Program Evaluators (PEV’s)

1. Lane CSEE Faculty MeetingOctober 7, 2009Agenda:End of Semester Reminders/Dates of ImportanceReview/Approval of meeting minutes from April 29Update on Faculty SearchesABET UpdateDiscussion of Graduate Student Recruiting Strategies

2. Program Evaluators (PEV’s) • Computer Science: Lorraine Parker • Ph.D., University of Wales • Associate Professor, Virginia Commonwealth University • 5 years experience as ABET PEV • Interests in databases, concurrent systems, operating systems • Computer Engineering: Dan Moore • All degrees, including Ph.D., from North Carolina State • Professor & Associate Dean. Rose-Hullman University • 4 years experience as ABET PEV • Interests in electronics • Electrical Engineering: Clyde Eisenbeis • B.S, MS from North Dakota State University • Professional Engineering registration • Holds a recent patent in area of electronics • Appears to work as a consultant

3. ABET Schedule Next Week • Sunday, October 11 • 12 noon, entire ABET visiting team meets • 1-6pm PEVs review course materials display in the Brown Conference room, Woerner, Reddy, Tanner, Noore, Choudhry available for questions • 1-3pm Klink, Jerabek, Seery available for lab tours

4. ABET Schedule Next Week • Monday, October 12 • 8-9:15am Dean’s presentation to ABET team • 9:30-10am meet with Undergrad comm. Chairs • 10-11:30am ½ hour meetings with faculty members • 11:30-11:50 meet with admin/support staff • 12-1:30pm Lunch at Ericsson center with chairs, advisory representatives • 1:30-5pm ½ meetings with faculty, students, advising • Each PEV is meeting with one class group and one student group: (EE: EE 461 & IEEE/HKN; CpE: CpE 310 & SSAB; CS: CS 450 & ACM/FSG)

5. ABET Schedule Next Week • Tuesday, October 13 • 8-10am: Open for additional meetings as needed • 11am: Initial Outbriefing with department and program chairs • 1:30 pm: Outbriefing meeting of entire college team

6. ABET – Program Educational Objectives • Each program has broad goals called Program Educational Objectives: • Example: Produce graduates who have the knowledge, skills, and attitudes that will ensure success in professional positions in business, industry, research, governmental service, or in graduate study as well as in professional schools. • These are periodically discussed and reviewed by: • Faculty meetings, Lane Academy meeting, Department Advisory Board • Ways we assess whether these broad goals are met • Graduating Senior Surveys • Alumni Surveys • Employer Surveys • Advisory Board meetings • Academy meeting • Faculty Assessment of Program Outcomes

7. ABET – Program Outcomes • Each program has a list of specific program outcomes. If each is achieved, these will add up to achieving the overall program goals • Computer engineering graduates will have the ability to: • a Apply knowledge of math, science, and engineering • B1Design and conduct experiment • B2Analyze and interpret data • c Design an optimal system, component, or process to meet desired needs • d Function on multi-disciplinary teams • e Identify, formulate, and solve engineering problems • f Understand the importance of professional and ethical responsibility • g1Communicate effectively in writing • G2Communicate effectively orally • hUnderstand the impact of engineering solutions in a global and societal context • i Recognize the need for, and ability to engage in, life-long learning • j Be familiar with contemporary issues • kUse techniques, skills, and modern engineering tools for engineering practice

8. Showing program outcomes are achieved • Our courses are designed so that each of our courses contribute to particular program outcomes • The sample course materials you provided demonstrate that outcomes are being achieved with our current group of students • Your regular course assessments show that these coursework are being assessed on a regular basis • We also have graduating senior surveys that address most of the program outcomes

9. Continuous Improvement Cycle Faculty Review Methods of Direct Assessment: Embedded course Assessments Course Grades Senior Project Assessment Graduating Senior Surveys Methods of Indirect Assessment: Academy, Advisory Board Senior Exit Interviews BOG Assessment Reports Advisor’s Survey Program Educational Objectives and Outcomes Program Courses & Curriculum

10. Some Improvements Since the Last ABET Cycle – EE Program • ENGR 102: Freshman Engineering Design and Analysis focuses on Matlabto solve problems • All EE graduates now required to take CS 110 • CpE 271 math pre-requisites strengthened to enhance discrete math requirements • MOSIS design integrated into student design projects • Major investment in Nanotechnology clean room • Set of course notes developed for EE 329 to emphasize probability and statistics • Nanotechnology emphasis area and LEAD capstone projects emphasizing nanotechnology

11. Some Improvements Since the Last ABET Cycle – CpE Program • CpE 272: Based on employer’s feedback, students use 12 state-of-the-art Altera tools and design using VHDL and FPGAs (Field Programmable Gate Arrays). • CpE 312: The assessment process showed that students were weak in the troubleshooting. The prerequisites of the course were changed to include EE 251 Digital Electronics and EE 252 Lab. (2007). • CpE 313: 8-bit PIC microcontroller was replaced by 16-bit Freescale microcontroller (2006). • Based on feedback from students, new CpE electives covering contemporary computer engineering topics were offered. • Wireless Networking (CPE 462) taught by Dr. Valenti • Computer Incident Response (CpE 435) taught by Dr. Nutter (with lab at Prete Building • Introduction to Robotics (CpE 493A) taught by Dr. Klinkhachorn

12. Some Improvements Since the Last ABET Cycle – CS Program • CS 110/111 Based on input from employers and the Department Advisory Committee, C++ was replaced by Java. (2005-2006). • Addition of MATH 251 as a required course. • This additional math requirement was put into place to strengthen the Math capabilities of the students in response to ABET accreditation preparation. • Improvement in depth selection of GEC’s • An additional GEC course was added the program requirements • Based on senior exit interviews these suggested courses to fulfill the GEC curriculum enhance small group communication skills. Include either: COMM 112, Small Group Communication, or AGEE 220, Group Organization/Leadership as a suggested course to fulfill a GEC. • Department acquired Center of Excellence in Information Assurance status from NSA/DHS in response to internal assessment process

13. Some Sample ABET Faculty Questions • What program objectives and outcomes do the courses you teach support? • Are you involved in the assessment/evaluation of program objectives or outcomes? How? • Are you involved in program improvements? How? • Is reimbursement or other assistance available for professional development activities? • How much time do you spend on professional development? • What professional society are you a member of? Are you active? Hold any offices? • How do you go about obtaining needed laboratory equipment? • Does the same instructor usually teach both lecture and laboratory portions of related courses? If not, how are they coordinated? • Is the salary structure satisfactory? What benefits are included?

14. Some Sample ABET Faculty Questions • What unique or unusual teaching methods are used in your department? • How has the industrial advisory committee affected this program? • How does curriculum change come about? • Do you maintain regular contacts with industry? How? • What changes should be made to improve the program? • Are the support departments providing appropriate educational services for your students? • Is there adequate secretarial and technician service available to you? • How large are the classes? Lectures? Laboratories? • How many contact hours are typical in a full-time workload of instruction? • How do you consider yourself qualified to instruct in the program? • How is your industrial experience relevant to this program. • What is your role in the program’s continuous improvement plan?