Instructional Planning Yearly Update
Department: Engineering Technology
Date: December 8, 2012
Division: NAS
Goals and Recommendations from Program Plan
List the top five Goals and Recommendations from the last Program Plan and indicate whether they have been met?
Goals / Recommendations from six-year plan In
Goal Met
Comments
(identify source of
progress
funding)
Establish a district-based fund to cover
etech/engr annual software costs in the
event that the lottery fund becomes
inaccessible.
Lottery $
continues
to support
our
purchases
n/a
The lottery money currently funds all of our
software lease renewals. Should this fund
become unavailable, we’re requesting that a
district-based fund be established to cover this
annual expenditure. This request is especially
important because the majority of our instruction
is software-based and lapsed lease agreements
require a costly “buy in” fee.
•Etech/Engr lab benches.
yes
no/donors
•After conducting extensive budget planning,
we’ve concluded that there will not be STEM funds
available to cover the cost of lab tables. Cost =
$10,500
•The STEM grant does not fund Etech/Engr lab
equipment so we’re requesting funding for a lathe,
mill machine (5 axis), rapid prototyper (Uprint).
Possible corporate matching funds are available.
Cost = $42,000
Hire one LIA, 50%, 10 months
no
no/augment
dept. base
funds
Maintain quality/up-to-date lab
materials such as software, measuring
instruments, auxiliary apps, design
no
no/augment
dept. base
funds
•Funding for a lathe, mill machine (5
axis), rapid prototyper (Uprint).
In addition to providing student support, a ½ time
LIA would setup specialized equipment, install and
maintain software configurations that change
weekly, and troubleshoot the lab infrastructure. This
would ensure that the lab equipment is adequately
prepared and ready for students to use at all times.
The purpose of this request is to maintain “industry
compatible” lab and classroom environments for
Etech/Engr STEM students.
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
references and ansi standards guide
books.
Fund the adding of one new course or
existing course per year for the next
four years.
no
no/augment
dept. base
funds
Training for instructors to stay current
with emerging technologies.
no
no/augment
district
conference
fund
allocation
Fund a campus-wide internship
coordinator to develop internship
opportunities for students.
no
no/augment
dept. base
funds
New Goals and Recommendations
Goal/Recommendation
Provide Etech students with a 3-D
Solid Modeling Experience via the
SolidWorks software app.
Provide adjunct reassigned time for
major revisions to the curricula
precipitated by changes in technology
and/or changes in industry standards.
It is recommended that the college fund the adding
of one new course or existing course per year for
the next four years. New courses are needed in
areas such as solid modeling, computer aided
manufacturing, industrial processes, etc. These
technologies are changing the demands in industry
and represent a current/growing need for technical
expertise in the workforce. This would yield one
new course per year. These courses would be
rotated.
Fund staff development to update industry
certifications and explore new emerging
technologies. Conferences, workshops and
certification training sessions are necessary for
industry sanctioned education and for instructors to
keep pace with new technologies.
$2,000 annually (2 people)
Fund a campus-wide internship coordinator to
develop internship opportunities for students in all
programs on campus. Through our industry
contacts, the Etech department has been able to
provide some internships for students, but the time
necessary to research/find, secure, coordinate, and
track internships is beyond what we can do.
List any new goals and recommendations identified by the department
Cost
Explanation/Evidence of Need
$3,000 annually (for Etech and Engr)
To give students the skills required for
their upper division coursework and
employment.
2 TU reassigned time annually
(courses are reviewed yearly)
Changes in technology and/or changes
in industry standards. Etech adjuncts
have received Tech Factor grants of
only .25-.5 tu on average.
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To meet the needs of students who
cannot attend face-to-face classes,
develop distance learning options
(convert selected courses to provide
distance learning options - full or
hybrid courses)
Provide Etech students with a
computer-aided manufacturing
experience via the MasterCam
software app.
6 TU (2 courses @ 3 TU) for
curriculum development
Meet the needs of students who cannot
attend face-to-face classes. The
Engineering community is a global one;
this addition would boost overall
enrollments.
$2,000 annually (for Etech and Engr)
To give students the skills required for
their upper division coursework and
employment.
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Sampling of misc department activities:
Attended Industrial Maintenance Machinist Mechanic Marketplace consortium meetings.
Attended the 4th Annual Northern California, Oregon, Washington HTEC Conference.
Etech animation students joined Santa Clara U students in the designing of windmills for a Gates
Foundation project in Africa.
Etech students joined Santa Clara U students in the designing of energy bikes for use in Bay Area Summer
Science Camps.
SLO Assessment Progress: In a sentence or two, describe where your department should be on the Revolving Wheel of Assessment
(what assessment you should have done in the last year) and what was actually done. If not every thing was completed, explain why.
All assessments were completed on schedule.
SLO Assessment: List SLO assessments, dialogues, and priorities identified as a result of your assessment below. Attach
Departmental Assessment Analysis Forms completed in the last two semesters.
Core Competency, Course SLO,
or CTE Program SLO Assessed.
Example: all course SLO's for
English 1A, 1B and 2
ETECH 24: SLO # 1 Assessment
(Analysis Form Below)
“Construct drawings with
accuracy and efficiency”
Date of meeting where
analysis / dialogue
took place. Example:
Department Meeting
8/27/10
Department Meeting
S-12 (6/15/12)
Priorities identified for program as a result of assessment.
Example: Develop strategies for teaching research and
documentation skills; share rubrics for research papers; provide
more instructional support outside of class.
►Require more supervised lab time.
►More class/team design discussion
►Require an essay-summary of design activities.
►More writing to improve documentation and writing
for real-
world engineering environments.
Etech 41 SLO #1 Assessment
(Analysis Form Below)
“Efficiently construct accurate
drawings that display skill in the
Department Meeting
F-12 (12/10/12)
►More
opportunities needed to critique the use of the stated
commands.
►More team development of designs along with group critique.
►Use industry compatible homework activities for the mastering of
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
use of such commands as ADC,
VP and UCS2”
Etech 60 SLO #1 Assessment
(Analysis Form Below)
“Integrate architectural theory
and historical knowledge while
defining various architectural
designs”
the stated commands instead of text assignments.
Department Meeting
F-12 (12/10/12)
►More
opportunities needed to critique designs of foreign
architects.
►Transition to the design/organization of reference and
information sheets as they are used in industry.
►More team critique of designs with associated meetings facilitated
by the instructor.
Assessment Analysis Form
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
ETECH
6/15/2012
7 ETECH faculty
1 of 1 full-time, 100%
6 of 6 adjunct, 100%
4 sharing for this SLO
1 full-time, 100%
3 adjunct, 50% (3 of 6)
Assessment Tool
(Briefly describe
assessment tool)
An un-announced, surprise, online lab practical was
conducted at the beginning of a class. Students did
not prepare or study for this assessment.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
ETECH 24: SLO # 1
Construct drawings with accuracy and efficiency.
The tool used was surveymonkey.com and all results
were anonymous.
Ten accuracy and efficiency operations were listed for
which students had to identify the most appropriate
protocol to use.
The results varied by protocol. The following show
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emerged)
the percentage of students selecting the correct
protocol:
FRTG - 100%
GTH - 91%
HYU - 82%
LOI - 82%
NGG - 82%
MUG - 64%
MBV - 64%
UIO - 63%
HHK - 54%
PL - 45%
The students did best overall on the standard
protocols. There is room for improvement on the
lower layer protocols especially being able to
differentiate between MUG, LOI and HYU.
Next Step in the Classroom1. State goals or objectives of assignment/activity more
explicitly
to Improve Student
2.
Revise content of assignment/activities
Learning
3. Revise the amount of writing, oral, visual, clinical or
(list all the items faculty felt similar work
would help them improve 4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
student learning)
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other (please describe): More emphasis on the
names of the ANSI protocols used for lab
assignments and class discussions/activities. More
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Next Step in the Departmento
to Improve Student
Learning
o
(check all that the
department felt would help o
them improve student
o
learning)
o
o
o
o
o
o
o
o
Priorities to Improve
Student Learning
1.
2.
(List the top 3-6 things
faculty felt would most
improve student learning) 3.
Implementation
1.
2.
hands-on labs that allows students to work with the
different ANSI protocols.
Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
Consult teaching and learning experts about
teaching methods
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Prove articles/books on teaching about
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Nothing; assessments indicate no improvements
necessary
Other: Create more hands-on labs that have
students analyze, classify and implement the
different ANSI protocols.
Other: Make a library of hands-on labs and
activities available for students to practice a
variety of new complex skills.
Create more hands-on labs that have students analyze,
classify and implement the different ANSI protocols.
Make a library of hands-on labs and activities
available for students to practice a variety of new
complex skills.
More opportunities for students to work on labs
remotely.
Create more virtual scenarios
Make labs available through a server
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
(List the departmental plans
to implement these
priorities)
Timeline for Implementation1. Depending on funding, pilot some virtual machines in
spring 2013.
2. Create more virtual scenarios spring 2013.
(Make a timeline for
implementation of your top
priorities
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
ETECH
12/10/12
7 ETECH faculty
1 of 1 full-time, 100%
6 of 6 adjunct, 100%
5 sharing for this SLO
1 full-time, 100%
4 adjunct, 67% (4 of 6))
ETECH 41: SLO #1
Efficiently construct accurate drawings that display
skill in the use of such commands as ADC, VP, and
UCS2.
Students did not prepare ahead of time for this
assessment; they didn’t know any details in advance
of what they would be expected to do. This approach
makes it more like a real-world workplace situation.
The assessment tool utilized an instructor-owned dwg
server. Each student accesses the server, downloads
and then runs the assessment script. The script sets up
a seed file on the server then simulates the effects of
changing scenarios. The three services chosen, ADC,
UCS2 and VP, were selected because they were taught
earlier in the course and therefore not as fresh in
students’ minds. This would require a little
review/research as part of the troubleshooting process.
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The students are told that they are consultants working
under a Professional Services Agreement with a
hypothetical company to get a design online to a
client. The only information they have is that the
design was originally set up by a junior drafter.
What the students don’t know is that the hypothetical
junior modeler did not fully configure the model; the
seed file and the above noted tools were only
temporarily configured. No permanent settings were
made.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
To add a little more stress to the situation the
assessment is timed and the classroom computers are
monitored in real-time with an anonymous summary
of “service status” projected on the classroom screen
The duration of the assessment was 75 minutes. As
per the status tool, 75% of the students were able to
troubleshoot and repair the UCS2; half the students
found and fixed the ADC configuration problems.
Only about 20% of the class diagnosed and repaired
the VP issue.
UCS2 - 75%
ADC - 50%
VP - 20%
Next Step in the Classroom o Revise the amount of writing, oral, visual, clinical
or similar work
to Improve Student
o Revise activities leading up to assignment
Learning
o Increase in-class discussions and activities
(list all the items faculty felt o Increase student collaboration and/or peer review
would help them improve o Provide more frequent feedback on student progress
o Increase guidance for students on assignments
student learning)
o Use methods of questions that encourage
competency
o State criteria for grading more explicitly
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
o
o
o
o
Increase interaction with students outside of class
Ask a colleague to critique assignment
Collect more data
Nothing; assessment indicates no improvement
necessary
o Other: The students already received significant
troubleshooting practice by completing previous
lab assignments and the final. It would be valuable
to have more of these random, surprise classroom
troubleshooting assessments to practice creating
ADC, VP, and UCS2 drawings.
Offer/encourage attendance at seminars,
Next Step in the Departmento
workshops or discussion groups about teaching
to Improve Student
methods
Learning
o
Consult teaching and learning experts about
(check all that the
teaching methods
department felt would help
o
Encourage faculty to share activities that foster
them improve student
competency
learning)
o
Write collaborative grants to fund departmental
projects to improve teaching
o
Prove articles/books on teaching about
competency
o
Visit classrooms to provide feedback (mentoring)
o
Create bibliography of resource material
o
Have binder available for rubrics and results
o
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements
necessary
o
Other (please describe) Provide the necessary
lab equipment and lab availability so students can
practice building and troubleshooting real-world
ADC, VP, and UCS2 scenarios. This hands-on
practice will give our students an edge on finding
jobs and/or continuing their education.
o
Other: Increase the dedicated support staff who
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
Priorities to Improve
Student Learning
1.
2.
3.
(List the top 3-6 things
faculty felt would most
improve student learning) 4.
Implementation
1.
(List the departmental plans2.
3.
to implement these
4.
priorities)
5.
Timeline for Implementation1.
2.
(Make a timeline for
implementation of your top
3.
priorities
4.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
can give students expert help on complex labs
More availability of equipment
More hands-on scenarios
Dedicated support staff to help with hands-on
assignments: LIA to support and maintain lab
equipment/weekly lessons
Additional tutors to assist students with
weekly, hands-on labs
Purchase servers to implement virtual
machines that are remotely accessible.
Create virtual machines for hands-on labs
Create hands-on labs
Make labs accessible remotely
Funding dependent: additional tutors to assist
students with weekly, hands-on labs
Purchase servers to implement virtual
machines that are remotely accessible fall 2013.
Create virtual machines for hands-on labs
spring 2013.
Create hands-on lab lessons spring 2013.
Make labs accessible remotely spring 2013.
ETECH
12/10/12
7 ETECH faculty
1 of 1 full-time, 100%
6 of 6 adjunct, 100%
2 sharing for this SLO
1 full-time, 100%
1 adjunct, 17% (1 of 6))
ETECH 60: SLO #1
Integrate architectural theory and historical knowledge
while defining various architectural designs.
Students are given the opportunity to build and
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
(Briefly describe
assessment tool)
configure a design that encompasses the architectural
theory and historical knowledge learned in class.
As part of this assignment they have mock clients and
are required to share the design between class
workgroups.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Out of 28 students, 20 students had complete success
in that the architectural theory and historical
knowledge learned in class was successfully
conveyed. Another 5 students had almost complete
success; 3 students were not able to complete the
assignment.
In general, students that studied the lecture material
carefully before doing the lab assignment had no
issues with the assessment.
Next Step in the Classroom1.
to Improve Student
2.
Learning
3.
(list all the items faculty felt4.
would help them improve
5.
student learning)
6.
7.
Students that attempted to do the lab assignment
“cold” or at the last minute ran into problems. This
included students that would rush through the
assignment without reviewing or understanding the
lecture material prior to starting the lab. Some did not
read feedback notes left by their classmates.
Sometimes students would miss a critical point or not
include a crucial step.
Revise the amount of writing, oral, visual,
clinical or similar work
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer
review
Provide more frequent feedback on student
progress
Increase guidance for students on assignments
Use methods of questions that encourage
competency
P:\Instruction_Public\Council for Instructional Planning (CIP)\Annual Updates\Annual Update Form
8.
9.
State criteria for grading more explicitly
Increase interaction with students outside of
class
10.
11.
12.
Ask a colleague to critique assignment
Collect more data
Nothing; assessment indicates no improvement
necessary
13.
Other: Although students already received
much drawing practice when completing their 4
lab assignments and their midterm, it would be
valuable to have more of these all inclusive projects
throughout the semester.
Offer/encourage attendance at seminars,
Next Step in the Departmento
workshops or discussion groups focusing on teaching
to Improve Student
methods
Learning
o
Consult teaching and learning experts about
(check all that the
teaching methods
department felt would help
o
Encourage faculty to share activities that foster
them improve student
competency
learning)
o
Write collaborative grants to fund departmental
projects to improve teaching
o
Prove articles/books on teaching about
competency
o
Visit classrooms to provide feedback (mentoring)
o
Create bibliography of resource material
o
Have binder available for rubrics and results
o
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements
necessary
o
Other (please describe) Provide the necessary
lab equipment and lab availability so students can
practice building and designing using the
knowledge gained in class. This hands-on practice
will give our students an edge on finding jobs
and/or continuing their education.
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o
Priorities to Improve
Student Learning
1.
2.
3.
(List the top 3-6 things
faculty felt would most
improve student learning) 4.
Implementation
1.
2.
(List the departmental plans3.
4.
to implement these
priorities)
Timeline for Implementation1.
2.
(Make a timeline for
implementation of your top 3.
4.
priorities
Other: Have dedicated support staff who can
give students expert help on design-oriented labs
More availability of software
More hands-on scenarios
Dedicated support staff to help with hands-on
assignments: LIA to support and maintain lab
equipment/weekly labs
Additional tutors to assist students with
weekly, hands-on labs
Create virtual machines for hands-on labs
Create hands-on design labs
Make labs accessible remotely
Funding dependent: additional tutors to assist
students with weekly, hands-on labs
Create virtual machines for hands-on labs f-13
and s-14
Create hands-on design labs f-13
Make labs accessible remotely f-13
Funding dependent: additional tutors to assist
students with weekly, hands-on labs s-13
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