CET - ABET Self-Study - Indiana State University

More documents

Recommendations

Info

Chapter 1 Background and Overview 1.1 Degree Title The Department of Electronics and Computer Engineering Technology (ECET) at Indiana State University (ISU) requests accreditation for the degree program of Bachelor of Science in Computer Engineering Technology (CET). The program offers rigorous education that prepares students for various computer engineering technology careers. The curriculum is structured to provide proficiencies in fundamental technical subjects and experiences that fuse life-long learning with professional ethics. The CET program is, and has been accredited by Association of Technology, Management, and Applied Engineering (ATMAE), formerly National Association of Industrial Technology (NAIT). 1.2 Program Mode and Curriculum Overview Computer Engineering Technology is a day program designed for on campus full-time students. The program is offered on a semester basis: one 50-minute lecture or one 100- minute lab session per week in a sixteen-week semester constitutes one-credit. The Indiana State University’s academic year consists of Fall, Spring and Summer sessions. During Summer no CET courses are normally offered, but students may take Foundational Studies courses. Students are encouraged to participate in co-operative education, summer internships and summer professional experiences. The 2011-12 curriculum is attached in Figure I.1 to give the reviewers a brief overview of the CET program. The educational objectives and student outcomes are implemented through this curriculum. Also in Appendix M we have included the latest CET program brochure. 2
CHAPTER 1. BACKGROUND AND OVERVIEW 3 1.3 Department Culture The composition of department faculty reflects both experience and growth. Several senior faculty have served the College and department for over three decades and are well respected within the university and local community. They understand the history and traditions of the programs, and have long established close relationships with constituents. They also offer invaluable guidance and mentorship to junior faculty. Under the leadership of senior faculty the department has groomed a culture that revolves around collaboration and consensus. Faculty members share thoughts in an open and equal environment, and junior faculty are encouraged to voice opinions. It is always in this fashion that decisions concerning curriculum and program development are debated and implemented to assure that the program and students’ best interests are served. The department has developed a mature mechanism to cope with challenges due to the changes in the overall educational environment, and is forthcoming in terms of curriculum adjustment. Traditional students that came directly out of high school used to represent the majority of the undergraduate population, however the last few years have seen the increase of non-traditional students and transfer students from neighboring community colleges. The articulation agreements with Ivy Tech Community College and other twoand four-year schools are the latest example that demonstrates the department’s acute adaptation to sustain programs growth and to provide quality education to those who wish to continue study beyond an associate degree. Interaction between faculty and students is always the cornerstone of departmental philosophy for building a healthy and productive faculty-student relationship. Small class size and low student-instructor ratio provide a more open atmosphere for both parties to exchange thoughts. Student advising is an element that weighs heavily in faculty service, and the process keeps the faculty in close contact with our current and prospective students in regards to their academic progress. 1.4 Department Constituents and Feedback Loops The department’s constituents include current and prospective students, alumni, student employers, and industrial advisory board. Inputs from these constituents reach the department through various channels. These inputs along with the responding mechanism form the basis to assure program refinement. Current students interact with faculty through classes, individual meetings and special events. Suggestions or shortcomings raised through these interactions are normally concerns at the course-level and do not affect overall curriculum organization and content. Faculty respond to these concerns by making micro-adjustment in teaching pedagogy, material presentation and classroom activities. This is considered the inner feedback loop that is handled by individual faculty in a relatively short time frame. Concerns that are beyond the course-level will be presented to the entire faculty for discussion, and if legitimate, be taken into consideration in higher level curricular modifications.
Page 1 and 2: Program Self-Study Report for Bache
Page 3 and 4: 2.6 Mentoring . . . . . . . . . . .
Page 5 and 6: 8.1 Adequacy of Faculty Size . . .
Page 7 and 8: List of Tables 1.1 Contact Informat
Page 9 and 10: List of Figures 3.1 Program Evaluat
Page 11: Preface The Indiana State Universit
Page 15 and 16: CHAPTER 1. BACKGROUND AND OVERVIEW
Page 17 and 18: CHAPTER 2. STUDENTS 7 Academic Enro
Page 19 and 20: CHAPTER 2. STUDENTS 9 2.5 Advising
Page 21 and 22: CHAPTER 2. STUDENTS 11 2.5.5 Advisi
Page 23 and 24: CHAPTER 2. STUDENTS 13 2.9 Tutoring
Page 25 and 26: CHAPTER 3. EDUCATIONAL OBJECTIVES 1
Page 37 and 38: Chapter 4 Student Outcomes In this
Page 39 and 40: CHAPTER 4. STUDENT OUTCOMES 29 CET
Page 41 and 42: CHAPTER 4. STUDENT OUTCOMES 31 Tabl
Page 43 and 44: CHAPTER 4. STUDENT OUTCOMES 33 8. 2
Page 45 and 46: CHAPTER 4. STUDENT OUTCOMES 35 Perf
Page 55 and 56: Chapter 5 Continuous Improvement an
Page 57 and 58: CHAPTER 5. CONTINUOUS IMPROVEMENT A
Page 63 and 64:
CHAPTER 5. CONTINUOUS IMPROVEMENT A
Page 65 and 66:
CHAPTER 5. CONTINUOUS IMPROVEMENT A
Page 67 and 68:
Chapter 6 Curriculum In this chapte
Page 69 and 70:
CHAPTER 6. CURRICULUM 59 No. of Sec
Page 71 and 72:
Chapter 7 Facilities In this sectio
Page 73 and 74:
CHAPTER 7. FACILITIES 63 systems, a
Page 75 and 76:
Chapter 8 Faculty In this chapter,
Page 77 and 78:
CHAPTER 8. FACULTY 67 8.2 Faculty W
Page 79 and 80:
CHAPTER 8. FACULTY 69 The faculty a
Page 81 and 82:
CHAPTER 9. INSTITUTIONAL SUPPORT 71
Page 83 and 84:
Chapter 10 Program Criteria The ABE
Page 85 and 86:
CHAPTER 10. PROGRAM CRITERIA 75 Pro
Page 87 and 88:
2 Present: Indiana State University
Page 89 and 90:
Present: Indiana State University D
Page 91 and 92:
Indiana State University Department
Page 93 and 94:
2 Present: Indiana State University
Page 95 and 96:
0'13254(68759;:;=,?A@3B3C"DEB34GF H
Page 97 and 98:
APPENDIX B. ECET (ECMET) DEPARTMENT
Page 99 and 100:
Appendix C Computer Engineering Tec
Page 101 and 102:
Indiana State University Computer E
Page 103 and 104:
2 CURRICULUM ISSUES 2 Indiana State
Page 105 and 106:
Instructor: E-mail: Phone: Office:
Page 107 and 108:
Survey ualtrics Survey Software htt
Page 109 and 110:
1. Technical proficiency by applyin
Page 111 and 112:
3. Organizational, and increasing l
Page 113 and 114:
5. Comment (since response to the o
Page 115 and 116:
7. Individual desire and commitment
Page 117 and 118:
Page 119 and 120:
3. Organizational, and increasing l
Page 121 and 122:
5. The ability to function effectiv
Page 123 and 124:
7. Any general comments on Computer
Page 125 and 126:
APPENDIX D. INDUSTRIAL ADVISORY BOA
Page 127 and 128:
APPENDIX D. INDUSTRIAL ADVISORY BOA
Page 129 and 130:
Appendix E Computer Engineering Tec
Page 131 and 132:
APPENDIX E. COMPUTER ENGINEERING TE
Page 133 and 134:
2. How soon did you land your first
Page 135 and 136:
4. Current Title Text Response Tech
Page 137 and 138:
Page 139 and 140:
8. Effective communication skills i
Page 141 and 142:
10. Comment (since response to the
Page 143 and 144:
Page 145 and 146:
14. Individual desire and commitmen
Page 147 and 148:
16. Can you specify any courses you
Page 149 and 150:
18. What are the most significant f
Page 151 and 152:
20. Any general comments on Compute
Page 153 and 154:
1. Title Text Response Senior Hardw
Page 155 and 156:
3. Advanced Degree and Year of Comp
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
13. Individual desire and commitmen
Page 167 and 168:
Appendix F Employer Survey F.1 Surv
Page 169 and 170:
APPENDIX F. EMPLOYER SURVEY 159 F.2
Page 171 and 172:
2. Effective communication skills i
Page 173 and 174:
4. The awareness of professional, e
Page 175 and 176:
6. Individual desire and commitment
Page 177 and 178:
Appendix G Senior Exit Survey 167
Page 179 and 180:
2. Are you a student member of any
Page 181 and 182:
4. Do you feel there is unnecessary
Page 183 and 184:
6. Student outcomes are succinct st
Page 185 and 186:
8. Alternatively, can you specify a
Page 187 and 188:
10. Do you plan to pursue an advanc
Page 189 and 190:
12. Any general comments on Compute
Page 191 and 192:
Indiana State University School of
Page 193 and 194:
Yuetong Lin, Ph. D Electronics and
Page 195 and 196:
Xiaolong Li,Ph.D. Electronics, Comp
Page 197 and 198:
Appendix I Curriculum 187
Page 199 and 200:
APPENDIX I. CURRICULUM 189 Feb-12 C
Page 201 and 202:
Appendix J Institutional Support 19
Page 203 and 204:
APPENDIX J. INSTITUTIONAL SUPPORT 1
Page 205 and 206:
Page 207 and 208:
Page 209:
Page 212 and 213:
Page 214 and 215:
APPENDIX K. FACILITIES 204 Yuetong
Page 216 and 217:
Appendix L Articulation Agreements
Page 218 and 219:
Indiana State University Transfer C
Page 220 and 221:
Indiana State University Transfer C
Page 222 and 223:
APPENDIX M. COMPUTER ENGINEERING PR
Page 224 and 225:
Appendix N Syllabi 214
Page 226 and 227:
Grading Schedule: Each student will
Page 228 and 229:
Lab Reports: Lab Reports will be co
Page 230 and 231:
• use measuring instruments to me
Page 232 and 233:
ECT 168 Computer Design Technology
Page 234 and 235:
Exam III 14 File Input/Output Ch 11
Page 236 and 237:
ADA Policy Indiana State University
Page 238 and 239:
• Semester exams: Two regular sem
Page 240 and 241:
ECT 232 Digital Computer Circuits C
Page 242 and 243:
SUPPLEMENTAL MATERIALS There are ma
Page 244 and 245:
ECT 281 Robotic Controls Course Syl
Page 246 and 247:
ECT 281: Robotic Controls SUBJECT L
Page 248 and 249:
TESTS There will be 5 tests and 1 c
Page 250 and 251:
ECT301 - Technical Data Management
Page 252 and 253:
ECT306 Computer Network Management
Page 254 and 255:
Homework Assignments Homework assig
Page 256 and 257:
INDIANA STATE UNIVERSITY SCHOOL OF
Page 258 and 259:
2 8/29 Introduction of Computer Net
Page 260 and 261:
Course Grading 100-97 = A+; 97-92 =
Page 262 and 263:
- Encoders • Verilog for sequenti
Page 264 and 265:
ECT 130- Introduction to Electronic
Page 266 and 267:
Course Organization This course wil
Page 268 and 269:
3. Developing skills in the use of
Page 270 and 271:
Class preparation: It is a general
Page 272 and 273:
Week 5 technology Week 6 Basic Appl
Page 274 and 275:
ECT 430 - Senior Seminar Department
Page 276 and 277:
INDIANA STATE UNIVERSITY SCHOOL OF
Page 278:
COURSE OUTLINE Topic 1 Topic 2 Topi
Page 284 and 285:
APPENDIX O. INSTITUTIONAL SUMMARY 2
Page 286 and 287:
Page 288 and 289:
Page 290:
show all

CET - ABET Self-Study - Indiana State University

Create successful ePaper yourself

Delete template?

Save as template?