ECET Continuous Improvement Plan Outcomes Summary 2010
Curriculum: Electronic Engineering Technology
Objective A DISCIPLINARY
LEARNING:
Describe below the
knowledge,
techniques, skills and
modern tools of the
discipline which
students will master:
ETa1 - Students
will analyze
electronic circuits
and systems.
ASSESSMENT
IMPLEMENTATION
For each disciplinary learning objective,
describe where in the curriculum and
through what kind of activities students will
attain the disciplinary learning.
EVALUATION and FINDINGS
RESPONSE
(Action Plan)
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ET 110 Electric Circuit Analysis I
In ET 110, faculty evaluated exercises
where students use KVL, KCL, and Ohm’s
Law, along with Mesh Analysis to analyze a
series-parallel circuit and a multi loop
circuit containing multiple voltage and
current sources.
ET 210 Electronics I
In ET 210, faculty evaluated exercises
where students analyze a DC power supply,
a common-emitter amplifier, and a
common-source amplifier.
ET 320 Electrical Control Systems
ET 320: TBD
The results for student outcome ETa1 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
(refer to outcome ETf1 data for the ET 110 course):
ET 110 (Section C24): Avg = 3.24
ET 110 (Section C13): Avg = 3.07
ET 210 (DC power supply): Avg = 3.48
ET 210 (C.E. amplifier, see ETf3 data): Avg = 3.27
A review of the assessment rubrics, student work, and surveys
indicates that students are able to analyze electronic circuits
and systems at a satisfactory level. It was felt that a greater
emphasis be placed on practical skills.
Faculty and the Industrial Advisory Committee recommended
that the students should see more practical applications of
electric circuits, especially series-parallel circuits.
Faculty will place a greater emphasis on practical
applications of electric circuits in ET 110 Lab.
For example, voltmeters will be discussed as an
application of series circuits and ammeters will
be discussed as an application of parallel circuits,
while ohmmeters will be discussed as an
application of series-parallel circuits.
ET 110 faculty will investigate the possibility of
dropping a topic such as Coulomb’s Law and
adding current controlled current sources.
In ET 210, we cover voltage regulator circuits,
which employ a series pass transistor, zener
diode, and resistors. Integrated circuit voltage
regulators will be added to the ET 210 discussion
of power supplies.
It was suggested that we add current controlled current sources
to ET 110.
A suggestion was made to spend more time on power supplies
in ET 210.
ETa2 - Students will
construct electronic
circuits from circuit
diagrams and logic
schematics using
discrete components
on breadboard and
PCB board.
ET 560 Microprocessors and
Microcomputers
In ET 560, faculty evaluated exercises
where students demonstrated the run mode
and single step mode of a MicroComputer
System board, which they constructed, to
the instructor.
ET 220 Electronics II
In ET 220, faculty evaluated exercises
where students constructed circuits with
diodes, to provide DC inputs to op-amps in
The results for student outcome ETa2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 560: Avg = 3.00
ET 220: Avg = 2.50
A review of the assessment rubrics and student laboratory
work indicates that students are able to construct electronic
circuits on a breadboard from schematics using discrete
The ET 110 Faculty and ET 110 Course Director
are searching for a relatively simple kit, which
emphasizes series-parallel circuits. In particular,
an analog VOM kit, which is reasonably priced,
would be suitable.
Faculty will look into using a PICAXE
microcontroller in a soldering project in one of
the ET courses.
an open loop configuration. The students
then combined DC and AC inputs, and
viewed the total input and output signals on
an oscilloscope.
components. However, faculty felt that students needed more
practice in soldering components to PCB boards.
The ET 560 exercise indicated that students needed more
practice in soldering before reaching this course.
The evaluated ET 220 exercise was the first lab in the course.
The squads were then adjusted to even out the competency
levels of each group. Later in the semester, students were
tested by giving them one hour to construct and test a circuit.
The instructor felt that students can construct circuits
containing Op-Amps and transistors. The previous first year
courses are teaching construction skills as the results indicate.
Faculty and the Industrial Advisory Committee recommended
that the students build a relatively simple kit in ET 110 Lab,
which implements the concepts of series-parallel circuits.
It was also suggested that the PICAXE microcontroller could
be used in a project that involves soldering.
ETa3 - Students will
use instrumentation
equipment and
effective
measurement
techniques for
building, testing,
and operating of
electronic circuits
and systems.
ETa4 - Students will
use application
software, circuit
simulation software
and computer
programming skills
to solve problems in
ET 140 Sinusoidal and Transient Circuit
Analysis
In ET 140, faculty evaluated exercises
where students constructed a series circuit
with a signal generator set up as a
sinusoidal source.
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students build and test the audio
amplifier section of an AM radio. Power is
applied with no input signal and DC
currents and voltages are measured. An ac
input signal is then applied and the gain of
the amplifier is measured.
ET 210 Electronics II
In ET 210, faculty evaluated exercises
where students analyzed the operation of a
Common-Source amplifier using a
simulation program. The students also built
the amplifier and measured / determined the
output voltage, voltage gain, input, and
output impedances using lab equipment.
ET 510 Introduction to Digital
The results for student outcome ETa3 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 140: Avg = 4.00
ET 410: Avg = 3.69
The faculty members feel that students should
continue to gain experience with various
instruments/test equipment.
A review of the assessment rubrics and student laboratory
work indicates that students are able to use instrumentation
equipment and make measurements in building, testing, and
operating circuits.
In ET 140 Lab, students were able to demonstrate the use of
power supplies, function generators, DMMs, and oscilloscopes
to provide excitation signals and take measurements when
building and testing circuits.
In ET 410, all students were able to successfully build and test
an AM radio. Students preformed many tests and recorded
many measurements as they progressed through each stage of
the radio.
The results for student outcome ETa4 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 210: Avg = 3.18
ET 510: Avg = 2.75
A review of the assessment rubrics and student work indicates
Two laboratory sessions will be allocated for the
ET 210 laboratory experiment, which includes
breadboarding and simulation of a CommonSource Amplifier.
Additional time will be spent in ET510 lecture to
further explain Digital Challenge simulation
topics and relate them to the digital challenge
exercises.
electronic systems
Electronics
In ET 510, faculty evaluated exercises
where students use Digital Challenge circuit
simulation software to simulate operations
with logic gates and evaluate the operation
of logic circuits.
that students are able to use circuit simulation software to
solve problems in electronic circuits. It was suggested that
additional time be allocated for the use of simulation software.
An ET 110 PSpice exercise will be added to the
assessment process.
The ET 210 lab session consisted of both the simulation and
breadboard construction of the common-source amplifier.
There was insufficient time for all of the students to finish both
parts of the lab. The faculty suggested that two sessions be
allocated to the common-source amplifier experiment.
The use of the Digital Challenge simulation software requires
more lecture explanation before students perform the exercises
and answer challenge questions.
It was suggested that outcome ETa4 be evaluated in ET 110
also since ET 110 uses PSpice and ET 210 uses Multisim as
circuit simulation software.
ETa5 - Students will
demonstrate
knowledge of digital
electronics theory
and microprocessor
architecture.
ET 510 Introduction to Digital
Electronics
In ET 510, faculty evaluated exercises
where students design multiplexer and
demultiplexer circuits. The students test the
multiplexer circuit in the lab.
ET 560 Microprocessors and
Microcomputers
In ET 560, faculty evaluated exercises
where students apply the concepts of I/O
architecture including interrupts, bitmasking and serial I/O on an exam.
The results for student outcome ETa5 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 510: Avg = 2.50
ET 560: Avg = 2.00
A review of the assessment rubrics and student work indicates
that students do have sufficient knowledge of digital
electronics theory. Students were able to demonstrate the
operations expressed in truth tables and design digital circuits
using Karnaugh maps.
Faculty felt that the students in ET 560 should do all of the
assigned homework in order to improve their exam grades
based on I/O architecture.
It was felt that students need more practice in assembly
language programming.
It was suggested that additional assembly language
programming exercises be added to another ET course.
Professor Namdar, who teaches ET 509 will look
into including additional assembly language
programming examples in ET-509 in order to
strengthen the students' skills in assembly
language programming. The course ET 509
currently focuses more on C++programming.
Faculty will emphasize the importance of
completing homework assignments in order to
practice skills.
Objective B APPLICATION
Students will apply
current knowledge and
adapt to emerging
applications of
mathematics, science,
engineering and
technology.
ETb1 - Students
apply scientific
principles relating to
semiconductor
devices, filters, opamps, and amplifier
theory to the
operation of
electronic circuits.
ASSESSMENT
IMPLEMENTATION
For each application based learning
objective, describe where in the curriculum
and through what kind of activities students
will learn and demonstrate the desired
applications.
ET 210 Electronics I
In ET 210, faculty evaluated exercises
where students analyze a two-stage
amplifier, which consists of two commonemitter amplifier stages in a cascade
configuration. The students were expected
to find the quiescent dc voltages and
currents, overall ac voltage gain, input and
output impedances, and ac output voltage
for a given input signal, along with the
phase relationships between voltage
waveforms.
ET 220 Electronics II
In ET 220, faculty evaluated exercises
where students constructed circuits with
diodes, to provide DC inputs to op-amps in
an open loop configuration. The students
then combined DC and AC inputs, and
viewed the total input and output signals on
an oscilloscope.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the application based learning objective and
explain what the assessment results mean? How well have
students met the application based learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
The results for student outcome ETb1 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 210: Avg = 3.04
ET 220: Avg = 2.50
A review of the assessment rubrics and student work indicates
that students are able to apply principles relating to
semiconductor devices and amplifiers to the operation of
electronic circuits at a satisfactory level.
Faculty and the Industrial Advisory Committee recommended
the evaluation of outcome ETb1 in ET 140 and ET 220, in
addition to ET 210.
The ET 210 two-stage amplifier problem was part of a
homework exercise. Some of the students did not submit the
homework assignment, which contained this exercise. The
most common error encountered was the calculation of the
voltage gain of the first stage without properly taking the
loading presented by the second stage into account, although a
similar example was analyzed in lecture.
It was suggested that this ET 210 problem be part of a quiz in
future semesters.
It was suggested that the loading effects in two stage
amplifiers be emphasized more in ET 210 lecture.
The evaluated ET 220 exercise was the first lab in the course.
The squads were then adjusted to even out the competency
levels of each group. Later in the semester, students were
tested by giving them one hour to construct and test a circuit.
The instructor felt that students can construct circuits
containing Op-Amps and transistors. The previous first year
courses are teaching construction skills as the results indicate.
The two-stage amplifier problem will be
assigned as part of a quiz in future semesters
because some of the students did not submit the
homework assignment.
The loading effect of the second stage on the first
stage of the amplifier will be emphasized more
in lecture.
Student outcome ETb1 will be evaluated in the
following courses: ET 140, ET 210, and ET 220
on a regular basis.
ETb2 - Students
apply principles of
digital logic in the
design and analysis
of electronic
circuits.
ET 510 Introduction to Digital
Electronics
In ET 510, faculty evaluated exercises
where the students design a logic circuit,
which implements an alarm system for an
auto. The students were expected to perform
all of the required steps in the design
process and apply their knowledge of
design in the laboratory.
ET 560 Microprocessors and
Microcomputers
In ET 560, faculty evaluated exercises
where the students analyze an address
decode circuit constructed with a decoder
and multiple enable lines.
ET 230 Telecommunications I
In ET 230, faculty evaluated exercises
where students draw the block diagram of a
single-frequency NBFM communications
receiver to receive a public service signal at
155.895 MHz. The problem required that
the students label all circuits and
frequencies, and consider possible sources
of interference.
The results for student outcome ETb2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 510: Avg = 2.83
ET 560: Avg = 3.18
ET 230: Avg = 1.38
The faculty members will continue to facilitate
the students' application of digital logic design
and analysis in their courses.
Student outcome ETb2 will be evaluated in ET
510 and ET 560, and the evaluation of outcomes
ETc3 and ETd2 will replace the evaluation of
outcome ETb2 in the ET 230 course.
A review of the assessment rubrics and student work in
ET 510 and ET 560 indicate that students are able to apply the
principles of digital logic in the design and analysis of
electronic circuits in specific problems. However, in the
chosen ET 230 problem, digital circuits represent a small part
of the solution. Therefore, the ET 230 problem may not reflect
the students' knowledge of the applications of the principles
involved in digital logic circuit design.
Faculty and the Industrial Advisory Committee recommended
that the students continue designing and testing logic circuits
in courses such as ET 510 and ET560.
It was suggested that the vast number of topics covered in
ET 230 may possibly explain the low average quality point
score obtained in ET 230 for outcome ETb2. The students may
have forgotten how to solve the particular problem, which was
chosen to evaluate this outcome in ET 230.
The faculty and Industrial Advisory Committee felt that
student outcome ETb2 should not be evaluated in ET 230
because ET 230 covers roughly two centuries of
communications and digital circuits represent a small part of
the course material on telecommunications. They
recommended that we continue evaluating outcome ETb2 in
ET 510 and ET 560, and that we add the evaluation of
outcomes ETc3 and ETd2 to the ET 230 course.
ETb3 - Students
apply
microprocessor
programming
techniques to real
world applications.
ET509 C++ Programming for Embedded
Systems
In ET 509, faculty evaluated exercises
where students write an assembly program
to display a binary count on the LEDs.
The students had to construct a flowchart,
manually machine code the program, enter
the code, and run the program on a
microprocessor trainer.
In addition, the students were required to
develop an interactive math tutoring
program. The program displays two
numbers to be multiplied, prompts the user
for the product and checks the user's
answer.
The results for student outcome ETb3 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 509: Avg = 2.61
ET 560: Avg = 2.22
A review of the assessment rubrics and student work indicates
that students are able to apply microprocessor programming
techniques to solve problems, but the results in the topic of
assembly language programming could be improved.
It was felt that students need more practice in assembly
language programming before they reach the ET 560 course,
Professor Namdar, who teaches ET 509 will look
into including additional assembly language
programming examples in ET-509 in order to
strengthen the students' skills in assembly
language programming. The additional practice
in assembly language programming in ET 509
could strengthen the students' programming
skills and prepare them for the study of
microprocessor hardware and software in
ET 560.
ETb4 - Students
apply the design,
fabrication,
assembly and
troubleshooting
techniques
associated with the
manufacture and
servicing of
consumer electronic
products.
ET 560 Microprocessors and
Microcomputers
In ET 560, faculty evaluated exercises
where students use a microprocessor as a
fan controller. The students were expected
to construct a flowchart, write a program,
and implement the fan controller using a
microprocessor, which was running their
program.
which concentrates on both microprocessor hardware and
software.
ET 481 Personal Computer Technology,
Architecture, and Troubleshooting
In ET 481, faculty evaluated exercises
where students identify and resolve
common hardware and BIOS problems
exhibited during the boot time process of a
personal computer. The students executed
the examination upon a PC which was
physically constructed during the semester.
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students design an adjustable power
supply in Multisim and use Ultiboard to
convert the schematic diagram into a
printed circuit board format. The PC board
is then formatted, and the power supply is
assembled and tested.
The results for student outcome ETb4 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 481: Avg = 3.14
ET 410: Avg = 3.00
Faculty and the Industrial Advisory Committee suggested that
additional assembly language programming exercises be added
to an ET course, which precedes the ET 560 course. The
programming practice gained in an earlier course would allow
the students to grasp the hardware and software concepts of
microprocessors more readily in ET 560.
A review of the assessment rubrics and student laboratory
work indicates that students are able to apply design,
fabrication, assembly, and troubleshooting techniques to
electronics.
In ET 481, students were able to identify hardware and BIOS
problems during computer boot-up.
In ET 410, students were able to design, build, and test an
adjustable power supply.
The faculty members feel that the students
should continue to gain experience in the design,
fabrication, assembly, and troubleshooting of
electronic circuits and systems. Whenever
possible it was recommended that all faculty
include troubleshooting in laboratory courses.
Objective C EXPERIMENTATION
ASSESSMENT
IMPLEMENTATION
Students will conduct,
analyze and interpret
experiments and apply
experimental results to
improve processes.
For each learning objective based on
experimentation, describe where in the
curriculum and through what kind of
activities students will learn to conduct,
analyze, and interpret experiments, and
apply experimental results to improve
processes.
ETc1 - Students will
verify that a circuit
is working correctly
by taking
measurements and
interpreting their
results.
ET 110 Electric Circuit Analysis I
In ET 110 Lab, faculty evaluated exercises
where students construct series-parallel
circuits. The students then measure
equivalent resistances with power off and
measure voltages and currents with power
on.
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students perform testing on the audio
amplifier stage of an AM radio by applying
a function generator to the input and
verifying the maximum output power.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
The results for student outcome ETc1 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 110: Avg = 3.06
ET 410: Avg = 3.57
A review of the assessment rubrics and student laboratory
work indicates that students are able to verify that a circuit is
working correctly and interpret the results of their
measurements. In ET 110 Lab, the vast majority of the
students were able to build the circuits correctly and measure
the currents and voltages. Some of the students who
constructed circuits that did not work were able to troubleshoot
the problem, although several of the students required the
instructor's assistance to troubleshoot the circuit malfunction.
In ET 110 Lab, all of the students were able to build the seriesparallel circuit and obtain correct voltage and current
measurements. In some cases troubleshooting was required
before obtaining acceptable measurements.
In ET 410, the students were able to determine and measure
the maximum output power of an audio amplifier stage.
Faculty and the Industrial Advisory Committee felt that
students should continue to gain experience with various types
of test equipment and they should troubleshoot circuits by
taking measurements and comparing measured and theoretical
quantities, rather than using a "shotgun" approach to
troubleshooting where components are simply replaced and
circuits are simply rewired until the circuit works.
It was also suggested that more emphasis be placed on the
approximations used in component modeling and the
limitations of test equipment including accuracy.
Faculty will continue to foster an analytical
approach to troubleshooting, where students
compare measured quantities to expected
quantities in non-working circuits. The students
will be encouraged to use these techniques to
predict which components are bad or possibly
miswired.
Furthermore, students will be instructed on the
limitations of measuring equipment. For
example, an ET 110 Lab experiment, which is
based on designing and building an analog
meter, will include a section which
experimentally and theoretically explains
voltmeter loading.
The faculty will continue to assist students in the
laboratory and illustrate measurement techniques
such as using the oscilloscope cursors to take
accurate measurements.
ETc2 - Students will
analyze
discrepancies in
their experimental
results and
determine whether
the error is within
acceptable
experimental limits.
ET 140 Sinusoidal and Transient Circuit
Analysis
In ET 140, faculty evaluated exercises
where students compute the percent error
(%difference) between measured and
calculated values in an impedance
experiment.
ET 210 Electronics I
In ET 210, faculty evaluated exercises
where students construct common-emitter
amplifiers with voltage-divider bias and an
emitter-follower with emitter-stabilized
bias. The students were expected to perform
measurements, calculate theoretical
quantities, and compare the measured
values to the calculated values in their lab
reports. The students were expected to
calculate and explain the %differences
between the measured and calculated values
of all pertinent quantities.
The results for student outcome ETc2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 140: Avg = 4.00
ET 210: Avg = 3.12
A review of the assessment rubrics and student laboratory
work indicates that students are able to analyze discrepancies
in their experimental results and determine whether error is
within acceptable limits.
Faculty will emphasize the importance of
discussing discrepancies between the measured
and calculated values of circuit quantities in lab
reports. In particular, the importance of
% difference calculations will be emphasized.
That is, faculty will emphasize the importance of
explaining %differences between measured and
calculated values of circuit quantities in terms of
the tolerance of components, accuracy of test
equipment, test equipment loading, and the
approximations used in calculations.
In ET 140, the students were able to construct the circuit,
determine the impedances and calculate the %difference
between measured and calculated values.
In ET 210, the faculty felt the theoretical calculations in the
students' lab reports were excellent for the most part. The
students calculated the %differences between the measured
and calculated values of the pertinent quantities. However, the
students' lab report conclusions should contain more highly
detailed discussions of the discrepancies between measured
and calculated quantities.
Faculty and the Industrial Advisory Committee felt that the
students' lab reports should contain a more detailed discussion
of the discrepancies between measured and calculated
quantities. Therefore, this aspect of the lab report will be
emphasized largely in the syllabus and during the instructor's
lab discussion.
ETc3 - Students will
apply the results of
their analysis to fix
circuit construction,
operation or
measurement errors.
ET 220 Electronics II
In ET 220, faculty evaluated exercises
where each student is given one hour to
build and test an Op-Amp driven class B
amplifier, which includes wiring the
following components: resistors, Op-Amp,
NPN transistor, and PNP transistor. An
oscilloscope is used to display the input and
output signals including phase shift and
crossover distortion characteristics.
ET 320: TBD
The results for student outcome ETc3 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 220: Avg = 3.18
A review of the assessment rubrics and student laboratory
work indicates that students are able to apply the results of
their analysis to fix circuit construction, operation or
measurement errors.
The ET 220 Lab exercise was a pass/fail exercise in which
each student must be able to pass in order to get a passing
grade in the course. This exercise forces every student to
achieve a certain competency in the ability to successfully wire
up a circuit with no assistance and to be able to test is
successfully using both positive and negative power supplies
and 2 channels of the latest digital oscilloscope. Student who
fail are given the opportunity to take the exam again. The
students who fail become the squad wiring person for the
Faculty will continue to facilitate laboratory
experiments where students work with
equipment such as power supplies, function
generators, DMMs, and oscilloscopes. As
always, the faculty will continue to assist
students in the lab.
remaining labs, which insures that all students practice wiring
competencies.
All of the ET 220 students passed the lab exam and were able
to wire the Op-Amp driven class B push-pull amplifier, and
display the input and output voltage waveforms on the
oscilloscope.
Faculty recommended that students continue to practice their
skills in wiring circuits and using equipment such as power
supplies, function generators, DMMs, and oscilloscopes.
Objective D CREATIVITY
ASSESSMENT
IMPLEMENTATION
Students will apply
creativity in the design
of systems,
components, or
processes appropriate
to program objectives.
Describe where in the curriculum and
through what kind of activities students will
apply creativity in the design of systems,
components, or processes appropriate to
program objectives.
ETd1 - Students will
produce printed
circuit board layouts
using CAD software
and create
professional level
analog circuit
boards.
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students design and create the Printed
Circuit Board (PCB) layout for an
Adjustable Power Supply using Ultiboard.
The fabricated board was then assembled
into a professional analog circuit board for a
power supply.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
The results for student outcome ETd1 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 410: Avg = 3.81
Professor Metaxas is looking into the use of
CAD software in additional projects.
A review of the assessment rubrics and student laboratory
work indicates that students are able to produce printed circuit
board layouts using CAD software and create analog circuit
boards.
In ET 410, the students were able to design and create a PC
board layout for an adjustable power supply. They were able to
assemble a working DC powers supply using the circuit board.
Faculty suggested the possibility of using software to design
circuit boards for additional projects.
ETd2 - Students
analyze, design, and
implement analog
electronic and
digital systems.
ET 560 Microprocessors and
Microcomputers
In ET 560, faculty evaluated exercises
where students create and develop an idea
for an invention that utilizes a
microprocessor to give the invention new
features. The product is an invention design
proposal.
ET 320: TBD
The results for student outcome ETd2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 560: Avg = 2.67
A review of the assessment rubrics and student work indicates
that students are able to analyze design, and implement digital
systems at a satisfactory level. However, faculty felt that the
creativity of the students varied from semester to semester.
In ET 560, the students were able to develop an acceptable
design proposal based on a microprocessor.
It was felt that students should gain experience in solving
design problems in other courses as well.
Faculty recommended the evaluation of outcome ETd2 in
The faculty members are looking into the
assignment of additional problems that involve
designing circuits in other courses, as well as the
analysis problems, which are already being
assigned.
The faculty will consider the following points
regarding the ET 230 course:
Should the number of different topics in the ET230 course be reduced in order to provide more
time to cover the remaining topics in greater
depth?
Faculty will consider the following specific
questions regarding the ET 230 course:
Should A/D and D/A conversion topics be
removed from the course ET-230 since it is
ET 230, in addition to ET 560 and ET 320.
The course topics for ET-230 were discussed in detail at a
faculty meeting.
The course ET-230 (Telecommunications I) is essentially
broken down into three major areas, which include the
following: 1) What type of information or data do we want to
communicate? 2) What are the communication mediums? 3)
How do we actually perform the communication (details of
communication methods and systems are included).
The course ET-230 currently contains the following vast
number of topics: 1) Audio, Video, Digital Data
communications, Transducers, Signal Spectrums 2) TV
Signals (Black and White and Color), Digital Communication
Signals, Cables, Transmission Lines (VSWR, etc.), Optical
Fibers, Antennas (propagation patterns, gain, etc.) 3) AM
Receivers and Transmitters, FM (frequency modulationVaractor diodes, oscillators, etc.), Superheterodyne receivers,
Spread Spectrum Communications, Serial Time Division
Multiplexing, Modems, UARTs, Digital Modulation schemes,
D/A, A/D conversions.
It was suggested that additional experiments on fiber optic
communications could be added to the ET 230 courses, using
the appropriate fiber optic equipment.
covered in ET-220, ET-320, and ET-350?
Should the digital topic on CRC (Cyclic
Redundancy Check) be removed from the course
ET-230? Should more material on fiber optics be
included in ET-230? Should VoIP (Voice over
Internet Protocol) be included in ET-230?
Student outcome ETd2 will also be evaluated in
ET 230.
Objective E TEAMWORK
Students demonstrate
the ability to function
effectively on teams.
ASSESSMENT
IMPLEMENTATION
Describe where in the curriculum and
through what kind of activities students will
demonstrate the ability to function
effectively on teams.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ETe1 - Students will
develop and assign
shared duties to
accomplish a
common task.
ET 230 Telecommunications I
In ET 230, faculty evaluated exercises
where students worked together in a squad
to perform an experiment based on
telecommunications.
The results for student outcome ETe1 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 230: Avg = 2.63
Faculty will investigate the possibility of
evaluating student outcome ETe1 in ET 320
and/or ET 501, in addition to ET 230. Faculty
will also consider evaluating student outcome
ETe1 in an ET elective course such as ET 704.
A review of the student lab work indicates that students are
able to develop and assign shared duties to accomplish a
common task. This outcome was somewhat difficult to assess
in ET 230 because the squads contained 3 or 4 persons sharing
the equipment.
It was suggested that students continue to develop the abilities
to work in teams in additional courses and that this outcome be
evaluated in an additional course.
ETe2 - Students will
demonstrate an
ability to
communicate
effectively with team
members.
ET 230 Telecommunications I
In ET 230, faculty evaluated exercises
where students give an oral presentation,
while working in groups.
The results for student outcome ETe2 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 230: Avg = 2.70
A review of the students' presentations indicates that the
students are able to communicate effectively with each other.
The students did communicate effectively while giving their
presentations. However, it was somewhat more difficult to
evaluate the communications between the students themselves
in ET 230.
It was suggested that students continue to work in teams on
various projects and that this outcome be evaluated in an
additional course.
Faculty will investigate the possibility of
evaluating student outcome ETe1 in ET 320
and/or ET 501, in addition to ET 230. Faculty
will also consider evaluating student outcome
ETe1 in an ET elective course such as ET 704.
Objective F TECHNICAL
PROBLEMSOLVING
Students will
demonstrate the ability
to identify, analyze,
and solve technical
problems.
ETf1 - Students will
apply the basic laws
of circuit analysis to
electrical and
electronic systems.
ASSESSMENT
IMPLEMENTATION
Describe where in the curriculum and
through what kind of activities students will
learn to identify, analyze, and solve
technical problems.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ET 110 Electric Circuit Analysis I
In ET 110, faculty evaluated exercises
where students use KVL, KCL, and Ohm’s
Law, along with Mesh Analysis to analyze a
series-parallel circuit and a multi loop
circuit containing multiple voltage and
current sources.
ET 140 Sinusoidal and Transient Circuit
Analysis
In ET 140, faculty evaluated exercises
where students use measured voltage values
to show that KVL holds using complex
number phasors in a circuit with a
sinusoidal source.
The results for student outcome ETf1 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 110 (Section C24): Avg = 3.24
ET 110 (Section C13): Avg = 3.07
ET 140: Avg = 3.67
Faculty are investigating the possibility of
creating a simple analog meter, which the
students would "design" (in ET 110 Lab) by
calculating the required multiplier resistances for
the voltage ranges, and shunt resistances for the
current ranges. The students will be provided
with the specifications of the meter movement
and the desired full scale range values.
A review of the assessment rubrics and student work in lecture
and laboratory indicates that students are able to apply the
basic laws of circuit analysis to electrical and electronic
systems in both DC and AC circuits courses.
In ET 110, most of the students were able to write the Mesh
equations correctly and many students were able to solve the
equations correctly, although some students made minor
errors. Most of the students could find the total resistance of
the series-parallel circuit correctly and find all of the currents
and voltages.
In ET 140 lab, students were able to apply KVL using
complex number phasors in a circuit with a sinusoidal source.
Faculty and the Industrial Advisory Committee felt that
students should be asked to design series-parallel circuits for a
particular application.
ETf2 - Students will
analyze systems in a
mathematical
environment at or
above the level of
algebra and
trigonometry.
ET 140 Sinusoidal and Transient Circuit
Analysis
In ET 140, faculty evaluated exercises
where students convert polar form voltages
to rectangular form and show that KVL
holds graphically.
ET 350 Computer Control Systems
In ET 350, faculty evaluated exercises
where students are given a transfer function
in the Laplace transform domain along with
an input. The students are expected to solve
The results for student outcome ETf2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 140: Avg = 3.00
ET 350: Avg = 2.89
A review of the assessment rubrics and student work in lecture
and laboratory indicates that students are able to analyze
systems in a mathematical environment at or above the level of
The faculty will continue to facilitate the
students' application of higher level mathematics
(above algebra and trigonometry) in electrical
and electronic circuits and systems courses.
for the output in the Laplace transform
domain, perform a partial fraction
expansion and find the inverse Laplace
transform to obtain the output in the time
domain.
algebra and trigonometry.
In ET 140, students are able to convert complex numbers
between rectangular and polar forms, and perform
computations using complex number phasor quantities.
In ET 350, students are able to find the Laplace transform and
inverse Laplace transform of given functions, and perform
system analysis using Laplace Transform techniques.
ETf3 - Students
solve circuit
problems relating to
semiconductor
devices, filters, opamps, and amplifier
theory.
ET 210 Electronics I
In ET 210, faculty evaluated exercises
where students analyze a Common-Emitter
Amplifier with Voltage-Divider Bias. The
students are expected to find the Quiescent
currents and voltages, along with the ac
voltage gain, input impedance, output
impedance, and the output voltage signal
(with correct phase relationship between
input and output) for a given input signal.
The students also find the DC Load Line
parameters.
ET 220 Electronics II
In ET 220, faculty evaluated exercises
where students identify low pass, high pass,
notch and bandpass filters of different types
and different orders. They solve for cutoff
frequencies and decibel gains in both active
RC and Sallen Key filters.
Faculty feels that students should continue to apply their
knowledge of mathematics at a higher level than algebra and
trigonometry in circuits and systems courses.
The results for student outcome ETf3 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 210: Avg = 3.27
ET 220: Avg = 2.67
In ET 210 lecture, the voltage gain of commonemitter amplifiers with and without emitter
bypass capacitors will be emphasized even more
so. Common-emitter amplifier problems with
and without emitter bypass capacitors are
currently solved in lecture. The differences
between these conditions will be highlighted
even more so.
A review of the assessment rubrics and student work indicates
that students are able to solve problems relating to
semiconductor devices, filters, op-amps, and amplifiers.
In ET 220, the differences between various types
of filters will be emphasized more in lecture.
In ET 210, most of the students solved the amplifier problem
correctly. However, the difference between circuit operation
with and without an emitter bypass capacitor presented a
challenge, along with the determination of clipping distortion
for excessively large input signals, for several students.
Faculty will investigate the possibility of
evaluating student outcome ETf3 in ET 320, in
addition to ET 210 and ET 220.
In ET 220, students were provided the opportunity of taking
another quiz, which contained problems that they previously
had difficulty with.
The ET 210 lectures already consist of common-emitter
amplifiers with and without emitter bypass capacitors, and the
condition of output clipping distortion for excessively large
input signals. However, faculty felt that these points should be
emphasized even more so in lecture.
In ET 220, the faculty felt that the differences between various
types of filters should be emphasized more so in lecture.
Objective G COMMUNICATION
ASSESSMENT
IMPLEMENTATION
Students will
demonstrate the ability
to communicate
effectively.
Describe where in the curriculum and
through what kind of activities students will
demonstrate effective communication.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ETg1 - Students
produce effective
written documents
including lab reports
and term papers.
ETg2 - Students
deliver effective oral
presentations.
ET 220 Electronics II
In ET 220, faculty evaluated the student's
lab reports on op-amp circuits with a
positive voltage gain. The report contains
three parts, which are based on the
characteristics of the input signal applied.
The following items are required for each
part: title, object, circuit diagram, data table,
scope traces, data analysis, calculations,
answers to lab questions, and conclusion.
ET 230 Telecommunications I
In ET 230, faculty evaluated the students'
laboratory reports based on various topics in
telecommunications. The report should
adequately describe the experiment
performed and should include the following
items: title, description of each part
performed, measurements and results,
explanation of results, reasons for errors,
and pertinent diagrams. The report should
be organized properly, and should contain
correct grammar and spelling, along with
accurate information.
ET 501 Computer Applications
In various different sections of ET 501,
faculty evaluated one of the following
student exercises:
a) A Lab where students give a Power Point
presentation of a term report
b) A Lab where students delivered an oral
presentation in front of the class, which was
based on a topic chosen from an instructor
generated list. The students were required to
plan, gather content [tables and graphs] and
prepare a Power Point slide presentation.
c) Students do an oral presentation of their
slide show which is part of their final
The results for student outcome ETg1 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 220: Avg = 1.67
ET 230: Avg = 3.13
The faculty will investigate the possibility of
assigning additional written papers in the ET
courses.
Faculty will investigate the possibility of
evaluating student outcome ETg1 in ET 501
and/or ET509, in addition to ET 220 and ET 230.
A review of the assessment rubrics and student laboratory
reports in ET 230 indicate that students can produce effective
written documents. The most often missing items in the
‘excellent’ list for the ET 230 lab reports are reasons for
errors, explanations for each result (which are sometimes
wrong), and correct grammar and spelling (which might be
attributed to the use of English as a second language).
In ET 220, the students' lab reports improved after obtaining 3
or 4 marked up returns and then most of the students
completed a marginal to good report.
Faculty and the Industrial Advisory Committee felt that the
importance of writing high quality laboratory reports should be
emphasized in all of the courses. It was felt that students
should gain more practice in writing through various
assignments in their other courses.
The results for student outcome ETg2 in the applicable courses
for were obtained by reviewing the students’ performance on
the selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as follows
(for the exercises listed in the column to the left):
ET 501 Exercise a): Avg = 2.88
ET 501 Exercise b): Avg = 2.71
ET 501 Exercise c): Avg = 2.91
ET 501 Exercise d): Avg = 2.64
ET 509: Avg = 3.00
A review of the assessment rubrics, video recorded
presentations and student work indicates that students are able
Student outcome ETg2 will be evaluated in
ET 110 and ET 560, in addition to ET 501 and
ET 509.
Faculty will provide additional guidance on dress
and presentation mannerism.
ETg3 - Students
interpret visual and
graphical
information and
explain data in
written, oral reports.
project.
d) A Lab where students give an oral
presentation to accompany a Power Point
presentation.
to deliver effective oral presentations.
ET509 C++ Programming for Embedded
Systems
In ET 509, faculty evaluated exercises
where students were required to write an
interactive modular program to calculate the
volume of a sphere and then deliver an
effective presentation at the conclusion of
the project. The program contained 3
modules (Input, Processing and Output) all
of which had to be executed from main.
Faculty and the Industrial Advisory Committee suggested that
this outcome be evaluated in additional ET courses, as well as
in ET 501 and ET 509.
ET 210 Electronics I
In ET 210, faculty evaluated exercises
where students design a circuit or system
based on a course topic and then prepare a
formal written report. Alternatively, a
research topic in electronics could be
selected along with an appropriate circuit or
system. The circuit or system schematic and
block diagram must be included in the
report. A complete description of the circuit
operation must be included along with a
detailed discussion of the applications of the
circuit or system. The report should include
component data, schematic diagrams, and
the equations used to design the circuit. The
report should include a simulation of the
circuit with the data obtained using
The results for student outcome ETg3 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 210: Avg = 2.55
ET 220: Avg = 2.82
simulated test equipment.
ET 220 Electronics II
In ET 220, faculty evaluated exercises
where each student is given individual LP
or HP filter to design with given cutoff
frequency and midband gain expressed in
decibels. They needed to determine circuit
values and make Bode plot of response and
show on graph the proper slope for first and
second order filters. They also have to use
Multisim to verify their results.
The faculty felt that the students should continue to gain
practice in delivering oral presentations.
Although students are delivering presentations they could
improve on presentations issues like dress and mannerisms.
A review of the assessment rubrics and student work indicates
that students are able to interpret visual and graphical
information, but they may not always be able to explain the
data in written reports.
In the ET 210 report, many students did not give proper credit
to their reference sources. Some of the reports contained
sections that were copied from a reference source without
proper citing. The necessity of citing sources will be
emphasized in future assignments.
A library training session, which will be based
on performing research and properly citing
sources, will be arranged. The students will
attend this session in order to prepare for writing
the ET 210 report and for reports in their other
courses as well.
Objective H LIFELONG
LEARNING
Students will
demonstrate the
recognition of the need
for, and an ability to
engage in lifelong
learning.
ETh1 - Students will
use information
acquisition tools and
the Internet for
research and
communication.
ETh2 - Students will
attend department
sponsored
presentations on
technical topics and
participate in clubs
and extracurricular
activities.
ASSESSMENT
IMPLEMENTATION
Describe where in the curriculum and
through what kind of activities students will
gain recognition of the need for, and an
ability to engage in lifelong learning.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ET 501 Computer Applications
In various different sections of ET 501,
faculty evaluated one of the following
student exercises:
a) A Lab where the students go on the
internet and download two pages of
information on a selected research topic
provided for a flyer. The student also used
the data given to draw the appropriate bar
chart and find the appropriate clip art to be
inserted into a word document in several
different ways.
b) A Lab where students are taught to
search for information on the internet and
how to download graphics and text. They
prepare 2 tables plus 4 pages of reports.
c) A Lab where students practice Internet
Information and Image Gathering
Concepts and Technology.
The results for student outcome ETh1 in the applicable courses
for were obtained by reviewing the students’ performance on
the selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as follows
(for the exercises listed in the column to the left):
ET 501 Exercise a): Avg = 3.59
ET 501 Exercise b): Avg = 2.55
ET 501 Exercise c): Avg = 3.27
IEEE Club and Robotics Club
Students build electronics and robotics
projects in the IEEE Club and the Robotics
Club. They participate in the design and
construction of the projects on a weekly
basis during club hours.
The faculty members work closely with the students during
club hours and office hours to design and build projects. Club
attendance at weekly meetings is up by over 50%. Attendance
at the monthly speaker program has also been excellent with
most lectures filled to capacity (45 students/session).
The students also attend talks sponsored by
the department and clubs.
Students work with faculty mentors during
the year and write and present a paper on
their project or research at the QCC Honors
Conference, CUNY Pipeline Conference,
NYS CSTEP Conference, etc.
Faculty will ask the students to search for and
interpret component data sheets, which are
located on the internet, in laboratory courses.
The course director will monitor the work of
students which involves the downloading of
graphics and text ant the integration of this data
into other documents.
A review of the assessment rubrics and student work indicates
that students are able to use information acquisition tools and
the Internet for research and communication.
In ET 501, the students used the internet efficiently for
research, which they included in well written reports.
There is some weakness in the integration of graphics and text.
However, faculty do not feel it is critical at this time. Faculty
felt that the students should use the internet in other courses as
well.
The number of students working with instructors and
presenting at conferences increased from 4 to 14 this academic
year.
The students and faculty will continue to work
on electronics and robotics projects in the IEEE
club and the Robotics club, and during office
hours. We will continue to encourage more
student participation and engagement in
department extra curricular activities.
Objective I -
ASSESSMENT
IMPLEMENTATION
EVALUATION and FINDINGS
PROFESSIONALISM
Students will
demonstrate an ability
to understand
professional, ethical,
and social
responsibilities.
ETi1 - Students are
cognizant of social
concerns as they
relate to the practice
of electronic
engineering
technology.
Describe where in the curriculum and
through what kind of activities students will
attain and demonstrate their understanding
of professional, ethical, and social
responsibilities.
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students watch a video based on the
Incident at Morales, relating to ethics. The
students answer the following question:
Should an engineer designing a project
consider ethics first or is making a profit
more important in his or her design
considerations?
The results for student outcome ETi1 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 410: Avg = 4.00
Faculty will look more closely into the results of this outcome
and evaluate it more carefully in the future.
A review of the assessment rubrics and student responses to
the question of ethics related to the video indicates that
students are cognizant of social concerns as they relate to the
practice of electronic engineering technology.
Faculty will investigate the possibility of
developing and integrating another ethics
exercise into ET501. The faculty will include an
item concerning the benefits of circuit and
system design to humankind, in projects that are
assigned to the students.
The faculty members felt that students should think about
ethical concerns in other ET courses as well.
ETi2 - Students
identify ethical
misbehavior or
situations and
suggest courses of
action.
ET 410 Electronic Project Laboratory
In ET 410, faculty evaluated exercises
where students watch a video based on the
Incident at Morales and then answer
multiple choice questions including the
following:
The results for student outcome ETi2 in the applicable course
was obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 410: Avg = 3.00
Fred says that the new plant is outside
Maria’s jurisdiction because it will be in
Mexico. Do our professional and ethical
responsibilities for the environment and
safety change when we cross national
borders?
A review of the assessment rubrics and student responses to
the question of ethics related to the video indicates that
students can identify ethical misbehavior or situations and
suggest courses of action.
The faculty members felt that identifying ethical misbehavior
or situations and then suggesting courses of action should be
emphasized in more courses.
The faculty members will emphasize that
identifying ethical misbehavior or situations and
then suggesting courses of action is important for
engineers and technicians, in their ET courses.
Another ethics exercise, which includes
suggesting courses of action, will be developed
for ET501 and integrated into the course.
Objective JDIVERSITY and
SOCIAL ISSUES
Students will
demonstrate a respect
for diversity and
knowledge of
contemporary
professional, societal,
and global issues.
ETj1 - Students
report on
international issues
and practices
relating to
technology.
ASSESSMENT
IMPLEMENTATION
Describe where in the curriculum and
through what kind of activities students will
attain and demonstrate respect for diversity
and knowledge of contemporary
professional, societal, and global issues.
ET 501 Computer Applications
In various different sections of ET 501,
faculty evaluated one of the following
student exercises:
a) A Lab where students do a Power Point
presentation on diversity.
b) A Final project where students prepare a
Power Point slide show on diversity.
c) A Lab where students write a term lab
report based on international issues and
practices relating to technology.
D) Participation in college multicultural
events.
EVALUATION and FINDINGS
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
The results for student outcome ETj1 in the applicable courses
for were obtained by reviewing the students’ performance on
the selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as follows
(for the exercises listed in the column to the left):
ET 501 Exercise a): Avg = 3.18
ET 501 Exercise b): Avg = 2.87
ET 501 Exercise c): Avg = 2.47
The faculty will continue to facilitate exercises
where students report on international issues and
practices relating to technology.
The department will continue to participate in,
and encourage students to participate in,
multicultural events at the college.
A review of the assessment rubrics and student work including
presentations indicate that students can report on international
issues and practices relating to technology.
The ECET Department and its clubs participated in QCC
Diversity Day, Multicultural Fest Day, and many other
college events which relate to diversity.
Faculty felt that students should continue to prepare
presentations on international issues and practices relating to
technology. Queensborough is one of the most diverse schools
in the country with students from more than 120 countries.
Therefore it is appropriate to discuss and study diversity.
The faculty felt that diversity is currently well integrated into
our program and that students have an excellent appreciate for
diversity as it relates to technology.
ETj2 - Students
describe the
interrelationships
between technology,
professional
responsibilities, and
contemporary society.
Honor Society (Tau Alpha Pi), IEEE Club,
and Robotics Club
The students and faculty members meet for the Honor Society,
IEEE Club, and Robotics Club.
Students in the Honor Society provide
tutoring to those students who need it. The
clubs build projects where technology and
professional responsibilities are discussed.
ECET students are active in extracurricular
activities and student government.
Students are active on campus and attend college and
department events. They also participate in ASAP, CSTEP,
Tech Prep/Career Pathways, STEM Academy, and
Technology Academy events and activities.
Students have been participating in clubs and
college activities. They have presented their
research and activities at conferences and college
events. They participated with activities like
assisting with the installation of solar panels and
a presentation to the community on the
conversion to digital TV.
EVALUATION and FINDINGS
Objective K IMPROVEMENT
OF QUALITY
Students will
demonstrate a
commitment to quality,
timeliness and
continuous
improvement.
ETk1 - Students
complete projects in
a timely manner.
ASSESSMENT
IMPLEMENTATION
Describe where in the curriculum and
through what kind of activities students will
attain and demonstrate their commitment to
quality, timeliness, and continuous
improvement.
ET 110 Electric Circuit Analysis I
In ET 110, faculty evaluated exercises
where students submit a take home quiz on
Mesh (Loop) Analysis and Superposition.
The students are graded on timeliness, and
the technical quality (including accuracy) of
their work.
Describe the evaluation process used to measure student
achievement of the learning objective and explain what the
assessment results mean? How well have students met the
learning objective?
RESPONSE
(Action Plan)
What specific actions if any will be taken as a
result of the findings?
(See Appendix 1 for a detailed description of the evaluation
process).
The results for student outcome ETk1 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 110 (Sect. C-13): Avg = 3.17
ET 110 (Sect. C-24): Avg = 3.08
Faculty will continue to assign take home
quizzes and a take home exam as appropriate.
Faculty will investigate the possibility of adding
an ET 510 and/or an ET 410 project exercise to
the evaluation of ETk1.
A review of the assessment rubrics and student work indicates
that students do complete projects in a timely manner.
In ET 110, most of the students submitted the quiz on time and
completed the problems correctly. The number of students
who hand in take-home quizzes exceeds the number of
students who submit homework assignments.
Faculty felt that students should complete take home quizzes
and exams on time. Take home quizzes and one take home
exam during the semester are valuable tools because time
consuming problems can be assigned and class lecture time is
saved.
ETk2 - Students
revise technical
reports and writing
to improve quality.
ET 110 Electric Circuit Analysis I
In ET 110, faculty evaluated the number of
students who revised lab reports that were
returned to them with suggestions for
improvements, and the quality of the
students' revisions.
ET 510 Introduction to Digital
Electronics
In ET 510, faculty evaluated exercises
where students write a summary of the
knowledge gained in units 4 and 5 of ET
510, including the reading from Chapter 2
in the textbook, on-line notes for units 4 and
5 and Labs 2 and 4.
The results for student outcome ETk2 in the applicable courses
were obtained by reviewing the students’ performance on the
selected exercises, which are indicated on the summary
evaluation forms, and the quality point averages are as
follows:
ET 110 Avg = 2.75
ET 510: Avg = 3.08
A review of the assessment rubrics and student work indicates
that students do revise technical reports and writing to improve
quality. However, in ET 110 Lab, a larger number of students
should revise their reports in order to implement suggestions
for improvements.
In ET510, most of the students did a good job in writing the
summaries and revising lab reports.
Faculty felt that students should more readily revise their
work, to make improvements.
The faculty will continue to write suggestions for
improvements on the lab reports and other
assignments.
Appendix 1
Evaluation Process:
The Graded student work includes examinations, quizzes, laboratory reports, and possibly homework assignments. Specific exercises are identified in the courses that are used to assess specific
student outcomes. For assessment purposes, the students’ performance on each exercise is categorized as Poor, Marginal, Good, or Excellent. Tentative: Surveys are submitted to students in the
laboratory.
The instructor grades each individual student’s work and returns it to the students with appropriate comments where applicable. The instructor reviews the exercises and grades for all of the students
in the section. The performance of the class section on each specific exercise (for each specific outcome) is evaluated by counting the number of students whose work fits into each category (Poor,
Marginal, Good, or Excellent).
The categories are assigned the following number of quality points: Poor = 1, Marginal = 2, Good = 3, Excellent = 4. The quality point average for each particular outcome is calculated as follows:
Avg = {∑ (# of students in the category × quality points for the category)} / (total # of students) , where the sum is taken over all of the categories.
The average is interpreted as follows:
Avg ≥ 3.00: Criteria is being met
2.00 ≤ Avg < 3.00: Criteria is being met, but improvements should be considered
Avg < 2.00: Criteria is not being met
Both the faculty, who teach the pertinent courses, and the course director review the course content and course outlines every year.