Material/Design, Dynamics/Control)• Survey assessment (Industrial, Alumni survey)• Student Relations (Internship, Senior Design)• Sustainable funding for lab improvement
Mechanical EngineeringCurriculum Evaluation Form
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Reviewer(s): _____________________________Date: _____________________________
1.0 Description of Curriculum Area Being Reviewed1.Area:2.Course Title(s):3.Instructor(s):4.Description of course(s):
2.0 Summary of course goals, what are the major concepts the course is trying convey from the reviewer’s point of view:3.0 Strengths of course and/or curriculum (please provide a list):4.0 Performance Summary and Trends:5.0 Actions for Performance Enhancement(s):6.0 Other comments (not requited):
*Reviewer should attend one class of course being reviewed. Get a syllabus and compare to course catalog. Make notations of course delivery by educator and student participation in class.
2003 Final Report contains evaluations for reference
MEG Advisory Board Update-Survey
• Annual questionnaire for ME advisory board/local industry• Industry Survey collects valuable information
• Each board member will be responsible for getting 5 responses
• Recommend sending and following up with phone call or personal visit
• Will be used as a tool for assessment of the program (2010 ABET)
• Alumni survey (every three years, last one in F08) • Will review next semester to see if adjustments need to be
made
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MEG Advisory Board-Bylaws
• Michelle Miller has prepared a draft for review– Please comment by October 30, 2009 to
– ‘No comment’ will be interpreted as acceptance
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Department Update
Department & Faculty News• Prof. Mauer is a college curriculum committee chair and also MEG
Undergraduate Coordinator.
• Prof. Brendan O’Toole is a Graduate Coordinator.
• MEG Undergraduate Curriculum Committee: – G. Mauer, S. Mousajes, D. Cook
• Professor Mohamed Trabia is in charge of NWCCU university accreditation in Spring 2010.
• Prof. Robert Boehm was awarded 5.6M from DOE for his research with Pulte Home and NV Energy.
• Prof. D. Reynolds & Prof. O’Toole received $700K from Army for seat shock isolation project.
• New book by Dr. Reynolds
• Professor Darrell Pepper was appointed to the ABET EAC (Engineering Accreditation Commission) and working as a reviewer for ABET accreditation.
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College News
• College Homecoming event Oct. 15, 5:30-9:00 PM (Wine etc.)
• Mendenhall Innovation Design Lab Opening
• Perini Construction Eng & Management Lab Opening
• Dr. W. Wells tribute
• Alumni Chapter Introduction
• Nov. 13, 8:30AM All-College Board Meeting
• Dec. 15 Fall 2009 Commencement
Future MEG Website
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Enrollment Trends 5 Years
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Year
(2005-2006)
Year
(2006-2007)
Year
(2007-2008)
Year
(2008-2009)
Year
(2009-2010)
F2005 F2006 F2007 F2008 F2009
Full-time Students 178 193 214 246
Part-time Students 26 42 51 53
Student FTE1 106 105.4 109.6 129.2
Graduates (B.S./M.S./Ph.D. Degree Conferred)
16 (B.S.)
33 (M.S.)
2 (Ph.D.)
20 (B.S.)
17 (M.S.)
1 (Ph.D.)
25 (B.S.)
22 (M.S.)
10 (Ph.D.)
35 (B.S.)
20 (M.S.)
6 (Ph.D.)
Admission Standards for Freshmen 5 Years
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Academic Year
Composite ACT Composite SAT (V/M)Percentile Rank in High
School
Number of New
Students EnrolledMIN. AVG. MIN. AVG. MIN. AVG.
2009-20102008-2009 24.1 574/566 0.79 69
2007-2008 23.1 500/552 0.72 58
2006-2007 22.3 530/590 0.7 45
2005-2006 23.5 560/523 0.68 64
College Update: Undergraduate Headcount
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Undergraduate Headcount
Department Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Civil & Environmental Engineering
265 282 247 264 299
College of Engineering
117 125 158 185 163
Computer Science, School of
334 299 293 264 289
Electrical & Computer Engineering
317 321 338 355 367
Engineering/Computer Science
30 52 67 69 67
Informatics 7 26
Mechanical Engineering
182 204 235 265 299
Undergraduate Total:
1245 1283 1338 1409 1510
Undergraduate Headcount
Department Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Civil & Environmental Engineering
53 55 38 33 31
College of Engineering 8 9 15
Computer Science, School of
60 57 59 52 36
Electrical & Computer Engineering
44 47 38 41 45
Informatics 2 5
Mechanical Engineering
69 57 50 55 45
Graduate Total: 226 216 193 192 177
Graduate Headcount
Department Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Civil & Environmental Engineering
19 26 30 24 23
Computer Science, School of
3 2 2 2 3
Electrical & Computer Engineering
4 4 4 7 9
Informatics 4 1 4
Mechanical Engineering
19 22 27 29 24
Doctoral Total: 45 54 67 63 63
Doctoral Headcount
Masters
Doctoral
College Update: Graduate Headcount
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Department: M.S. & Ph.D. Headcount
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Program Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
ASEMS 2 1 1 5
MEGBIO 2 2
MEGMS 69 51 44 45 32
MNEMS 4 5 7 6
MEGPHD 19 22 27 29 24
Graduate Headcount
M.S.
Department: Degree Conferred
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Academic Year
Degree Program 2003-04 2004-05 2005-06 2006-07 2007-08
BS-EG MEG 15 12 16 20 25
Undergraduate Total: 15 12 16 20 25
Undergraduate Degrees Conferred
Academic Year
Degree Program 2003-04 2004-05 2005-06 2006-07 2007-08
MS MEGBIO 1 1
MS-EG MEGMS 18 29 32 16 18
MS MNEMS 1 1 4
Graduate Total: 19 30 33 17 22
Academic Year
Degree Program 2003-04 2004-05 2005-06 2006-07 2007-08
PHD-EG MEGPHD 5 4 2 1 10
Doctoral Total: 5 4 2 1 10
Research Expenditure FY 2005-2007
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Department Name FY05 FY06 FY07Department
Total
Dean, College of Engineering 176,582.08 137,402.95 55,831.39 369,816.42
Civil & Environmental 1,638,534.42 2,184,638.66 2,642,493.89 6,465,666.97
Mechanical 5,255,339.73 6,549,392.69 6,195,243.37 17,999,975.79
School of Computer Science 1,542,263.74 1,632,361.30 1,635,039.34 4,809,664.38
Electrical & Computer 1,054,834.42 1,716,438.17 2,165,670.71 4,936,943.30
Total: College of Engineering 9,667,554.39 12,220,233.77 12,694,278.70
Program Ranking (Internal)
• MEG 91%
• CEE 85%
• ECE 84%
• CS 71%
• Informatics, Construction Management, Entertainment Eng & Design are not evaluated
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S09 Senior Design Results for MEG Grand Prize
Home Power Meter: Kenneth Hynes and Devin Taylor
1st PlaceLots of Pepper Now-Sean Birnbaum, EldenGoddard, Christian Herrera, Stoil Pamoukov
2nd PlaceSupersonic Water Table: David Glaser and Wade McElroy
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Changes of MEG Curriculum and Lab Elimination of ME 330L and creation of ME319/319L
for 2008-2010 catalog. Hope to have a survey to industry for C+ programming
needs for MEG students Taking FE Exam (Mechanical Engineering Specific) is
requirement for graduation. Now we require ME492 FE Exam Review (1 cr.). Students who fail the FE Exam, must reregister for the test
to graduate (2008-2010 catalog). Minor changes for qualification for the Advanced
Standing. ME 337L and ME421L are integrated in B121. ME 100L has a new home in CBC C-234 Dr. Zhao’s Biomedical lab has a new home in SEB
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(14)
(15) (17) (15) (19)
(15)
(16)(16)Total(127)
MEG Program Re-description(1)
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MEG Program Re-description(2)
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MEG Program Re-description(2)
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Program Assessment
• Internal Assessments
– Course and Instructor Evaluations (Every Semester):
• Lab Survey
• Teacher Evaluation
• Evaluation of (A)-(K) ABET Educational Outcomes
• Evaluation of Course Objectives
• Exit Interviews (Every Semester)
– Assessment by Faculty (Every Semester)
– Program Internal Review by University (Every Five Years)
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• External Assessments
• FE Exam Results (Every Semester) • Judging Senior Design Competition
(Every Semester)• MEG Advisory Board / Local
Industry Surveys (Annual) • MEG Advisory Board / Local
Engineers Reports (Tri-Annual) • Alumni Surveys (Tri-Annual)• ABET Accreditation (Every Six Years)
MEG Educational Objectives and Outcomes
• Provide mechanical engineering graduates with technical capabilities. The objective outcomes are:
– Fundamental knowledge of state-of-the-art and evolving areas associated with the mechanical engineering field.
– Ability to design and conduct experiments, analyze data, and utilize statistical methods.
– Ability to solve open-ended design problems.
– Ability to use modern computational techniques to solve engineering problems.
– Ability to mathematically model and analyze engineering systems.
• Prepare the mechanical engineering graduates to have effective workplace skills. The objective outcomes are:
– Oral and written presentation of technical information.
– Introductory knowledge of economics.
– Working on a multi-disciplinary team with peers.
– Motivation to pursue lifelong learning.
• Instilling a sense of responsibility as a professional member of society. The objective outcomes are:
– Commitment to professional and ethical behavior in the workplace.
– Awareness of world affairs and cultures.
– Recognition of the impact of engineering on local and global societies.
– Seeking professional licensure.
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#1
#2
#3
Mapping of Assessment Methods
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Selected Examples of Assessment Results
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Year
Number of Responses
Alumni Survey Industrial Survey
2005 52 9
2006 N/A 6
2007 N/A 8
2008 49 5
2009 N/A 14
Alumni Survey Summary
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When did you graduate?
2006-2008 2003-2005 2000-2002 1997-1999 1994-1996 1991-1993 Prior to 1988
4 5 3 4 3 1 7mail 273 5 3 1 1 2 1web 167 10 6 5 4 3 8 Total(43) 43
0
2
4
6
8
10
12
1 2 3 4 5 6 7
When did you graduate?
What type of position do you currently hold?
Technical Technical / Project Management
R&D Management Student (Full-Time
Other
9 11 0 5 1 2mailEducatorAssistant Prof. of engineer
4 6 1 3 1 1web13 17 1 8 2 3Total
0
5
10
15
20
1 2 3 4 5 6
What type of position do you currently hold?
Where are you currently located?Southern Nevada
Nevada (other)
Pacific Mountain Central East Internatinal Response Counted
11 1 5 5 4 1 27NTS CA Pueblo-CO Ilinois
CA CO Chicago7 0 1 2 1 5 16
18 1 6 7 5 6 0
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Educational Outcomes(Both web based and mail survey are combined)Your studies in UNLV helped you develop the following capabilities:
strongly agree agree neutral disagree Strongly Disagree
Not applicable
Rating Average
Response Count
A fundamental knowledge of state-of-the-art and evolving areas associated with the mechanical engineering field
10 27 5 1 1 0
44The ability to design and conduct experiments, analyze data, and utilize statistical methods
10 23 6 1 1 1
42The ability to solve open-ended design problems
15 19 7 1 0 042
The ability to use computers in solving engineering problems
14 22 5 1 1 043
The ability to mathematically model and analyze engineering systems
15 21 4 0 2 0
43Oral and written presentation of technical information
12 19 11 1 0 044
Introductory knowledge of economics
7 19 11 5 0 145
Working on multi-disciplinary team with peers
7 20 15 2 1 046
Motivation to pursue life-long learning
12 17 12 2 0 044
A commitment to professional and ethical behavior in the work place
10 22 10 1 0 044
An awareness of world affairs and cultures
2 10 23 4 3 148
Recognition of the impact of engineering on local and global societies
4 16 17 5 0 1
45Seeking professional licensure 6 19 13 3 1 1 48
Preparation(Both web based and mail survey are combined)
much more prepared
more prepared same level of preparedness
less prepared much less prepared
not applicable Response Counted
Do you consider that studying at UNLV made you prepared to enter the workforce compared to graduates of other universities?
2 10 25 1 1 1 40
0
2
4
6
8
10
12
14
16
Do you feel that studying at UNLV made you motivated to gain
professional registration?
Do you feel that studying at UNLV made you motivated to gain …
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General Performance
(Both web based and mail survey are combined)Your studies in UNLV helped you gain proficiency in the following areas:
strongly agree agree neutral disagree strongly disagree not applicable
1Mathematics 12 26 5 0 0 1
2Thermal Sciences 14 21 5 1 0 2
3Fluid Mechanics 13 16 11 2 0 2
4 Materials / Mechanical Design 11 22 4 0 1 3
5 Dynamics / Automatic Control 12 12 13 1 1 5
6Computer Skills 11 23 7 2 1 0
73-D Design / Engineering Drawings 2 18 15 4 3 2
8Evaluation of Engineering Systems 3 28 8 2 1 2
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Propose Innovative Solution to Engineering Problems
7 26 10 1 0 0
10Communication Skills 8 17 16 3 0 0
11
Willingness to Work through Challenging Problems
12 22 10 0 0 0
12Effectiveness in Teams 7 22 12 3 0 0
13
Ability to Handle Peer Criticism of Their Projects or Designs
6 20 14 3 0 1
14Leadership Skills 7 14 20 3 0 0
15
Involvement in Professional Organizations
7 17 14 4 0 2
16
Others (Please specify) 0 1 2 0 0 2
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0.0 1.0 2.0 3.0 4.0 5.0
Mathematics
Thermal Sciences
Fluid Mechanics
Materials / Mechanical Design
Dynamics / Automatic Control
Computer Skills
3-D Design / Engineering Drawings
Avg. Ranking (5=Strongly Agree, 1=Strongly Disagree)
Academic Knowledge Level
2008 Survey
2005 Survey
0.0 1.0 2.0 3.0 4.0 5.0
Evaluation of Engineering Systems
Propose Innovative Solution to …
Communication Skills
Willingness to Work through Challenging …
Effectiveness in Teams
Ability to Handle Peer Criticism of Their …
Leadership Skills
Involvement in Professional Organizations
Avg. Ranking (5=Strongly Agree, 1=Strongly Disagree)
General Engineering Skills
2008 Survey
2005 Survey
Alumni Survey (2005, 2008) Results for Academic Knowledge and General Skills
Objective 1: Provide mechanical engineering graduates with technical capabilities.
Objective 2: Prepare mechanical engineering graduates to have effective work place skills.
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0 2 4 6 8 10 12 14 16
very motivated
slightly motivated
neutral
slightly unmotivated
not motivated at all
not applicable
Number of Responses
Figure 2.5 Alumni Survey Question #5: Do you feel that studying at UNLV made you motivated to gain professional registration?
Figure 2.6 Alumni Survey Question #6: Do you consider that studying at UNLV made you prepared to enter the workforce compared to graduates of other universities?
0 5 10 15 20 25 30
much more prepared
more prepared
same level of preparedness
less prepared
much less prepared
not applicable
Number of Responses
Objective 3: Instilling a sense of responsibility as a professional member of society.
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Strongly Agree(5)
Agree(3)
Neutral(3)
Disagree(2)
Strongly Disagree (1)
Not applicable
Average Total Rating
2005
2008
2005
2008
2005
2008
2005
2008
2005
2008
2005
2008
2005
2008
Objective 1Provide mechanical engineering graduates with technical capabilities.
24.1% 30.0% 57.6% 52.6% 15.2% 12.7% 2.4% 1.9% 0.0% 2.3% 0.7% 0.5% 4 4
Objective 2Prepare mechanical engineering graduates to have effective work place skills.
24.7% 21.8% 46.3% 43.1% 22.1% 28.2% 4.8% 5.7% 1.3% 0.6% 0.9% 0.6% 3.9 3.8
Objective 3Instilling a sense of responsibility as a professional member of society.
17.9% 12.8% 38.4% 39.0% 29.7% 36.6% 8.3% 7.6% 2.6% 2.3% 3.1% 1.7% 3.5 3.5
Cumulative Alumni Survey Results for Educational Objectives in 2005 and 2008 Ranking: (5=Strongly Agree and 1=Strongly Disagree) based on Educational Outcome questions:
Spring 2009 Industry Survey
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Industry Survey Results
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Spring 2005
Spring 2006 Spring 2007Spring 2008
Spring 2009
5 yr Average
Objective 1: Provide mechanical engineering graduates with technical capabilities.
3.9 4.2 3.4 4 3.2 3.7
A fundamental knowledge of state-of-the-art and evolving areas associated with the mechanical engineering field
4.2 4.2 3.3 3.6 3.1
The ability to design and conduct experiments, analyze data, and utilize statistical methods
3.6 4.7 3.1 4.2 3.2
The ability to solve open-ended design problems 4.2 4.0 3.4 4.2 3.1
The ability to use computers in solving engineering problems 4.0 4.2 3.9 4.6 3.5
The ability to mathematically model and analyze engineering systems 3.6 4.2 3.5 3.4 3.1
Objective 2: Prepare mechanical engineering graduates to have effective work place skills.
3.7 4.3 3.3 3.6 3.1 3.6
Oral and written presentation of technical information 3.4 4.5 3.5 3.0 2.8
Introductory knowledge of economics 3.4 3.5 3.0 3.6 3.0
Working on multi-disciplinary team with peers 3.9 4.5 3.3 3.8 2.9
Motivation to pursue life-long learning 3.9 4.7 3.4 4.0 3.5
Objective 3: Instilling a sense of responsibility as a professional member of society.
4 3.6 3.3 3.2 3 3.3
A commitment to professional and ethical behavior in the work place 4.6 5.0 3.9 4.4 3.0
An awareness of world affairs and cultures 3.2 3.2 2.9 3.4 3.3
Recognition of the impact of engineering on local and global societies 3.3 3.0 3.0 3.6 2.9
Seeking professional licensure 3.7 3.3 3.4 3.2 3.0
Ranking (5=Strongly Agree and 1=Strongly Disagree)
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0.0%
24.1%
58.0%
9.8%
0.0%
8.2%
0.0%
12.0%
68.0%
5.0%12.0%
0%
20%
40%
60%
80%
Perc
enta
ge o
f Res
pons
es
2005-2008 Data
2000-2004 Data
2000-2009 Cumulative Industry Survey Results: Do you consider UNLV graduates prepared to enter the workforce compared to graduates of other universities?
25.3%
41.4%
20.6%
2.5%0.0%
10.3%
18.0%
27.0%
46.0%
5.0% 5.0%
0%
20%
40%
60%
Perc
enta
ge o
f Res
pons
es
2005-2008 Data
2000-2004 Data
2000-2009 Cumulative Industry Survey Results: Do you feel that UNLV graduates are motivated to gain professional registration?
MEG Outcomes vs ABET Outcomes
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Criterion 3 (a) through (k)
UNLV MEG Program Outcomes
a)an
abi
lity
to a
pply
kno
wle
dge
of
mat
hem
atic
s, sc
ienc
e, a
nd e
ngin
eerin
gb)
an a
bilit
y to
des
ign
and
cond
uct
expe
rimen
ts, a
s wel
l as t
o an
alyz
e an
d
c)an
abi
lity
to d
esig
n a
syst
em,
com
pone
nt, o
r pro
cess
to m
eet d
esire
d ne
eds w
ithin
real
istic
con
stra
ints
such
as
econ
omic
, env
ironm
enta
l, so
cial
, po
litic
al, e
thic
al, h
ealth
and
safe
ty,
d)an
abi
lity
to fu
nctio
n on
m
ultid
isci
plin
ary
team
s
e)an
abi
lity
to id
entif
y, fo
rmul
ate,
and
so
lve
engi
neer
ing
prob
lem
s
f)an
und
erst
andi
ng o
f pro
fess
iona
l and
et
hica
l res
pons
ibili
ty
g)an
abi
lity
to c
omm
unic
ate
effe
ctiv
ely
h)th
e br
oad
educ
atio
n ne
cess
ary
to
unde
rsta
nd th
e im
pact
of e
ngin
eerin
g so
lutio
ns in
a g
loba
l, ec
onom
ic,
envi
ronm
enta
l, an
d so
ciet
al c
onte
xt
i)a
reco
gniti
on o
f the
nee
d fo
r, an
d an
ab
ility
to e
ngag
e in
life
-long
lear
ning
j)a
know
ledg
e of
con
tem
pora
ry is
sues
k)an
abi
lity
to u
se th
e te
chni
ques
, sk
ills,
and
mod
ern
engi
neer
ing
tool
s ne
cess
ary
for e
ngin
eerin
g pr
actic
e.
1.a. Fundamental knowledge of state-of-the-art and evolving areasassociated with the mechanical engineering field. x
1.b. Ability to design and conduct experiments, analyze data, andutilize statistical methods.
x
1.c. Ability to solve open-ended design problems. x x
1.d. Ability to use modern computational techniques to solveengineering problems.
x
1.e. Ability to mathematically model and analyze engineering systems.x x
2.a. Oral and written presentation of technical information. x
2.b. Introductory knowledge of economics. x
2.c. Working on a multi-disciplinary team with peers. x x
2.d. Motivation to pursue lifelong learning. x
3.a. Commitment to professional and ethical behavior in theworkplace.
x
3.b. Awareness of world affairs and cultures. x x
3.c. Recognition of the impact of engineering on local and globalsocieties.
x x
3.d. Seeking professional licensure. x
Relation between MEG courses and Outcomes
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Program Outcomes Highly Related Courses Somewhat Related Courses
1.a. Fundamental knowledge of state-of-the-art and evolving areas associated with the mechanical engineering field.
1.b. Ability to design and conduct experiments, analyze data, and utilize statistical methods.
1.c. Ability to solve open-ended design problems.
1.d. Ability to use modern computational techniques to solve engineering problems.
1.e. Ability to mathematically model and analyze engineering systems.
2.a. Oral and written presentation of technical information.
2.b. Introductory knowledge of economics.
2.c. Working on a multi-disciplinary team with peers.
2.d. Motivation to pursue lifelong learning.
3.a. Commitment to professional and ethical behavior in the workplace.
3.b. Awareness of world affairs and cultures.
3.c. Recognition of the impact of engineering on local and global societies.
3.d. Seeking professional licensure.
Relation between GE and Outcomes
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UNLV General Education Core
Criterion 3 (a)through (k) Engl
ish
Com
posi
tion
Wor
ld
Lite
ratu
re
Con
stitu
tions
Mat
hem
atic
s 1
Life
and
Ph
ysic
al
Scie
nces
an
d M
ultic
ultu
ral
&
Inte
rnat
ioH
uman
ities
an
d Fi
ne A
rts
Soci
al S
cien
ces
a) an ability to apply knowledge of mathematics, science, and engineering
x x
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 multidisciplinary teamsx
e) an ability to identify, formulate, and solve engineering problems
f) an understanding of professional and ethical responsibility
x
g) an ability to communicate effectively x x x x
h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
x x
i) a recognition of the need for, and an ability to engage in life-long learning
x x x
j) a knowledge of contemporary issues xk) an ability to use the techniques, skills, and
modern engineering tools necessary for engineering practice.
1 These are distribution area for all engineering student2 Every student must complete a three-credit multicultural course and a three-credit international course. Courses satisfying other requirements may simultaneously satisfy the multicultural and international requirements except one course cannot satisfy both the multicultural and the international requirements.
Cumulative Lab Survey for Each Lab
45
Cumulative Lab Survey for Questions
46
Student Evaluation of (a)-(k)
47
Exit Interview (Outcomes)
48
Exit Interview (Lab Survey)
49
Exit Interview (Post-Graduate Survey)
50
FE Exam
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Date of FE ExamNumber of Students
Taken
Number Passed
Fall 2003 1 1Spring 2004 5 3
Fall 2004 1 1Spring 2005 5 4
Fall 2005 11 5Spring 2006 11 7
Fall 2006 10 7Spring 2007 9 6
Fall 2007 11 9Spring 2008 12 5
Fall 2008 22 12Spring 2009 23 11
Relation of FE to MEG Outcomes
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Percentage of Correct Answer for AM & PM Exam (F03 to S09)
53
Comparison with National Norm
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2010 ABET Self-Study Report
• All of previous assessment results and continuous program improvement plans must be summarized with supporting documentation.
• First draft will be available in January 2010
• The report is due to ABET by July 1, 2010.
• Actual visit will be September 2010.
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