Industrial and Engineering Technology
Department
Program Review
Year 2004 - 2005
January 10, 2005
Industrial and Engineering Technology Department
Program Review
Year 2004 - 2005
Executive Summary
This self-study was prepared through the leadership of the department chair by the faculty of the
Industrial and Engineering Technology department. The objectives of this program review are
descriptive and to obtain a holistic evaluation of the quantity and quality of the departments’
educational programs.
The Industrial and Engineering Technology Department (IET) offers Bachelor of Science degree
programs in selected technical programs. The undergraduate degree programs are: Construction
Management, Mechanical Engineering Technology, Electronics Engineering Technology, Industrial
Technology, Industrial Education, and Safety and Health Management. The department provides an
educational service for students wanting an education leading toward employment, and provides a
service to industry desiring employees. The degree programs are based on a foundation of technical
courses, math, science, business, communications, and the liberal arts. All of the programs work with
industrial advisory committees to ensure that they stay current. Some programs meet national
accreditation guidelines. The IET department also offers a Master of Science in Engineering
Technology (MSET) Degree.
As evidenced in accreditation reports, student assessments, institutional research data, and faculty
awards the IET department’s strengths are the faculty’s commitment to students, industry partnerships,
and hands-on or laboratory learning.
Weaknesses of the IET department are outdated and small facilities, departmental programs that are
geographically dispersed across campus, some low enrollment programs, and a limited resource base.
Dr Thomas Erekson from Brigham Young University will provide his services as an external reviewer
during the 2004-2005 academic year.
Commendations
Provided by reviewer
Recommendations
Provided by reviewer
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January 10, 2005
Industrial and Engineering Technology Department
Program Review
Year 2004 - 2005
This self-study provided the faculty of the IET department an opportunity to scrutinize itself, to
publicize its accomplishments and examine its shortcomings.
I.
Departmental/Unit Mission and Goals
A. Departmental Mission Statement
The Industrial and Engineering Technology Department mission is to provide a quality education to
undergraduate and graduate students who are preparing for professional careers. The department
prepares the students for professional technical employment and insightful citizenship.
B. Departmental Description
The Industrial and Engineering Technology Department (IET) offers Bachelor of Science degree
programs in selected industrial and engineering technologies. The department envisions itself as
providing an educational service with customers at both ends of the system: students wanting an
education leading toward employment, and industry desiring employees to lead them into the future.
The programs are based on a foundation of technical courses, math and science, communications, and
liberal arts. All of the programs work with industrial advisory committees to ensure that they stay
current and meet accreditation guidelines. The IET department also offers a Master of Science in
Engineering Technology (MSET) Degree.
The curricula of the Department falls into seven programs: Construction Management (CMGT),
Mechanical Engineering Technology (MET), Electronics Engineering Technology, (EET), Industrial
Education (IE), Industrial Technology (IT), and Safety and Health Management (SHM) and Master of
Science in Engineering Technology (MSET).
The Construction Management (CMGT) program is fully accredited by the American Council for
Construction Education (ACCE), 1717 North Loop 1604 East, Suite 320, San Antonio, Texas 782321570, (210) 498-6161. The construction management program is also a member of the Associated
Schools of Construction (ASC). Graduates of this program earn a Bachelor of Science in Construction
Management. This major prepares approximately 30 graduates each year for management positions in
the construction industry. Job placement of Construction Management graduates is virtually 100
percent. Graduates of the construction management program are highly qualified and compete
effectively for such jobs as construction managers, cost estimators, project schedulers, field engineers,
project engineers and project coordinators. The majority of graduates are employed by commercial
building general contractors and manage complex construction projects: large retail stores, K-12
schools, higher education buildings, and commercial and public buildings. Some graduates pursue
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January 10, 2005
careers in heavy/ civil construction, in sales, or for major subcontractors; others are employed as
inspectors and project managers for government agencies. Graduates of this program generally do not
work in the home construction industry.
Mechanical Engineering Technology (MET) is the profession in which knowledge of applied
mathematical and natural sciences, coupled with principles of technology gained by study and
laboratory activity, is used to implement technological advances. The MET student is involved with
the following three broad categories of study: energy, structures and motion in mechanical systems and
manufacturing. The energy field involves the production and transfer of energy and the conversion of
one form of energy to another. The MET program is accredited by the Technology Accreditation
Commission of the Accreditation Board for Engineering and Technology (TAC/ABET), 111 Market
Place, suite 1050, Baltimore, MD 21202-4012, Telephone (410) 347-7700.
The Electronics Engineering Technology (EET) degree is also accredited by the Technology
Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC/ABET),
111 Market Place, suite 1050, Baltimore, MD 21202-4012, Telephone (410) 347-7700. The
technologists graduating from this program are applications oriented, building upon a background of
mathematics, science and technology. They interface with engineers at the product level and produce
practical, workable results quickly; install and operate technical systems; devise hardware from proven
concepts; develop and produce products; service machines and systems; manage production facilities;
and provide support for technical systems.
Industrial Education (IE) program qualifies for teaching industrial education at the junior or senior
high level. Students selecting this major must have a basic background equivalent to one year of high
school wood, metals, drafting and mathematics through trigonometry. Industrial Education curriculum
leads to the degree of Bachelor of Science for one of the following: technology education teachers at
junior and senior high school levels, teachers in either a community college or other trade and
industrial programs and need or desire a college degree. The IE program is accredited under National
Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Ave NW, Suite 500
Washington, DC 20036 (202) 466-7496.
Industrial Technology (IT) is a baccalaureate degree program designed to prepare individuals for
technical managerial, production supervisory and related types of professional leadership positions.
The curriculum has a balanced program of studies drawn from a variety of disciplines relating to
industry. Included are a sound knowledge and understanding of materials and manufacturing
processes, principles of distribution, concepts of industrial management, human relations,
communications skills, humanities, social sciences, the physical sciences, mathematics, design, and
technical skills to permit the graduate to capably cope with typical managerial and production
problems.
The Safety and Health Management (SHM) degree prepares students to fill professional positions
within the broad area of industrial safety and health management. The program provides three
specializations: Safety and Health Management; Construction Safety; or Risk Management. This
program prepares the student for a career in occupational safety and health in business and industry.
These career positions range from construction, insurance, regulatory agencies, military, irrigation
districts, aircraft and other manufacturing industries.
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January 10, 2005
The Master of Science in Engineering Technology (MSET) program is multi-disciplinary, having the
specific purpose of broadening the technological backgrounds of persons holding bachelor degrees in
the Engineering Technology (MET or EET), Industrial Technology (IT), engineering disciplines or
other IET programs.
C. Programmatic Goals
The following goals and objectives were validated and substantially modified by the department’s
faculty and staff during the spring and fall of 2004.
1. Goals and Objectives
I.
To nurture excellent programs in Technology, and Engineering Technology related disciplines
by maintaining or obtaining national accreditation in the following programs:
 Maintain TAC/ABET accreditation for EET and MET
 Maintain ACCE accreditation for CM
 Maintain NCATE accreditation for Industrial Education
 Obtain accreditation for SHM from American Society of Safety Engineers (ASSE)
 Develop, publish and periodically update program strategic plans
II.
Strengthen the preparedness of freshman and transfer students.
 For Engineering Technology via participation in Washington Council for Engineering and
Related Technical Education (WCERTE)
 Maintain and publish mutually beneficial articulation agreements and policies with the
states community colleges
 Proactive advising of campus students
III.
Serve the educational needs of the place-bound students.
 Offer Bachelor of Applied Science (BAS) and certificate programs where appropriate with
attention on CWU centers
 Offer distance education where appropriate
 Develop and maintain appropriate virtual courses where appropriate
 Offer Bachelor of Science in EET and other appropriate IET degrees at selected CWU
Centers
IV.
Continuously improve physical educational environment.
 Occupy a new building by 2009
 Maintain and improve lab equipment and lab experiences consistent with current industry
practices
 Maintain and upgrade educational delivery tools such as visual aids, electronic media and
audio visual systems
V.
Continuously improve the cultural educational environment
 Promote student professional organizations and professional activities
 Encourage and recognize collaborations in research and publications
 Encourage service learning from students
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January 10, 2005
VI.
Develop a diversified funding base to support academic and student programs.
 Establish and maintain at least one foundation account for each program
 Develop a budget plan for foundations funds and actively seek funding from external
sources
 Establish a software fund
 Establish endowed foundations for professorships and specific programs as appropriate
VII.
Build mutually beneficial partnerships with industry, professional groups, institutions, interdepartment, inter-university, and the communities surrounding our campus locations.
 Every program served by an advisory board
 Encourage faculty membership in professional societies
 Encourage service learning by students
 Sponsor student and professional activities
 Identify and develop community ties
 Work in conjunction with the CWU Development Office support an alumni database
VIII.
Continuously improve support for the faculty and staff in their respective fields.
 Increase opportunities for service and scholarship
 Provided resources for each faculty and staff member to attend one conference or offsite
training session per year.
 Obtain necessary secretarial help for the department
 Obtain student help for labs and educational support activities
IX.
X.
Value diversity of background, experience, beliefs, and perspectives as a means to improve the
quality of the educational experience and to achieve civility.
 Sponsor seminars or lectures on diversity
 Support the recruitment of a culturally diverse student and faculty population
 Incorporate these diverse ideas and their assessments into courses and student activities
Promote lifelong learning for students, faculty and staff.
 Sponsor professional short courses
 Sponsor professional seminars
 Encourage undergraduate student research with faculty mentors
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January 10, 2005
2. Assessment of goals and objectives
The above goals and objectives were validated and substantially modified during the spring and fall of
2004. A full assessment will be performed in the spring of 2005.
 Data
a. Four out of seven programs are accredited.
b. CWU has articulation agreements with all of the state’s community colleges.
c. BAS degree has been approved in AY 2004 for the SHM and IT programs
d. Approximately 4 distance education courses are offered each AY.
e. The predesign for a new building was completed in July of 2004.
f. There are seven student professional groups. Information on faculty scholarship may be
found in later sections.
g. Five out of seven programs have foundation accounts.
h. Six out of seven programs have an established advisory board.
i. Each faculty or staff member has had the opportunity to attend one conference or training
session during AY 2003-2004.
j. The department is jointly sponsoring one workshop to specifically recruit women into the
technical fields of construction, engineering and flight technologies.
k. Three professional seminars have sponsored over the last five years.
 Documents
o Accreditation Reports
 Appendix A
D. Centrality/Essentiality
The department mission and goals flow from university and college strategic goals. Specifically the
centrality/ essentiality of the department mission and goals as stated above are comparable to the
university’s mission as follows:
Central Washington University Mission:
Central Washington University’s mission is to prepare students for responsible
citizenship, responsible stewardship of the earth, and enlightened and productive lives.
Faculty, staff, students, and alumni serve as an intellectual resource to assist Central
Washington, the state, and the region in solving human and environmental problems.
College of Education and Professional Studies (CEPS) Mission:
The mission of our college is to prepare competent, enlightened citizens who will enhance
their respective professions, commit themselves to socially responsible leadership, and
help develop the global economy in a spirit of cooperation.
The IET department is a diverse collection of technical majors. It includes seven degree programs and
offers several minors and specializations. Most programs are held on the Ellensburg campus but
Electronics Engineering Technology is also offered at CWU–Pierce County Center, Safety and Health
Management is also offered at CWU Lynwood Center, and Master of Science in Engineering
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January 10, 2005
Technology is also offered at CWU-SeaTac Center. These Centers are located in Western
Washington. The department currently has 10 Full Time Tenure Track Faculty (FTTTF), (6 are
tenured and 4 are tenure track), 5 Full Time Non Tenure Track Faculty (FTNTTF), and numerous parttime adjunct faculty members teaching academic programs. The department has three full time civil
service employees supporting academic programs. The organizational structure is shown in Figure 1
and Figure 1A shows the entire department.
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January 10, 2005
The departmental organization structure is shown in Figure 1.
Department Chair
William Bender
IET Lab Technician
Secretary
Brad Campbell
Susan Van de Venter
Construction
Management Program
Coordinator
Mechanical Engineering
Technology Program
Coordinator
David Carns
Craig Johnson
Industrial Technology
Program Coordinator
Tim Yoxtheimer
Safety and Health
Management Program
Coordinator
Dave Borkowski
Master of Science
Engineering Technology
Program Coordinator
William Bender
Safety and Health
Management Lynnwood
Program Coordinator
Industrial Education
Program Coordinator
Scott Calahan
Electrical Engineering
Technology Program
Coordinator
Lad Holden
Electrical Engineering
Technology Puyallup
Program Coordinator
TQ Yang
Jeannette Jacobson
Electrical Engineering
Technology Lab
Technician
Master of Science
Engineering Technology
West Side Program
Coordinator
James Smith
Juan Robertson
Figure 1. Industrial and Engineering Technology Department Organizational Structure
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January 10, 2005
Figure 1A Entire Department
Bill Bender
Department Chair
Brad Campbell
Master Mechanic
Susan Van de Venter
??
CWU-Ellensburg
CWU-Lynnwood
CWU-Seatac
(Highline)
Cmgt
Dave Carns
EET
Lad Holden
FL T
Dale Wilson
James Smith
Scientific Tech
Bill Bender
Jamie Alder
Sec Sr
In Ed
Scott Calahan
IT
Tim Yoxtheimer
SHM
Jeannette Jacobson
MSET
Juan Robertson
Adjuncts
(AY-11)
Brantley Bain
Adjuncts
(AY-12)
Dave LIckteig
Tim Yoxtheimer
Autum Cooper
Bill T rippett
IT
??(SEATAC)
Teresa Sloan
MET
Craig Johnson
Carlos Oncina
MSET
?
SHM
Dave Borkowski
Tr af fic Safety
Scott Calahan
Adjuncts
(AY - 19)
Sear ch in Progress
Open
CWU-:ierce
(Puyallup)
CWU-Moses Lake
EET
Holden/Yang
Flight
?
Jill Whealon
Departmental Governance System
A department chair working with a philosophy of shared governance and consensus administers the
department. The department chair is elected every four years by the department faculty and approved
by the Dean of the College of Education and Professional Studies. The faculty members of each
program select program coordinators or they are appointed by the department chair. Each program
coordinator meets with the faculty members of their programs to discuss issues of advising,
curriculum, scheduling, program coordination, fund raising, and student activities.
The department follows the Faculty Code of Personnel Policy and Procedures as the governing
document on issues of schedule, workload, credit hours, and all other matters of personnel
management. The department chair serves as the administrative head for all matters and is also
assisted by the several committees. Department committees are used to advise the department chair
and the department on pertinent issues. These committees are:
Personnel Committee, reference: IET Personnel Handbook
Scholarship Committee
Hogue Technology Renovation and Addition Committee
II.
Description and explanation of programs The department is divided into the seven programs
described below.
Undergraduate Programs
1. Construction Management (CMGT) Program
Currently there are over 120 Construction Management Majors and Construction Management PreMajors. Two tenured/tenure-track faculty members are dedicated full-time to the program and one non
tenure track faculty member is dedicated to the program. A recent proposal to the Higher Education
Coordinating board funded an additional full time tenure track person and a capital campaign is nearly
completed to fund an endowment that will add a one-half time position to the program with the
creation of a heavy/civil construction specialization.
Students graduate from the Construction Management program with 180 credits, 138 of which are
required by the major. The curriculum emphasizes business, engineering, and construction project
management. The degree program has a strong foundation in the liberal arts, physical sciences,
communication, and calculus. The emphasis on calculus, which prepares students for several required
classes in the major, makes this curriculum very similar to a classic engineering course of study.
Engineering Mechanics (Statics), Strength of Materials, Engineering Economics, and Design are
among the required classes that require this strong foundation in mathematics and the physical
sciences.
The Construction Management program is accredited by the American Council on Construction
Education (ACCE). The most recent accreditation occurred in 2003 and results indicated no concerns
or suggested improvement areas; in fact, the report is highly complementary of the construction
management program. The results of this accreditation are attached in Appendix A.
2. Mechanical Engineering Technology (MET) Program
There are approximately 60 students in this program that graduates approximately 15 students per year.
MET prepares students for a profession of applied mathematical and natural sciences, coupled with
principles of technology. Students are required to complete between 135 and 137 credit hours of study
and laboratory activity in the major.
The MET Program has been accredited by TAC/ABET since 1996. The significance and impact of
this external agency of international stature speaks volumes on the currency and excellence of the
MET program. Accreditation via TAC/ABET has helped create a strong MET Program. The results
of the 2003 accreditation report may be found in Appendix A. The following comments correlate the
recent accreditation review with other appropriate information:
The MET Program is one of 143 accredited programs in the nation (ref. www.abet.org, Accreditation
Board of Engineering and Technology).
Shifts in TAC/ABET accreditation criteria are similar to those in NASC regarding the promotion of a
quality control cycle with relevant outcomes and assessment (www.abet.org).
The quality of the MET Program can be quantified by the number and type of comments in a 2003
TAC/ABET review. There are three levels of response from TAC/ABET weakness, concern, and
suggestion. There were not any weakness or concern responses and there were only two suggestions
(course related). This is a strong indication that the MET Program is exemplary.
TAC/ABET has specific procedures related to reviewing curricula and making alterations. For
example, major changes (e.g. deleting core courses, adding Program Options) must be forwarded to
TAC/ABET for review of continued accreditation. Minor changes are reviewed during the cyclical
accreditation process. Major changes have not occurred since our initial accreditation. The MET
Program has two options; Mechanical and Manufacturing. Course requirements, additions and
deletions have occurred since the program was first accredited.
Specific evidence of MET Program performance can be found on file in multiple locations, including
the Industrial and Engineering Technology Department computer system (the G-drive, IET, ABET
Accreditation 2003). This evidence includes MET Program information, as well as all course
description and syllabi information. Within those documents are both program and course planning
information (e.g. vision, mission, goals, objectives, outcomes, assessment).
TAC/ABET has evolved to an outcomes-based accreditation process. Current MET Program
outcomes can be found at www.cwu.edu/~iet/met. MET Program outcomes support both CWU goals
(www.cwu.edu) and TAC/ABET, ‘A-K’ criteria (www.abet.org). MET course outcomes (on the ‘G’
drive) support the MET Program outcomes.
3. Electronics Engineering Technology (EET) Program
The EET majors graduating from this program are applications oriented, building upon a background
of mathematics, science and technology. There are approximately 40 students enrolled in this
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January 10, 2005
program. Students are required to complete 134 credits in their major. They produce practical,
workable results quickly; install and operate technical systems; devise hardware from proven concepts;
develop and product products; service machines and systems; manage production facilities; and
provide support for technical systems. On the Ellensburg campus there are two full time tenure track
faculty and one full time civil service technician. At the CWU-Pierce County Center there are two full
time tenure track faculty members. This program is also accredited by TAC/ABET and the results of
the 2003 accreditation renewal is found in Appendix A.
4. Industrial Education (IE) Program
This program has about 8 students enrolled in its programs but recent interest by students and school
districts have indicated that it is in a growth mode. The IE program qualifies students to become
teachers in industrial education at the junior or senior high level or teachers in either a community
college or other trade technical programs. Students in this major take a variety of classes within the
IET department, math, science and education for a total of 113 to 116 credits in their major. There is
one full time tenure track and a ½ time non-tenure track faculty dedicated to this program.
5. Industrial Technology (IT) Program
Industrial/ Engineering Technology prepares individuals for technical managerial, production
supervisory, and related types of professional leadership positions. There are approximately 15
students enrolled in this program. The curriculum has a balanced program of studies to earn 110
credits drawn from a variety of disciplines relating to industry. The student must also complete a 25
credit minor. Included are a sound knowledge and understanding of materials and manufacturing
processes; principles of distribution; and concepts of industrial management and human relations;
communications skills; and the liberal arts. A cast metals specialization is offered that is accredited by
the Foundry Educational Foundation (FEF) since 1986. FEF provides scholarships and program
funding. A proficiency level in the physical sciences, mathematics, design, and technical skills is
provided to permit the graduate to tackle typical technical managerial, and production challenges.
There is one ½ time non- tenure track faculty assigned to this program and various tenure track faculty
from other disciplines within the IET department add support through advising and instruction.
6. Safety and Health Management (SHM) Program
There are approximately 60 students enrolled in the SHM program. Students in Safety and Health
Management must complete 110 credits between a required core of classes plus one of three
specializations: Safety and Health Management; Construction Safety; or Risk Management. This
program prepares students for a career in occupational safety and health in business and industry.
There is one full time non tenure tack faculty on the Ellensburg campus and one full time non tenure
track faculty at the CWU-Lynnwood Center located in Western Washington. A search for an
additional full time tenure track faculty member for the Ellensburg campus is being conducted during
the 2004-2005 academic year.
Graduate Program
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January 10, 2005
The Master of Science in Engineering Technology (MSET) program is multi-disciplinary, having the
specific purpose of broadening the technological backgrounds of persons holding bachelor degrees in
the Engineering Technology (MET or EET), Industrial Technology (IT), engineering disciplines or
other IET programs. There are about 30 students enrolled in this program. The MSET is offered at
both the Ellensburg campus and at the CWU- Lynnwood Center. The department is planning to hire a
graduate program coordinator for the Ellensburg campus but currently this duty is handled by the
department chair. Graduate courses are taught by various faculty from several disciplines within the
IET department. CWU-Lynnwood has a full time faculty member assigned as the graduate program
coordinator, while courses are taught by practicing professionals.
The seven programs described above total to about 330 to 350 students enrolled each academic year.
Figure 2 shows a how these students are distributed for the AY 200-2005.
Figure 2 Number of students enrolled in IET Department programs.
Numbers of Students AY 2004-05
140
120
100
Students
80
60
40
20
0
CMGT
EET
MSET
Ied
IT
MET
SHM
General Education Contributions
The IET department offers one course to satisfy the general education requirement for an application
of a natural science. IET 101, Modern Technology is a survey course that teaches how scientific
principles and technology are applied in our everyday lives. This course is offered every quarter and is
always taught at capacity.
Teacher Preparation contributions
The Industrial Education (IE) program qualifies students to become teachers in middle and secondary
schools to teach industrial arts. The Traffic Safety Education Minor is for students seeking an
endorsement for teaching traffic safety (driver education) in public schools.
Certificate Programs
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January 10, 2005
The IET Department offers a certificate program in Industrial Safety and Health. This certificate
program is offered with the cooperation of the Office of Continuing Education and is designed for
working safety professionals to obtain advanced training.
Service to other programs contributions
The only heavily enrolled service course offered by the IET department is IET 161, Architectural
Computer Aided Design. This course can be heavily enrolled with interior design students from the
Family and Consumer Sciences Department.
The IET department does offer a number of courses that are taken by a variety of students across
campus. For example Art students may take a Furniture Construction class; Geology students may
take a Surveying class; Business or Interior Design students may take a construction management
class. Computer Science students take EET classes.
Summer Session
The IET department offers a robust summer session. Typically, more than a dozen courses are offered.
The most popular courses are Traffic Safety Education to certify secondary teachers in Driver
Education, Modern Technology (IET 101), field experiences for SHM students, and Alternate Energy
Systems (MET412/ IET 512).
A.
Currency of Curricula
The Construction Management, Mechanical Engineering Technology and Electronics Engineering
Technology and Industrial Education programs maintain current curriculum through the efforts of
accreditation. These and other programs also rely on faculty performing scholarship, industrial
consulting, and advisory boards to keep current with industry trends. These experiences and guidance
are brought into the classrooms and made part of the curriculum.
B.
Process for Reviewing Curriculum and Making Alterations
Faculty for specific programs suggests and makes curriculum alterations based on the feedback
provided above. The department chair will review a programs change and any changes must be
approved by the Faculty Senate Curriculum Committee. Decisions to make curricula changes are
based on the need of the requested change, accreditation requirements, total number of credits required
by a program, effect on time to graduation and resource constraints.
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C.
Effectiveness of instruction
There are multiple paths of teaching effectiveness, quality evaluation and improvements within the IET
department.
1. Each new and existing course must include in the syllabus teaching objectives, learner
outcomes and assessments consistent with programmatic goals, accreditation requirements and
catalogue descriptions. Learner outcomes and assessment are reviewed before each class is
taught.
2. Course improvements are the responsibility of the individual professor teaching each specific
class. The primary method of course feedback is through Student Evaluation Of Instruction
(SEOI). SEOI are required for each course taught and are reviewed by the department chair
and are a required part of a faculty member’s professional record.
3. Program level discussions are held regularly (approximately monthly by the MET program,
less frequently by others). These discussions can result in course changes.
4. Advisory Boards meet to discuss input to the programs from an industry perspective. Some
programs assign a specific class for advisory council member to review.
5. Externally, TAC /ABET reviews MET and EET, and ACCE reviews Construction
Management regularly (about 6 years). An example of a change from TAC/ABET is the
inclusion of MET315 Fluids as a core course (not as an Option course). An example of a
change from AACE is the inclusion labor laws into a Contract Law class.
6. Faculty members attend their specific programs national educational conferences to maintain
currency in the scholarship of teaching, to apply appropriate material and use the latest tools of
the teaching profession.
7. Instructional methods to produce student learning are based upon traditional methods of
lecture, inquiry-based/ open learning, case study, individual and group projects, laboratory
experiences, field experiences, field trips, service learning, and collaborative research.
a. The Construction Management (CMGT) program brings in professionals from industry
into all course subjects at least once during a quarter. Field trips to local construction
projects are typically part of most courses. Most senior classes are project based.
These projects may be individual or team based. The case study methodology is used
frequently in courses such as contract law and project management. A class designed
along the line of service learning builds projects in the local community. The honor
society and student club routinely perform small construction projects for the
community as student service learning activities.
b. The Mechanical Engineering Technology (MET) program is based upon experience
learning through lecture and laboratory classes. Class lectures are often supplemented
by bringing in industry experts to impart new information. Occasional field trips are
made available for many classes. Most courses stress the team approach for class
projects and problem solution. The culminating experience in the MET program is a
three quarter senior project where the student designs, fabricates, and tests their project.
Written and oral presentations follow at the conclusion of the Senior Project course.
c. The Electronics Engineering Technology (EET) program is based on lecture type
courses, with almost every course accompanied by a laboratory. The students are
exposed to guest lecturers and take several field trips per year. Occasionally, adjunct
professors are assigned the task of teaching specialized courses such as Emerging
Technologies. The culminating experience for the ET program is a 2 credit hour Senior
Presentation which may follow 2-4 credits of Senior Project.
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d. Industrial Education (IE) program is a series of courses designed to give individuals
hands on experience working in various shops. Professional education requirements are
completed through the Curriculum and Supervision department.
e. Industrial Technology program is a hands-on based curriculum with almost every
lecture course accompanied with a laboratory experience. Field trips and guest lecturers
are routinely used in this major. There is a set of core requirements and several
electives drawn form other programs.
f. Safety and Health Management (SHM) program is primarily based upon a series of
lecture classes. The students experience occasional field trips and numerous guest
lecturers. The culminating experience in the SHM program is a 6-credit hour summer
internship.
g. Master of Science in Engineering Technology (MSET) consists of a series of lecture
classes designed to foster individual and collaborative research. The culminating
experience is a comprehensive examination, thesis, or project.
8. Information technologies are regularly and actively utilized in the classroom to foster student
learning are:
a. IET classrooms inside the Hogue Technology building are equipped with a PC and
LCD projector. This audio/ visual suite is used quite frequently in most classes.
b. All IET students are required to be proficient in the use of personal computers. The
IET department fosters individual learning by requiring all assignments to use the
suite of MS office tools and the web for papers, projects and presentations.
c. Most faculty regularly use the presentation tool of MS Power Point in their classes.
Some courses use Power Point exclusively, for example SHM. Some Power Point
use is dependent of the professor, for example one professor may heavily use it for
teaching a Strength of Materials class, and a different professor use it very little in
their Strength of Materials class.
d. Blackboard is used by several professors to augment their course work. Some
professors post assignments, syllabi and notes to web sites.
e. Several courses have been offered via distance education utilizing two way
interactive video.
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D.
Measures of quantity for the last five years.
1. Full Time Equivalent Students (FTES) are provided below in Tables 1 and 2 and Figure 3
Table 1 Average Annual Full Time Equivalent Students (FTES) by Program
Construction
Management
Electronics
Engineering
Technology
Industrial
Engineering
Technology*
Mechanical
Engineering
Technology
Lower Division
Upper Division
Overall Average
Total Credits
Attempted
Lower Division
Upper Division
Overall Average
Total Credits
Attempted
Lower Division
Upper Division
Graduate
Overall Average
Total Credits
Attempted
Lower Division
Upper Division
Overall Average
Total Credits
Attempted
1998-99
10.8
25.2
36.0
1999-00
10.0
26.4
36.4
2000-01
11.2
31.9
43.1
2001-02
12.4
32.4
44.8
2002-03
10.8
33.0
43.8
2003-04
12.9
35.9
48.8
1,619
1,642
1,938
2,017
1,968
2,195
1998-99
4.6
17.1
21.7
1999-00
5.1
15.5
20.6
2000-01
4.6
14.8
19.4
2001-02
5.0
21.3
26.3
2002-03
9.2
19.2
28.4
2003-04
6.3
18.5
24.8
978
925
875
1,181
1,277
1,115
1998-99
13.3
24.8
0.5
38.6
1999-00
14.5
30.0
0.1
44.6
2000-01
37.4
28.2
15.1
80.7
2001-02
55.9
28.7
3.1
87.7
2002-03
42.0
31.7
3.1
76.8
2003-04
54.5
28.9
6.4
89.8
1,729
2,010
3,404
3,899
3,409
3,946
1998-99
4.0
16.7
20.7
1999-00
3.5
21.1
24.6
2000-01
3.4
27.0
30.4
2001-02
3.8
19.9
23.7
2002-03
3.4
19.6
23.0
2003-04
3.6
22.1
25.7
932
1,105
1,369
1,068
1,036
1,158
18
January 10, 2005
Table 1 Continued
Safety & Health
Management
(Includes Loss
Control
Management)
Upper Division
Total Credits
Attempted
1998-99
14.9
1999-00
23.2
2000-01
20.0
2001-02
22.1
2002-03
28.4
2003-04
36.1
671
1,046
900
993
1,276
1,623
Industrial Engineering Technology includes and combines course data for Industrial Technology, Industrial Education, and IET classes taken
by most majors, i.e. IET 311, Statics, and the General Education course, and IET 101 Modern Technology.
19
January 10, 2005
Table 2 Average Annual Full Time Equivalent Students by Department, College, and University
IET Department
College of
Education &
Professional
Studies
Central
Washington
University
Lower Division
Upper Division
Graduate
Overall Average
Total Credits
Attempted
Lower Division
Upper Division
Graduate
Overall Average
Total Credits
Attempted
Lower Division
Upper Division
Graduate
Overall Average
Total Credits
Attempted
1998-99
36.2
103.8
0.5
140.5
1999-00
35.9
120.5
0.1
156.5
2000-01
58.6
124.8
15.1
198.5
2001-02
78.0
127.8
14
208.9
2002-03
65.6
133.2
15
201.9
2003-04
77.4
141.4
11
225.2
6,316
7,040
8,708
9,353
9,038
10,037
1998-99
513.2
1454.1
157.6
2124.9
1999-00
531.4
1405.4
161.7
2098.5
2000-01
540.9
1306.7
131.0
1978.6
2001-02
597.0
1331.9
145.7
2074.6
2002-03
666.4
1378.2
132.3
2176.9
2003-04
707.9
1508.2
142.3
2358.4
93,258
92,010
87,074
91,172
95,977
103,994
1998-99
3239.6
3866.6
360.8
7467.0
1999-00
3352.6
3731.8
366.4
7450.8
2000-01
3392.4
3571.7
323.9
7288.0
2001-02
3645.1
3689.5
336.9
7671.5
2002-03
3858.6
3906.2
341.1
8105.9
2003-04
4021.7
4254.9
372.8
8649.4
330,601
329,789
323,105
340,165
359,648
383,631
20
January 10, 2005
Figure 3 Average Annual Full Time Equivalent Students by Program
CMGT
100.0
95.0
90.0
85.0
80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
FTES by Program
EET
Graduate
MET
SHM
IET
1998-99
1999-00
2000-01
2001-02
FTE
21
January 10, 2005
2002-03
2003-04
2.
Numbers of graduates from each program are shown in Table 3 and Figure 4.
Table 3. Number of graduates from each program
Industrial & Engineering Technology Department (IET)
Degrees Conferred, Academic Years 1998-1999 through 2003-2004
Degree
1998- 1999- 20002001Level
Majors
Second Major
1999 2000
2001
2002
Construction Management
27
20
27
32
9
12
9
9
Electronics Engineering Tech
Industrial Technology
1
Industrial Education
1
2
1
1
Industrial Education Broad Area
5
1
3
1
13
6
6
7
Bachelor's
Loss Control
Industrial Technology
1
Management
Safety & Health
Management
Mechanical Engineering Tech
8
10
12
16
Loss Control Management
8
3
1
Safety & Health Management
11
16
10
72
66
74
77
Total IET Bachelor's Degrees
709
761
697
670
Total CEPS Bachelor's Degrees
10.2% 8.7%
10.6% 11.5%
IET as Percent of CEPS Bachelor's Degrees
1,982 2,077
1,866 1,963
Total CWU Bachelor's Degrees
3.6% 3.2%
4.0%
3.9%
IET as Percent of CWU Bachelor's Degrees
22
January 10, 2005
20022003
26
9
20032004
37
12
1
1
3
6
6
Total
169
60
2
5
17
41
1
1
1
13
14
73
1
13
8
14
59
62
90
441
622
755
4,214
10.0% 11.9% 10.5%
1,859 2,167 11,914
3.3%
4.2%
3.7%
Table 3 continued Number of graduates from each program
Degree
Level
Master's
19981999
Major
Engineering Technology
Total CEPS Master's Degrees
IET as Percent of CEPS Master's Degrees
Total CWU Master's Degrees
IET as Percent of CWU Master's Degrees
23
January 10, 2005
19992000
20002001
20012002
16
20022003
14
20032004
15
119
13.4%
106
13.2%
95
15.8%
320
14.1%
226
7.1%
211
6.6%
183
8.2%
620
7.3%
Total
45
Figure 4 Numbers of Graduates by Program
CMGT
I Ed
MET
Masters
EET
IT
SHM
Number of Graduates
40
35
30
25
20
15
10
5
0
1998-1999
1999-2000
2000-2001
24
January 10, 2005
2001-2002
2002-2003
2003-2004
E. Measures of efficiency for each department for the last five years
1. Student to Faculty Ratio (SFR) FTES/FTEF
Not provided by Institutional Research office as of July 24, 2016, will be provided as supplemental information if received by 1/20/05.
2. Average Class Size
Table 4 Average Class Size
Average Undergraduate Class Size by Prefix and Level
Industrial & Engineering Technology Department (IET)
Academic Years 1998-1999 through 2003-2004
1998-99
Construction
Management
2002-03
2003-04
28.3
31.8
32.8
28.3
34.3
Upper Division
25.7
23.0
32.4
31.1
29.4
34.4
Overall Average
27.0
24.2
32.2
31.5
29.1
34.4
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
20.5
28.0
50.0
56.0
51.5
35.0
Upper Division
10.5
9.1
10.4
15.7
12.4
10.8
Overall Average
11.4
10.9
12.7
18.2
16.5
12.8
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
12.3
12.0
22.6
28.2
23.6
27.1
Upper Division
14.8
15.9
17.9
18.6
20.2
18.7
Overall Average
13.6
14.2
20.2
23.6
21.9
23.2
25
January 10, 2005
2001-02
30.5
1998-99
Industrial Engineering
Technology
2000-01
Lower Division
1998-99
Electronics Engineering
Technology
1999-00
Table 4 Continued
Mechanical Engineering
Technology
Safety & Health Management*
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
12.5
10.0
9.5
14.3
12.7
13.7
Upper Division
9.6
12.5
14.7
11.8
13.3
14.3
Overall Average
10.1
12.0
13.7
12.2
13.2
14.2
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
22.4
18.7
21.0
20.8
24.4
25.6
Upper Division
26
January 10, 2005
Table 5 Average class Size by Department, College, and University
Average Undergraduate Class Size by Department, College, and Level
Industrial & Engineering Technology Department (IET)
Academic Years 1998-1999 through 2003-2004
IET Department
College of Education & Professional
Studies
Central Washington University
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
16.7
15.9
22.5
27.8
24.4
27.2
Upper Division
15.1
15.2
17.7
18.5
18.9
19.7
Overall Average
15.5
15.4
18.9
21.0
20.3
21.6
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
28.1
28.4
29.4
33.9
32.5
34.5
Upper Division
21.6
20.4
19.9
21.4
22.7
22.8
Overall Average
23.1
22.2
21.9
23.8
25.1
25.5
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
Lower Division
31.5
32.3
31.9
34.8
34.6
35.6
Upper Division
20.3
19.6
19.1
21.3
22.3
22.9
Overall Average
24.1
24.1
23.6
26.2
27.0
27.6
27
January 10, 2005
Figure 5 Average Overall Class Size
Overall Class Size Average
CMGT
40
EET
IET
30
MET
SHM
IET Dept Av
20
CEPS
CWU
10
1998-99
1999-00
2000-01
2001-02
28
January 10, 2005
2002-03
2003-04
Figure 6 Average Overall Upper Division Class Size
Overall Av Cass Size Upper Division
40
CMGT
EET
30
IET
MET
SHM
20
IET Dept Av
CEPS
10
CWU
0
1998-99
1999-00
2000-01
2001-02
29
January 10, 2005
2002-03
2003-04
Figure 7 Comparisons of Ellensburg and Puyallup EET Student Headcount
Figure 7 shows the number of students taking EET classes
Total Headcount of all EET classes each qtr
150
Ellensburg
Puyallup
100
50
0
1999-00
2000-01
2001-02
2002-03
30
January 10, 2005
2003-04
Ave/yr
F.
Assessment of students and programs
1.
2.
Each program assesses students as they enter a particular the program.
a. CMGT students must become pre-majors and then competitively complete to
gain entry as a CMGT major allowed to take 300 level CMGT classes. The
minimum requirements for entry are grades of C in English 101, 102, Math (pre
calc I and II) and IT 101. A student must also earn at least a B- in CMGT 265.
Each fall students apply and a published criterion of grades, work experience
and academic accomplishments is review by a selection committee to
determine the top 30-32 students eligible to enroll in 300 level CMGT classes.
b. Mechanical Engineering Technology students must meet with an advisor to
determine their suitability and potential to accomplish their academic goals in
this technical major with a heavy emphasis in math and science. Students are
individually assessed as part of this initial advising session.
c. Potential EET students must meet with an advisor to determine their suitability
and potential to accomplish their academic goals in this technical major with a
heavy emphasis in math and science. Students are individually assessed as part
of this initial advising session.
d. Industrial Education (IE) students must meet with an advisor to determine their
suitability and potential to accomplish their academic goals in this major.
Students must pass the state required WEST-B exam to be admitted to this
program. Students are individually assessed as part of this initial advising
session.
e. Industrial Technology students must meet with an advisor to determine their
suitability and potential to accomplish their academic goals in this major.
Students are individually assessed as part of this initial advising session.
f. Safety and Health Management students must meet with an advisor to
determine their suitability and potential to accomplish their academic goals in
this major. Students are individually assessed as part of this initial advising
session.
g. Master of Science in Engineering Technology students must apply and meet the
requirements of the graduate program. Additionally students are assessed to
determine their completion of an undergraduate program in a closely related
field.
Student assessment as they exit a major/program.
a. CMGT students must complete a national certification exam, earn a passing
grade in all their major classes, and participate in a series of classes that involve
skills from several classes to complete a final project.
b. EET students must design, build and apply project management techniques to a
final project and presentation.
c. MET students must design, build and apply project management techniques to a
final project. Some students elect to complete the Fundamentals of Engineering
exam to earn their credential as an Engineer In Training.
d. IE students must complete a practicum as a student teacher. They must also
pass the state required Pedagogy Assessment Instrument.
e. IT students must design, build and apply project management techniques to a
final project.
f. SHM students must successfully complete 6 credit hour internship or practicum.
31
January 10, 2005
3.
g. Graduate students must complete either a thesis or project and an oral
examination covering their project or thesis.
Survey data about program graduates and their successes.
Communications with advisory boards helps to provide feedback on student successes
and employer satisfaction.
Selected data from Institutional Research is provided from IET department graduating
seniors in 2002 and 2003 is shown in the Tables 8A to 8N. These tables can be used to
identify areas of strengths and weaknesses. An example of the additional utility of
these tables is shown in figures 8 and 8A. For the data in table 8A, figure 8 shows a
frequency polygon of responses and figure 8A shows a cumulative percent probability
curve. Using figure 8 the form of the data is understood, for example, are the responses
are they skewed?, is there a definite trend? Figure 8 shows the data from table 8A is
skewed toward the responses that CWU provides a strong or major contribution to an
individual’s technology skill. Figure 8A is the cumulative probability curve. Using this
figure the estimated probability of achieving a specified response can be observed. For
example in figure 8A, 76 % of respondents feel CWU had a major or strong
contribution to their technology skills.
Table 8A CWU Contribution to Technology Skills
CWU Contribution of Technology Skills
CONT1 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Small/No Contribution
1
2.70
1
100
Moderate
8
21.62
9
78
Strong
17
45.95
26
76
Major
11
29.73
37
37
Figure 8 Frequency Polygon of CWU Contribution of Technology Skills
CWU Contribution of Technology Skills
Frequency
20
15
10
5
0
Small
Moderate
Strong
Response
32
January 10, 2005
Major
Figure 8A Cumulative Probability of CWU Contribution of Technology Skills
CWU Contribution of Technology Skills
Proability
120
100
80
60
40
20
0
Major
Strong
Moderate
Small
Responses
Table 8B CWU Contribution to Management Skills
CWU Contribution of Management Skills
CONT2 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Small/No Contribution
3
8.11
3
100
Moderate
16
43.24
19
92
Strong
16
43.24
35
49
Major
2
5.41
37
5
Table 8C Satisfaction with Quality in Major
Satisfaction with Quality in major
INSTRUC1 Frequency Percent
Little or none
1
2.70
1
100
Somewhat
2
5.41
3
95
Mostly
24
64.86
27
90
Very
10
27.03
37
27
33
January 10, 2005
Cumulative Cumulative
Frequency
Percent
Table 8D Satisfaction with Advising Major
Satisfaction with Advising major
INSTRUC4 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Little or none
2
5.41
2
100
Somewhat
6
16.22
8
94
Mostly
12
32.43
20
78
Very
17
45.95
37
46
Table 8E Instructors in Major - High Expectations
Instructors in Major - High Expectations
MAJOR1 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Not many
3
8.11
3
100
About half
8
21.62
11
91
Most
18
48.65
29
70
Almost all
8
21.62
37
22
Table 8F Instructors in Major - Encourage Active Learning
Instructors in Major - Encourage Active Learning
Cumulative Cumulative
MAJOR3 Frequency Percent Frequency
Percent
Few to none
1
2.70
1
100
Not many
3
8.11
4
96
About half
3
8.11
7
88
Most
18
48.65
25
80
Almost all
12
32.43
37
32
Table 8G Instructors in Major - Encourage Faculty/Student Interactions
Instructors in Major - Encourage Fac/Stud Interactions
MAJOR4 Frequency Percent
Few to none
1
2.70
1
100
Not many
3
8.11
4
96
About half
8
21.62
12
88
Most
13
35.14
25
68
Almost all
12
32.43
37
32
34
January 10, 2005
Cumulative Cumulative
Frequency
Percent
Table 8H Instructors in Major - Encourage to Think and Learn Independently
Instructors in Major - Encourage to Think and Learn
Independently
MAJOR8 Frequency Percent
Cumulative Cumulative
Frequency
Percent
About half
4
10.81
4
100
Most
19
51.35
23
89
Almost all
14
37.84
37
38
Table 8I Instructors in Major - Fair and Respectful
Instructors in Major - Fair and Respectful
MAJOR10 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Not many
2
5.41
2
100
About half
3
8.11
5
95
Most
16
43.24
21
87
Almost all
16
43.24
37
43
Table 8J Instructors in Major – Respectful of Diversity
Instructors in Major - Respectful of Diversity of Students
Cumulative Cumulative
MAJOR2 Frequency Percent Frequency
Percent
About half
9
24.32
9
100
Most
17
45.95
26
76
Almost all
11
29.73
37
30
Table 8K Instructors in Major - Provide Good Academic Preparation
Instructors in Major - Provide Good Academic Preparation
Cumulative Cumulative
MAJOR11 Frequency Percent Frequency
Percent
Few to none
1
2.70
1
100
Not many
1
2.70
2
97
About half
4
10.81
6
94
Most
19
51.35
25
84
Almost all
12
32.43
37
32
35
January 10, 2005
Table 8L Instructors in Major - Overall
Instructors in Major - Overall
MAJOR12 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Few to none
1
2.78
1
100
Not many
1
2.78
2
97
About half
7
19.44
9
95
Most
19
52.78
28
75
Almost all
8
22.22
36
22
Table 8M Satisfied with Development of Using Knowledge from your Major
Satisfied with Development of Using Knowledge from your Major
SATF5 Frequency Percent
Cumulative Cumulative
Frequency
Percent
Little or not at all
1
2.70
1
100
Somewhat
2
5.41
3
97
Mostly
15
40.54
18
92
Very
19
51.35
37
51
Table 8N Satisfied with Readiness for Career
Satisfied with Readiness for Career
Cumulative Cumulative
SATF11 Frequency Percent Frequency
Percent
4.
Somewhat
9
24.32
9
100
Mostly
18
48.65
27
76
Very
10
27.03
37
27
Faculty involvement in assessment.
Departmental faculty are involved in assessing programs and students. Our three
person Department Personnel Committee assesses the performance of fellow faculty
seeking merit, rehire or tenure. Through SEOI’s, Senior Projects, and direct
questioning, the faculty assesses student performance. Faculty members also review
and recommend applications for a student’s entry into a major. Faculty members are
assisted by advisory boards and external reviewers to assess individual programs during
an accreditation process.
36
January 10, 2005
5. Program assessment
Programs are assessed in the department through accreditation, department chair and
college or university reviews. These assessments results are used to change or adapt
programs to industry and academic needs. The external reviews may also identify
curriculum changes, faculty resources, facilities and budgetary resources. Major course
curriculum changes are approved through the department chair, Faculty Senate
Curriculum Committee, and the Office of the Provost.
6.
III.
Steps taken in order to ensure that all of the appropriate assessment activities including
programmatic and student are being accomplished.
The department chair is the principle person responsible for insuring that all assessment
activities are being carried out. The most effective way is to publish a list of assessment
activity by date, including responsible persons by name. Repeating this information at
several department meetings further helps to get the message across. During regularly
scheduled advisory board meetings, program assessment is reviewed by advisory board
members for completeness.
Faculty
A.
Faculty profile, Table 9 shows the levels of commitment that faculty demonstrate for
student research, professional service activities, scholarly activities including grant writing and
teaching.
37
January 10, 2005
Table 9 Faculty Profile Data (see next page for notes)
Values in year columns represent total number of product; % of faculty is percent of faculty providing at least one product.
Scholarship
measures
Papers
presented
Add’l
conferences
Articles written
External grants
19981999
3
Internal grants
Textbooks
reviewed
Other Sch work
Service
measures
Dept
committees
Community
Service
CEPS
Committee
CWU
committees
Program service
Other
Student
Research
Undergrad
projects
Grad
Committees
Other ie
SOURCE
% of
faculty
75
19992000
4
% of
faculty
75
20002001
3
% of
faculty
60
% of
faculty
80
20022003
5
% of
faculty
50
5-yr
total
19
Annual
avg
3.8
% of
faculty
70
4
100
3
75
3
60
4
60
3
50
17
3.4
71
5
1
75
25
5
2
75
50
4
6
60
60
4
4
80
80
6
4
67
67
24
17
4.8
3.4
74
56
1
1
25
25
2
1
50
25
2
1
40
20
3
0
60
0
2
0
33
0
10
3
2
0.6
42
14
0
0
0
0
0
0
0
0
0
0
0
0
0
2
50
2
50
2
40
5
80
4
50
15
3.0
54
5
75
5
75
8
80
9
80
10
83
37
7.4
79
0
0
0
0
1
20
3
60
3
33
7
1.4
23
2
25
4
75
7
80
8
80
8
83
29
5.8
67
3
0
75
4
100
7
1
100
20
8
1
80
20
8
0
67
0
30
2
6.0
0.4
85
8
3
75
3
75
3
60
2
40
2
33
13
2.6
57
0
0
0
0
3
60
3
60
3
50
9
1.8
34
1
25
2
50
2
40
2
40
2
33
9
1.8
38
38
January 10, 2005
20012002
4
Notes for Table 9
All five year data includes: Associate Professor Bender, Professor Carns, Associate
Professor Johnson, Professor Kaminski and Professor Yoxhiemer. Assistant Professor
Calahan started in 2001-2002 and Assistant Professor Oncino in 2002-2003.
Does not include data from the retirements of Professor Weiking 2001, Professor Beed
2002 and Professor Calhoun 2004.
CEPS = College of Education and Professional Studies
SOURCE = Symposium On Undergraduate Research and Creative Expression
IV.
B.
Copies of faculty vitae
See Appendix B
C.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the university
mean on a quarter-by-quarter basis
Need data supplied by Institutional Research (provided by supplemental
appendix if received by 1/20/05)
Students – For five years
A.
Numbers of majors/program
See above sections for details. Figure 9 show the approximate numbers of
students in each program of AY 2004-2005.
Figure 9 Approximate Numbers of Students in Each Program for AY 2004-2005
Approx Number of Students in
Each Program
140
120
100
Students
80
60
40
20
39
January 10, 2005
M
SH
ET
MS
T
ME
IT
IE
T
EE
CM
GT
0
B.
Numbers served in general education, education, supporting courses
The IET Department offers IET 101, Introduction to Technology. This survey
course introduces students to technology in our everyday lives. It fulfills the
student’s requirement for an applied science course as part of their general
education requirements. The course is offered at least one a quarter and most
quarters two sections are offered. The course is generally taught at capacity.
Enrollments are between 40 and 60 students, with 50 students being the target.
Based on an average of 50 students in a section and the course offered 5 times an
academic year this course serves approximately 250 students each academic year.
Several courses within the IET department are taken by other students at Central.
Samplings of these courses are: Architectural Computer Aided Design, Furniture
Making, Small Engines, Welding, Surveying and Estimating. An entire section of
Architectural Computer Aided Design may be offered once or twice a year for
interior design students. The enrolments in other classes from non majors is
relatively small, approximately one or two non major students will be enrolled in
any class.
C.
Student accomplishments
Symposium On Undergraduate Research and Creative Expression (SOURCE)
Each year one or two students from the IET department present their work at this campus
wide event. Sample projects include comparing project management software or
comparing metallurgical properties in a poster sessions.
Students routinely present the results of their work at national and regional conferences.
For example an MET student recently presented his work at the national Foundry
Education conference in Chicago, IL.
Career Placement
Students graduating from the programs within the IET department generally are engaged
in the building or servicing of industrial products throughout the state and nation. A few
students find employment as teachers in secondary education as industrial arts or shop
teachers.
Employment rates can be very high for IET department graduates. For example
employment rate for Construction Management majors is virtually 100%. Salary ranges
for these graduates are typically in the mid $40, although some students willing to
relocate to California will reach the high $50’s. Employment rates for EET, MET, IT,
and SHM are very high. Our industrial education students are employed at high rates in
this competitive field.
Examples of graduate students working in the field include:
Chris Scarlett, MSET 2001, Bowen Engineering, Yakima Washington
Scores of MSET graduates work for Boeing.
40
January 10, 2005
Examples of graduate students placed in doctoral programs include:
Fred Hammer, MSET 2004, Industrial Engineering PhD program at Portland State
University.
One masters project is provided as Appendix C, several are available for review in the
IET department during the site visit by the external reviewer.
D.
Advising services for students
Each student electing to undertake a major within the IET department is assigned an
advisor based on their particular interest. An advisor meets with each student for an
initial counseling session where the course of study, prerequisites, general education
requirements and careers are discussed. Each quarter students meet with their advisor to
plan upcoming quarters and discuss course selection and options. Faculty members also
provide advising services for employment, scholarships, career choices and provide
recommendations to employers and others.
E.
Other student services offered through the department faculty include mentoring
the professional societies or faculty-led clubs of:
i.
Society of Women Engineers (SWE)
ii.
Association of Construction Managers
iii. Sigma Lambda Chi (Construction Honor Society)
iv.
Student Chapter of the Mechanical Contractors Association of American
v.
National Association of Homebuilders
vi.
Student Chapter of American Society Safety Engineers
vii.
Student Chapter of American Society of Mechanical Engineers
viii. Student Chapter of IEEE
V.
Library and technological resources
A.
The department’s requirements for library resources include a few periodicals and
serials in order to meet our educational and research objectives. Students are
encouraged to utilize the library resources via assignments and projects. The
library also provides a service of being able to put books on reserve for course
specific work. Most EET resources are donated from industry and are located in
Hebler Hall.
For the level of research undertaken by the department’s faculty, the on campus
library will never be satisfactory. Faculty members may utilize an interstate
library system and have books sent to the Ellensburg campus for literature
reviews an impressive engineering library is available at the University of
Washington in Seattle. Generally the library provides outstanding service
considering its limited resources.
41
January 10, 2005
B.
Information literacy proficiencies expected of students at the end of major
coursework. are as follows:
1.
Instruction Provided
a. University 101, University information course
b. Several classes in the major require extensive use of the MS office suite of tools, and
several classes require advanced computer skills and a working knowledge of
software.
c. Specific Courses
i. Architectural CAD
ii. Solid Works
iii. Technical Presentations
iv. Finite Element analysis
v. Construction estimating, scheduling and project management software
2.
d.
e.
f.
g.
Assessment of Proficiencies
Undergraduate project presentations and papers
Lab reports, homework assignments
Present and summarize research projects
Proficiencies on take-home exams
42
January 10, 2005
VI.
Reflections
These next two sections were developed by the faculty during a department retreat in
October 2004. During the fall of 2004 faculty were provided an opportunity to update
and refine the following sections.
A.
What has gone well in the department? What accomplishments have occurred in the past
five years?
1. Accreditation, MET: TAC/ ABET
2. Enrollment, CMGT capped growth, MET: Stable, SHM growing
3. Pre-design of building completed
4. Alumni support
5. High Demand Programs – CMGT, SHM
6. New Faculty (2FTNTT, High Demand)
7. Created MSET Program
8. IT Programs at Centers
9. Grants -- Fuel Cell, Industrial Support, FEF Scholarships, Construction Management
Endowed Professorship
10. Program awareness, On and Off Campus has grown in stature and esteem
11. Faculty Accomplishments, ASME Distinguished Service Award, CWU’s Professor of
the year award for teaching, Publishing
12. Outreach – ACE, Gear-up, MESA, Community College Visitations, Shoreline
College MEC, Articulation Agreements, Des Moines Center, Lynnwood Center
13. New Course Development – First General Education Course, Heavy/ Civil Program
14. New Program Development, BAS (IT and SHM), MSET Program
15. Community Education, i.e. fuel cell, Alternative Energy Workshop, Alternative
energy demonstration projects
16. Student Accomplishments, Commencement Speaker, Scholarships, ASME student
chapter award, CMGT student competition awards
17. Increased graduation rate, high number of quality placements, increased hire rates and
salaries
18. Program support from Industry,
a. CMGT Career fair, Laboratory equipment, Scholarships, Endowment funding
b. Boeing- Scholarships, research funds, internships, support for employees,
equipment grants
c. Fluke – electronic measuring equipment
d. Industrial speakers for: Emerging Technology course, SHM and CMGT
programs
e. Foundry Educational Foundation
f. Western Sintering – equipment grants
g. JELD-WEN – scholarships
19. Increased Funding Development
43
January 10, 2005
B. What challenges exist? What has the department done to meet these challenges?
1. Funding. Limited resources
a. Initiated the solicitation of funds from industry (FEF, Boeing, Construction
industry)
b. State Grants – high demand programs (CMGT, SHM)
c. Small Equipment Grants from CWU
d. Federal Grants
e. Travel subsidy
f. Student research grants
g. SOURCE, Symposium On Undergraduate Research and Creative Expression,
grants
h. Consulting to supplement income and bring real world applications into the
classroom (Encouraged but University work must come first)
i. Foundation account contributions
2. Contemporary Industrial Equipment and Software is expensive
a. Donations from industry
b. Increase student fees
c. Require student software purchases
d. Use foundation funds
3. Staffing, faculty have high contact hours and not enough support people
a. FTNTT hires
b. Increased use of Adjuncts
c. Increased Scientific Tech allocation
d. Used Goods and Services Allocation and Foundation funds to pay student
employees
e. Additional staffing requests
4. Time management, so much to do , so little time
a. Using Blackboard
b. Hiring student graders
c. Prioritizing time to attend professional meetings
d. Prioritizing time to attend CWU addresses, University committee meetings,
Speaker series
e. Marketing
f. Development
g. Recruiting
h. Off-contract work (summer advising, orientation)
i. Research
44
January 10, 2005
5. Space – not enough or large enough storage, classroom, lab, office, demo equipment
a. Pre-design for new technology building completed in July 2004
i. Design funds requested in 2005-07 biannual request to state legislative
bodies
ii. Construction funds for 2007-09 programmed
iii. New building opening planned for Fall 2009
b. Installation of multi-media equipment
c. External storage space (Brooklane)
6. Marketing, need to promote low enrollment programs
a. Perform market analysis for each program if required
b. Brochures
c. Web-site
d. Presentations
e. On-campus visitations
f. Fuel Cell Ribbon cutting
g. CMGT Career Fair
h. CWU Career and majors day
7. Equipment/computer maintenance plan and management needs attention
a. Inventory
b. Software up-grade
8. Enrollment management from too many to too few students
a. Restricted enrollment in CMGT program
b. Restricted enrollment in SHM program
c. Established entrance requirements in CMGT program
d. Restricted enrollment in selected courses and labs
e. Marketing
9. Program, department, university and external contact coordination require a
significant amount of faculty and staff time
a. CWU’s Areas of Distinction
b. ITAM/CMGT writing courses
c. F&CS CAD lab course
d. EET/Comp Science courses
e. Coordinator’s meetings
f. Department Meetings
g. IT Program connection with all other I&ET programs
h. IET 101 support for general education
i. CMGT and SHM for OSHA requirements
j. DE courses between centers and Ellensburg
45
January 10, 2005
k. Graduate and undergraduate course coordination
l. Interaction of lab courses with high schools
10. Information Technology (ITS), unsupported equipment and software coordination –
department, university
i. IET faculty member Chairs the media technology committee
ii. Self-supported equipment and software
iii. Industry supported software
11. Salaries are below similar universities (CUPA) mean and staff have not had COLA
for several years
a. Participation in Salary Administration Board as a means to increase faculty’s
salary
b. Consulting
c. Summer grants
d. External grants
e. Summer teaching
f. Teach University 101 or overload
12. Professional Development – Funding and prioritizing time is challenging
a. Summer funds distribution
b. Reserved day for research and development
c. Stipend from Graduate Studies for Travel
d. Stipend from CEPS for Travel
e. Released time
f. Stipend for speaking at conferences
g. Hosting workshops
C. Describe ways the department or unit might increase quality, quantity, and/or
efficiency. Provide evidence that supports the promise for outstanding performance.
1. Increase quality (review goals)
a. Accreditation
i. ABET, ACCE, NASC
ii. Employers value accreditation
b. Text book review
i. Current textbook selection
ii. Participation in editing review
iii. Supplementary materials
c. Review of faculty
i. Reappointment
ii. Tenure
46
January 10, 2005
d.
e.
f.
g.
h.
i.
j.
k.
iii. Merit
iv. Awards
v. Promotion
vi. Student Assessment, Student Evaluation Of Instruction (SEOI) is valued
Self-assessment of teaching
i. Unsolicited feedback from students
ii. Peer review
iii. Meeting learner outcomes
Alumni surveys
i. Improved course content
ii. Employment of graduates
iii. New course offerings
Graduating Senior surveys
i. Improved course content
ii. Meeting learner outcomes
iii. New course offerings
iv. New lab offerings
Advisory council feedback
i. Adjusted course content
ii. Employer satisfaction
Replace CWU SEOI’s with improved evaluation process
i. Literature available which shows valid student evaluation can be
valuable
ii. Other review metrics
Program review
i. Success of other departments
ii. Requirement by accrediting agencies
Marketing and outreach
i. Improved freshman and transfer students
ii. Reputation – national ranking of University
Utilize industry input
i. Advisory group feedback
ii. Employer feedback
47
January 10, 2005
2. Increase quantity and/or efficiency (review goals)
a. Centers
i. Increased enrollment
ii. New facilities
iii. HECB and Industry support of programs
b. DE
i. Ability to offer single course at multiple sites
ii. Increased enrollment
c. Enhance classroom utility
i. Multimedia available in classroom
ii. Increased enrollment
iii. Effective use of available space
d. Off-campus
i. Increased enrollment
e. Add faculty and staff
i. New course offerings
ii. Increased enrollment
iii. Multiple course sections
iv. Increased number of specialization in programs
f. Increase space
i. Permits different forms of interaction
ii. Funded building
g. Marketing and outreach
i. Increased applications
ii. Increased enrollment
iii. Increased diversity
iv. Increased employment opportunities
h. Optimize program size to space, staff and students
i. Assure adequacy
ii. Reduce resource conflicts
iii. Scheduling and space utilization
iv. Reduce scheduling conflicts
v. Increased space utilization
48
January 10, 2005
VII.
Future directions
A.What are the current national trends in the discipline? How has the program responded
to these trends?
1. High employment rates
a. High demand programs
2. Need for specializations within programs
a. Creating new courses and specializations
3. Globalization
a. Increasing diversity
b. SI System
c. Increased contacts with multi-national companies
4. Increased need for technologists
a. Open IT programs at centers to support industry
b. Engineering Technologist 10-20% increase by 2012 in demand per Bureau
of Labor Statistics (BLS)
c. Mechanical Engineering Technologists 3-9% increase by 2012
d. Mechanical Engineers 50% increase in demand for Manufacturing per BLS
5. Increased demand for Tech Ed teachers
a. Build enrollment
b. Market program
6. Construction industry is more technical
a. Increased technical content in course work
7. Decreased student demand in Civil Engineering programs/ Increased demand by
industry in Construction Management programs
a. High Demand Program in Heavy/ Civil Construction Management
B.
How do faculty members set goals for professional development? How does the
faculty envision the balance of teaching, service, research and creative activities?
Professional development, faculty members set goals by balancing the following:
1. Personal
2. Program
3. Department
4. University
5. Community
49
January 10, 2005
Balance of teaching, service, research and creative activities
a. CMGT –Teaching will continue to be the primary focus and duty of faculty
members. A flexible distribution of service and research is considered a
secondary focus.
b. SHM, EET, MET, IT and IED-- Provide a quality education with a flexible
distribution of teaching, service and research within each program.
C.
What is your five year vision of the department?
The Industrial Engineering Technology department will be
respected nationally for outstanding academic programs
D. If faculty or staff retirements are anticipated, how would replacement positions be
targeted to optimize departmental goals?
1. Based upon program review, strategic plan, accreditation requirements, areas of
distinction, enrollments, and synergy among programs.
2. Goals and objectives of the IET department must be part of a search process
3. Faculty that are able to teach across the IET department not only in a specific
program/ discipline.
4. Adjuncts from industry
E. What new or reallocated resources are required to pursue these future directions?
1. Funding of Hogue Technology remodel and addition building, approximately
$30,000,000.
2. New faculty -- SHM search
3. Travel and development
4. Research funding for equipment and release time
5. Equipment and Software
a. Department Server
b. Periodic hardware updates
c. AutoCad
d. Solid Modeling w/plugins
e. CadCam
f. MultiSim
g. MatLab
h. LabView
i. Electronics Testing equipment
j. “.net”
50
January 10, 2005
k. Manufacturing lab
6. Staff
a.
b.
c.
d.
Additional secretarial support as necessary
Additional IT technician
Additional Mechanical Technician
Construction Management program assistant
7. Student Assistants
a. Dedicated funding for 12 students to work as lab assistants, graders and in
program support
8. Graduate Assistants
a. Dedicated allocation of 4 graduate assistants
9. Professional marketing consultant
10. Part time development officer/ grant writer in addition to the college development
officer
11. Internet integration support person
12. Stipends/ honorarium for workshops, seminars
13. DE Demonstration equipment and displays
14. Scholarships
15. Professional Dues paid by department
51
January 10, 2005
VIII. Suggestions for the program review process or contents of the self-study?




Ability to get more detailed and timely data on course enrollments. For example a
specific series of classes or separation of enrollments at just the centers.
Department retreat was extremely valuable. Suggest two, one spring and one in the fall.
The spring one may only need to be ½ day to validate vision, mission and goals. The fall
retreat can focus on the future as guided by the review document.
Guide spec and sample documents are very helpful.
Meetings were helpful; suggest a one on one with Associate Vice President for
Undergraduate Studies when report is 90% complete.
52
January 10, 2005
Appendix A
Accreditation Reports
53
January 10, 2005
Appendix B
Faculty Vita
Full time Tenure or Tenure track
William Bender
David Carns
Scott Calahan
Lad Holden
Craig Johnson
Carlos Oncina
T.Q. Yang
Tim Yoxtheimer
Full Time Non tenure track
Brantley Bain
Dave Borkowski
William Catlin
David Licktieg
Jeannette Jacobson
54
January 10, 2005
William J. Bender
Vita
October 2004
509-963-3543
benderw@cwu.edu
Position
Associate Professor of Construction Management, Industrial Engineering Technology
Department, College of Professional and Education Studies, Central Washington University,
Ellensburg, WA.
Education
BSCE 1981 Washington State University
MSCE 1989 Oregon State University
PhD 2001 University of Maryland, College Park
Professional Experience
Associate Professor of Construction Management 1998-Present.
Construction management consultant 2000- Present.
Builder & construction manager for US Navy, instructor Naval Academy 1981-1998.
Courses Taught
Fall '04
Statics
Contract Law
Competition Prep
Winter '03
Spring '03
4 Estimating I
4
Estimating II
4
4 Electrical Systems
3
Simulation
4
1 Construction Management
4
Construction Accounting
4
CPC exam
1
Taught undergraduates courses in Blueprint Reading, Mechanical Systems, Engineering Economics, Ocean
and Civil Engineering Design, and Naval Architecture. Taught graduate courses in Project Management and
Simulation.
Refereed Publications
“Risk Assessment for Construction Clients” Paper for the Association for the Advancement Of
Cost Engineering International Proceedings 2004, Washington DC, June 2004.
“Construction Estimating” W. J. Bender. A refereed paper published in the Associated Schools
of Construction Proceedings 2004.
“Case Study of Construction Project Delivery Types” W.J. Bender. A refereed paper published
in Construction Research Congress Proceedings March 2003.
55
January 10, 2005
“Constructors Qualification Exam Preparation Course” D. Carns and W. J. Bender. A refereed
paper for the Associated Schools of Construction Proceedings 2002. Annual Proceedings of
the 38th Meeting of the Associated Schools of Construction April 2002.
“Team Building in Construction” W. J. Bender and D. Septelka. Association for the
Advancement of Cost Engineering International Proceedings 2002, June 2002.
“Risk-based Cost Control for Construction” W. J. Bender and B. M. Ayyub. A Paper for the
Association for the Advancement Of Cost Engineering International Proceedings 2001,
Pittsburgh, PA, June 2001.
“Mobile Offshore Base Construction Feasibility” W.J. Bender and B.M. Ayyub, Journal of
Offshore and Petroleum Engineers. Paper is published in the proceedings and was presented
at the International Society of Offshore and Petroleum Engineers conference in Seattle, May
2000.
“Fuzzy Stochastic Risk-Based Decision Analysis: MOB Case Study” A. N. Blair, B.M. Ayyub,
and W.J. Bender, Marine Structures Journal, by the Society of Naval and Marine Engineers,
October 2000.
“Risk-based Simulation Models for the Construction of the Mobile Offshore Base” W.J. Bender,
B.M. Ayyub, and A. N. Blair, published in The Journal of Ship Production, by the Society of
Naval and Marine Engineers.
Published Works That Contribute to the Profession
“Timberline Estimating Lab Exercises” W. J. Bender and D. Septelka. Exercises for
Construction Management educators to use in their Timberline estimating classes. Published by
the Timberline Software Co., Portland OR, June 2001.
“Cost Control” W. J. Bender, and A. N. Blair. Course instructional notes and presentation slides
for seminar for the Association for the Advancement Of Cost Engineering International Annual
meeting June 2001.
“Assessment of the Construction Feasibility of the Mobile Offshore Base, Part I Risk Informed
Assessment Methodology” January 1999 with Bilal M. Ayyub and Andrew N. Blair, University
of Maryland. This 35-page report is a contract deliverable for the Office of Naval Research
(ONR). It introduces the topic of risk analysis and describes the methodology that will be
applied to assess the construction feasibility of the MOB.
“Assessment of the Construction Feasibility of the Mobile Offshore Base, Part II Construction
Systems” May 1999 with Bilal M. Ayyub and Andrew N. Blair, University of Maryland. This
72-page report for ONR estimated and scheduled five potential MOB concepts. Additionally the
US capacity to build a MOB was documented and potential risk areas were identified.
56
January 10, 2005
“Assessment of the Construction Feasibility of the Mobile Offshore Base, Part III Risk
Analysis” July 1999 with Bilal M. Ayyub and Andrew N. Blair, University of Maryland. This
119-page report for ONR performed a construction risk analysis using simulation, decision tree
analysis and fuzzy techniques.
“Assessment of the Construction Feasibility of the Mobile Offshore Base, Part IV
Constructability Guidelines” September 1999 with Bilal M. Ayyub, University of Maryland.
This 55-page report for ONR developed construction guidelines to efficiently build a MOB.
“Assessment of the Construction Feasibility of the Mobile Offshore Base, Part V Special
Construction Methods and Weather Risk Analysis” April 2000 with Bilal M. Ayyub, and
Andrew N. Blair, University of Maryland. This 95-page report for ONR developed a novel
construction method to build a MOB and used risk methods to assess weather impacts to a long
term construction window.
Articles in Non-refereed Journals
“Simulation and Modeling of the Construction of a Mobile Offshore Base” M. K. Cybulsky, R.
L. Currie, W.J. Bender, A. N. Blair, and B.M. Ayyub, Proceedings of the United States and
Japan Cooperative Program for Natural Resources, May 2000.
“Mobile Offshore Base Construction Feasibility Assessment”, W. J. Bender and B. M. Ayyub,
Proceedings of the Very Large Ocean Structures Conference, September 1999.
“Fuzzy Stochastic Risk Assessment for Mobile Offshore Base Construction”, W. J. Bender, B. M.
Ayyub and A. N. Blair, Proceedings of the Very Large Ocean Structures Conference, September
1999.
Presentations:
“Risk Assessment for Construction Clients” Annual meeting of the Association for the
Advancement of Cost Engineering International 2004, Washington DC, June 2004.
“Construction Estimating” W. J. Bender. Annual conference for the Associated Schools of
Construction 2004, Provo UT 2004.
“Risk Assessment for Construction Clients” Poster Session College of Education and
Professional Studies Professional Colloquium, Fall 2003, Ellensburg, WA
“Case Study of Construction Project Delivery Types” W.J. Bender. Construction Research
Congress, Honolulu, HI, March 2003.
57
January 10, 2005
“Team Building in Construction” W. J. Bender and D. Septelka. Presented at the Association
for the Advancement of Cost Engineering International Annual Meeting, in Portland OR,
June 2002.
“Timberline Estimating Lab Exercises” Presented as part of a panel discussion at the Timberline
Educator Conference, Portland OR, June 2001.
“Risk-based Cost Control for Construction” Presented at the Association for the Advancement
of Cost Engineering International Annual Meeting 2001, Pittsburgh, PA, June 2001.
“Timberline Estimating Lab Take Home Exam” Panel member and delivered working paper to
the Timberline Educators Conference Portland, OR, June 2000.
“Mobile Offshore Base Construction Feasibility” given at the Very Large Floating Structures
Conference, Honolulu, HI, September 22-23 1999.
“Fuzzy Stochastic Risk Assessment for Mobile Offshore Base Construction” given at the Very
Large Floating Structures Conference, Honolulu, HI, September 22-23 1999.
“Construction and Maintenance of Large Floating Structures” Panel Member Very Large
Floating Structures Conference, Honolulu, HI, September 22-23 1999.
“Mobile Offshore Base Construction Simulation” Mobile Offshore Base Technology
Conference, presented 9/21/98 in Rosslyn, VA
Other Scholarly Work
“Risk based Cost Control Seminar” Developed and accepted as seminar provider for a two day
seminar to be presented at the Association for the Advancement of Cost Engineering
International, Washington DC, June 2004.
“Time Lapse Digital Photography Applied to Steel Construction of the Music Facility” T. Tabert
and W. Bender research project presented at Symposium on Undergraduate Research and
Creative Expression, Central Washington University, May 2003.
“Construction Project Management Software”, R. Beaty and W. Bender research project
presented at Symposium on Undergraduate Research and Creative Expression, Central
Washington University, May 2002.
Leadership seminars for the Association of General Contractor to be given in Yakima and
Wenatchee, WA January 2001.
58
January 10, 2005
“Cost Control Seminar” Developed and delivered a two day seminar presented at the
Association for the Advancement of Cost Engineering International, Pittsburgh, PA, May 2001.
“Study of efficient air flow in HVAC Ducts” C. Lang and W. Bender research project presented
at Symposium on Undergraduate Research and Creative Expression, Central Washington
University, May 2000.
Developed and presented an all day professional development seminar “Construction Cost
Control” for American Society of Civil Engineers (ASCE) San Francisco, CA. September 2000.
“Lake Keechelus Dam Assessment and Contingency Profile”, A. Kaiyala and W. Bender
research project presented at Symposium on Undergraduate Research and Creative Expression,
Central Washington University, May 8 1999.
Three hour seminar developer and presenter for the ASCE national convention in Seattle titled
“Construction Cost Control”. October 2000.
Credentials
Professional Engineer, Civil, Washington State
Certified Trainer Timberline Estimating software
Memberships
American Society of Civil Engineers
Association for the Advancement of Cost Engineering International
Society of American Military Engineers
59
January 10, 2005
David W. Carns
Vita
Hogue Technology Room 204
(509) 963-1762
Carnsd@cwu.edu
Rank: Professor, Industrial and Engineering Department, College of Education and Professional
Studies
Education: 1986 Master of Science in Civil Engineering, Oregon State University, Corvallis,
OR
Major: Structural Mechanics. GPA: 4.00
Minor: Construction Engineering Management
1974 Bachelor of Science in Civil Engineering, Oregon State University, Corvallis, OR, GPA:
3.99
Professional Experience: 1985 Engineer, Weyerhaeuser Co., Paperboard Division, Springfield
OR. Project design and contract administration.
1984 Engineer, Weyerhaeuser Co. Lumber Products Division, Raymond, WA. Project design
and contract administration.
1976-1984 Licensed general contractor, Corvallis, OR. Residential and small commercial
projects. 1975-76 Civil Engineer, U.S. Forest Service, Corvallis, OR. Building and facilities
design and contract administration.
1974-75 Project Engineer, Weyerhaeuser Co., Pulp and Paperboard Division, Longview, WA.
Project design, estimating, scheduling and contract supervision.
Courses Taught and Quarter Credits:
Winter 2002
IET 312, Strength of Materials
(4 credits)
Spring 2002
CMGT 267, Plane Surveying
(4 credits)
CMGT 441, Wood and Steel
Construction (4 credits)
CMGT 460, Concrete
Construction (4 credits)
CMGT 442, Building Service
Systems (3 credits)
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Fall 2002
CMGT 265, Blueprint
Reading and Construction
Graphics (4 credits)
CMGT 447, Construction
Planning, Scheduling and
Control (4 credits)
CMGT 450, Soils and
Foundations (4 credits)
IET 498, Competition
Preparation (1 credit)
Scholarship:
Publications:
Seismic Response of an Elevated Steel Water Pipe@, p. 574-579, Vol 116, No. 4 Jul/Aug, 1990.
Journal of Transportation Engineering, American Society of Civil Engineers.
Foundation Layout By Transit@, p. 16-18, Vol. 9, No. 6, March, 1991. The Journal of Light
Construction.
AIntroduction to Critical Path Scheduling@, p. 38-41, Vol. 9, No. 12, September, 1991. The
Journal of Light Construction.
The Critical Path Method of Scheduling@, p. 137-142, August 1992, Managing the Small
Construction Business. The Builderburg Group, Inc., Richmond, VT.
Concrete Curing@, P. 19-22, Vol. II, No. 6, March 1993. The Journal of Light Construction.
"Certification Preparation Class", David W. Carns and William J. Bender, peer reviewed and
accepted for publication in the Associated Schools of Construction April 2002 proceedings.
Grants Received
November 2002. $4774 in the form of a brand new heat pump from the Carrier Corporation for
instructional use in conjunction with the CMGT 442, Building Service Systems, class.
April 2002. $1272 from the Instructional/Research Committee for the purchase of two surveying
instruments for use in several Construction Management Courses.
May 2001. Assisted Dr. Bender with preparation and submittal of a $250,000 matching funds
grant request for an Endowed Professor Position for the Construction Management program.
Also obtained a commitment from the construction industry to put together a plan to raise the
$250,000 of private money necessary to make this grant work. Approval for the grant request
came in May 2001.
$1572 on September 17, 2001 from the Associated General Contractors of Washington
Education Foundation for the purchase of two new self-leveling levels for use in the CMGT 267,
Plane Surveying course.
$3,826 in 1989 from Associated General Contractors of Washington for microcomputers used in
the Construction Management program
$70,000 committed in 1990 from the Associated General Contractors of Washington to assist in
hiring a new tenure track faculty for the Construction Management program
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January 10, 2005
$12, 500 in September 1992 from the AGC of Washington Education Foundation for computer
workstations and digitizers
$15,000 in 1995 from the AGC of Washington Education Foundation for the microcomputer lab
for the Construction Management program
$5,000 in 1994 from the AGC Education Foundation for operating funding for the Construction
Management program
$11,970 July 1996 from Microsoft Corporation in the form of a software license and support for
Microsoft Project for use in the microcomputer lab for the Construction Management program
$7,182 June 1997 from Associated General Contractors of Washington Education Foundation for
computers for the microcomputer lab for Construction Management students.
$8860 September 1998 from the Associated General Contractors of Washington Education
Foundation. Funds to supplement the 1999 fiscal year budget of the CMGT Advisory Council.
$10,350 from the Associated General Contractors of Washington Education Foundation to
supplement the 2000 fiscal year budget of the CMGT Advisory Council.
Text Reviews
February 1993. Construction Materials by William P. Spence (21 chapter text), West Education
Publishing, Highland Park, IL.
December 1995. Construction Contract Administration and Jobsite Management, Delmar
Publishers, Albany, NY
August 1997. Managing Waste at the Home Construction Site, Delmar Publishers, Albany, N.Y.
September 1997. Reading Building Plans, Delmar Publishers, Albany, N.Y.
June 1999. "Wall and Roof Details", International Thompson Publishing.
Seminars and Presentations:
Coordinated AConstruction Risk Management - Minimizing Your Exposure@, Nov. 3, 1990 on
Central Washington University campus.
Delivered AJob Planning, A CPM Approach@, March 16-17, 1990, CWU Campus.
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Coordinated two seminars: AA Practical Approach to Concrete Pumping@, May 11, 1993, May
10, 1994, on CWU Campus
Delivered a presentation to Foushee and Associates, a Seattle area general contractor on
AConstruction Scheduling@, February 21, 1995.
November 6, 2000: Delivered a short presentation to The Associated General Contractors of
Washington and the AGC Education Foundation to welcome new CWU President Jerilyn
McIntyre and to highlight the accomplishments of the CMGT program at Central, Seattle, WA.
March 7, 2001: "Developing a Working Relationship Between Mechanical Contractors in
Washington and University Construction Management Programs", Mechanical Contractors
Association of Washington (MCA), Seattle, WA.
October, 2001: "Developing a Working Relationship Between Mechanical Contractors in
Washington and Central Washington University", MCA luncheon presentation, Seattle, WA.
This presentation led directly to the formation of an MCA student chapter on campus and the
establishment of an annual scholarship for students interested in mechanical contracting.
October 2002: "Developing a Working Relationship Between Mechanical Contractors in
Washington and Central Washington University", MCA luncheon presentation, Seattle, WA.
Service, Internal:
Associate Member, Graduate Faculty, 2001-present
Member, College of Education and Professional Studies Scholarship Incentive Committee (minigrants), 2002-present
Member Leonard Thayer Small Grants Committee, 1999-present
Member Academic Appeals, Academic Standing Committee, 1999-present
Member of the IET Department Personnel Committee, 1996-2001
Chairman Construction Management Search Committee, fall 1997-spring 1998.
Member Flight Technology Search Committee, 1998.
Past Faculty Senate Representative for the IET Department.
Past member Faculty Senate Executive Committee.
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January 10, 2005
Advisor to the AGC Student Chapter.
Service, External:
Member of the American Council for Construction Education (ACCE). Served as a full member
of a visiting accrediting team to review the Construction Management Program at Colorado State
University in Fort Collins, CO. in April 2002.
Member of the ACCE Development Committee
Member of the Associated General Contractors of Washington Education Foundation
Chairman of the Building Appeals Board, City of Ellensburg
Member of the Building Appeals Board, Kittitas County
Registered Professional Engineer in Oregon and Washington
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Scott Calahan
Vita
Assistant Professor, Traffic Safety Studies
Industrial & Engineering Technology Department
Central Washington University
Appointed September 16, 2000
Academic Degrees
M.A. Heritage College 1996
B.S. Central Washington University 1992
Professional Experience
2000 – Present
1992 – 2000
Summer 1999
1996 – 1999
1993 – 1995
1993 – 1994
Central Washington University
Kittitas, Washington, high school industrial technology and traffic
safety education teacher
Obtained certification as a trainer-of-teachers for the National
Driver Education Teacher Preparation and Recognition Program,
Indiana University of Pennsylvania
Central Washington University, adjunct instructor
CWU Driver Skill Enhancement Workshop Instructor
Ellensburg, Washington, high school teacher for summer school
traffic safety program
Faculty Teaching Load
Summer 2002 (six-week session)
S ED 382
Driver Task Analysis
S ED 481
Teaching TSE: Classroom & Simulation
S ED 482
Teaching TSE: In-Car
Spring Quarter 2002
S ED 484
Organization & Administration of TSE
S ED 482
Teaching TSE: In-Car
IET 101
Modern Technology
IET 389
Technical Presentations
Winter Quarter 2002
S ED 382
Driver Task Analysis
S ED 481
Teaching TSE: Classroom & Simulation
SHM 383
Transportation Safety
IET 165
Technical Drawing I
Fall Quarter, 2001
S ED 180
IET 101
Principles of Accident Prevention
Modern Technology
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3
3
3
3
3
5
3
3
3
3
4
3
5
Current Professional Association Memberships
* Washington Traffic Safety Education Association
* Washington Traffic Safety Education Association Board of Directors (Area 20
representative)
* American Driver and Traffic Safety Education Association
* Association of State Supervisors of Safety and Driver Education
* Kittitas PTA
Professional Assignments and Activities (non-teaching)
Editor for the Journal of the Washington Traffic Safety Education Association
Academic Advisor/Coordinator Traffic Safety Studies program, CWU
Faculty Senate representative for the IET Department
CEPS scholarship committee
Library committee representative for IET Department, fall 2001-Present
Conditional Certificate Observer/Examiner, Washington WorkSafe Institute
Central Washington University Traffic Safety Education Advisory Board
Co-advisor, American Society Safety Engineers, student section
Host committee for WTSEA annual fall conference, 1999 & 2000
Parent volunteer, Kittitas Elementary School
Textbook reviewer, Responsible Driving, copyright 2000
Publications/Books/Papers
Co-Author of the Washington State Legislature Speakers Resource Guide.
National Survey of Driver Education Teacher Preparation Programs, The
Chronicle of ADTSEA, fall issue, 1995, Volume 43 No. 4
Conference Presentations
“Classroom Curriculum Improvement and Enhancement,” Annual Fall Conference of the
Washington Traffic Safety Education Association, 2002, Ellensburg, Washington.
“Creating Lesson Plans for Classroom & BTW w/Drive Routes,” Annual Fall Conference
of the Washington Traffic Safety Education Association, 2001, Spokane, Washington.
“National Survey of Driver Education Teacher Preparation Programs,” Annual
Conference of the American Driver and Traffic Safety Education Association, 1995,
Huntsville, Alabama.
Research
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January 10, 2005
Conducted a nationwide survey to determine the status of driver education teacher
preparation programs and licensing procedures in the United States. 1995
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January 10, 2005
Lad Holden
Vita
Associate Professor, Electronics
509-963-2289
holdenl@cwu.edu
EDUCATION
Masters Degree in Technology, 1994, Arizona State University, Tempe, Arizona
Bachelor of Science Degree in Electronics Engineering Technology, 1990, Central
Washington University
PROFESSIONAL EXPERIENCE
Intel Semiconductor Manufacturing Facility, Summer of 1997
Intel’s Fault Analysis Center, Summer of 1996
Boeing Commercial Airplane Company, Group Engineer, Modification, AOG, and
Aircraft Repair Groups, 1990 – 1994
COURSES TAUGHT
IET 101 – Modern Technology, 5 credits
IET 380 - Quality Control, 5 credits
IET 385 - Industrial Design, 3 credits
EET 376 - Microprocessors / Instrumentation, 4 credits
EET 478 – Senior Project, 2 credits
EET 479 - Senior Project II, 2 credits
EET 489 - Senior Tech Presentation, 2 credits
SCHOLARSHIP
Publications
Learning chip programming using the onboard serial port to communicate
between two computers, Microcomputer Journal, Spring 2000.
Presentations
Paper “Articulation and Transfer to Central Washington University’s Electronic
Engineering Technology Program” at the Idaho State University’s Spring
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January 10, 2005
National Symposium 1998, “Bridging the Gap” Educators – Industry –
Technicians – Engineers, April 20, 1998.
Paper “A Practical Articulation In Electronics Engineering Technology” at the 59th
annual meeting of the Pacific Northwest Section of the American Society for
Engineering Education (ASEE). May 2, 1997.
Paper “Melding High School, Community College, and Four-Year Programs” at
the Second Annual Conference on Advanced Technological Education in
Semiconductor Manufacturing sponsored by the National Science
Foundation and Intel. August 1, 1996
Attendance at Professional Conferences
2000 NEDA Executive Conference Managing Radical Change. October 29-31,
2000, Chicago, Illinois.
1999 NEDA Executive Conference Profitability for the next century. November 79, 1999, Chicago, Illinois.
1998 NEDA Executive Conference Virtual Everything. November 1-3, 1998,
Chicago, Illinois.
1998 Increasing Math & Science Standards for a Competitive Workforce
Conference. I attended the workshop for policy makers and business
partners on matching math and science skills to industry needs, April 1,
1998 in Puyallup, Washington.
1997 59th Annual Meeting of the Pacific Northwest Section of the American
Society for Engineering Education. May 1-3, 1997 at Western Washington
University.
1997 3rd Boeing/University Key School Workshop. February 16-18, 1997 in
Seattle, Washington.
1996 The Second Annual Conference on Advanced Technological Education in
Semiconductor Manufacturing funded by Intel and the national Science
Foundation, July 31- August 2, 1996 in San Jose, California.
1996 The Tech Prep 3 Conference School-To-Work Transition. April 22-24,
1996 in Seattle, Washington.
1995 The First Annual Conference on Advanced Technological Education in
Semiconductor Manufacturing funded by Intel and the national Science
Foundation, August 3-5, 1995 in San Jose, California.
SERVICE
University
Faculty Senate Chair, 2001-2002
Faculty Senate Chair Elect, 2000 -2001
Chair Public Affairs Committee, 2000-2001
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January 10, 2005
Chair Salary Administration Board, 2000-2001
Salary Administration Board, 1999-2001
Faculty Senator, 1999-2002
Faculty Senate Budget Committee for the 1997-1999 academic year
Council of Faculty Representatives (CFR), 1999-2001
Faculty Senate representative to the Ad Hoc Summer School Budget Committee, 1999
Equal Opportunity Advisory Committee, 1997-2002
University Athletics Committee, 1997-2000
Community
Eisenhower High School
Technology Program Advisory Board 2000-present
South King County Tech Prep Consortium (SKC-TPC)
Steering Committee member1995-1997
Telecommunications Articulation Team member 1995-1997
Electronics Articulation Team member 1995 1998
PRO-TEC Pierce Regional Occupational Technical Education Consortium
Steering Committee member 1995-1998
Sumner School District
Sumner School District Applied Technology Education Advisory Council
member 1995-present
Boy Scouts of America
Camp Fife with Troop 422 summer 2001 and 1999
Troop leader 1999-2001
Presentations
Eisenhower High School, technology classes, April 17,1997
YV Tech, electronics students, April 24, 1997
Orting High School, Career Festival for Orting Public Schools, April 16, 1996
West Auburn High School, school faculty, March 2, 1996
McChord Air Force Base, Air Force personnel, September 28, 1995
PROFESSIONAL MEMBERSHIPS
Member IEEE, The Institute of Electrical and Electronic Engineers, Inc.
Member IEEE Education Society
Member IEEE Society on Social Implications of Technology
Member ASEE, American Society for Engineering Education
Member ASEE Cooperative Education Division
Member ASEE Educational Research and Methods Division
Member ASEE Energy Conversion and Conservation Division
Member ASEE Engineering Technology Division
Member ASEE Liberal Education Division
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Member ASEE Manufacturing Division
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January 10, 2005
JEANNETTE M. JACOBSON
3221 SW Avalon Way #205 - Seattle, Washington 98126
(206) 923-1600 phone (206) 923-1500 fax
jjacobson4@qwest.net
EDUCATION:
Bachelor of Science
University of Washington - 1977
Major: Psychology - Phi Beta Kappa
Master of Science
University of Washington - 1979
Major: Health Education
Integrative Program in Administration
University of Washington – 1979
Graduate School of Business Administration Certificate
Associate in Risk Management
Insurance Institute of America Designation – 1991
PROFESSIONAL EXPERIENCE:
2001 – Present
2000 -2001
Industrial Safety and Health Private Consultant
Contractor for management of meetings and training sessions on a wide
variety of technical safety and health topics for members of the
construction industry. Coordinated production of an annual safety
association directory and a variety of association fundraising events.
Contracted by private industry as writer and editor of safety and industrial
hygiene training articles for publication on the Internet.
Grant Manager – Puget Sound Area Construction Safety Association
Served as Grant writer/coordinator, facilitating safety and industrial
hygiene
training courses in the Puget Sound Area. Conducted workshops in
planning,
management and evaluation of construction ergonomics programs in
several
Washington State cities.
1996 – 1999
Industry Resources Specialist, Eagle Insurance Group
Developed and coordinated industrial safety and health education, training
and
marketing resources for EIG field consultants and heavy industry
customers in
several states. Technical writer and editor of monthly safety newsletters
for
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January 10, 2005
1992 – 1996
customers and Eagle’s web page (www.eig.com). Developed seminar and
conference media and materials on safety management. Conducted
ergonomic evaluations and training events for clients. Developed and
managed several resource databases.
Senior Safety & Loss Control Consultant, Eagle Insurance Group
Provided accident prevention consultation and training services to a
variety of
heavy industry and construction employers in Washington State and
Southeast
Alaska, on site and in seminars. Conducted field audits and risk
evaluations for
the EIG underwriting departments. Assisted with development of
customized
hiring practices and safety management policies to assure compliance with
OSHA
and WISHA regulatory standards.
1986 – 1992
Fund
Loss Control Consultant, Washington State Industrial Insurance
Provided safety consultation and claims management training to a wide
variety of manufacturing, construction and service industries, to reduce
employee injuries and control workers’ compensation claim costs.
Developed training and resource materials for the use of all personnel in
the Risk Management Division of Washington State’s Department of
Labor & Industries. Developed an award
winning model safety management program for the construction industry.
1980 - 1986
Occupational Health and Safety Consultant - Multiple Clients
Specialized consultation and training for self-insured and State Fund
employers.
Provided multi-level safety training to clients in the health care, lumber,
airline,
manufacturing, railroad and lumber industries as well as federal, state and
municipal agencies. Author, speaker and specialist in back injury
prevention.
1979 – 1980
Grant Project Coordinator – Department of Social & Health Services
Administered a $470,000 federal Risk Reduction project in school and
community health education, providing grant management leadership to
seventy State and community agencies in research, program planning,
implementation and training evaluation.
SELECTED PROFESSIONAL HONORS:
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January 10, 2005



President, 1988/89, American Society of Safety Engineers, Puget Sound Chapter; First
woman president in the Chapter’s 50 year history
Selected as ASSE Safety Professional of the Year, 1993
Recipient, Salute to Excellence Award - Department of Labor & Industries, State Fund, 1987
CONFERENCE PRESENTATIONS AND PUBLICATIONS:
 National Construction Safety & Health Conference, University of Washington, 1990
 Associated General Contractors’ Annual Meeting, 1989
 Washington State Governors' Safety & Health Conference, Spokane, 1986
 Oregon State Governor’s Safety Conference, Portland, 1984
 Washington State Governors’ Safety & Health Conference, Seattle, 1983
 Selected Association Workshops:
Evergreen Safety Council
Washington State Hospital Safety Council
Washington Self Insurer’s Conference, Seattle
Washington Self Insurer’s Conference, Spokane
ASSE, Puget Sound Chapter
Aggregate Concrete Association Conference
Washington State Mover’s Association
Associated Builders and Contractor’s Conference
Author: “Loss Control Guide,” Department of Labor & Industries Washington State Fund, 1987
Author: “A Systems Approach to Back Injury Control,” Health & Fitness in the Workplace,
Praeger Press, 1987
Author: “You Bet Your Sweet Back,” J&J Resources, 1982
SPECIAL ABILITIES:
 Highly developed project management, training, communication and organizational
capabilities, as well as writing, research and evaluation skills. Proficient in Microsoft Word,
Excel, Office, Powerpoint and Pagemaker desktop publishing software.
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January 10, 2005
CRAIG H. JOHNSON, Ph.D., P.E.
(509)963-1118 FAX-1795 Dept-1756
www.cwu.edu/~cjohnson
cjohnson@cwu.edu
Courses Taught
MET495 Sr.Project
Capstone(all yr)
IET495 Sr. Project
Capstone(all yr)
MET418/419 Mechanical
Design
MET351 Intro Mat’ls &
Metallurgy
MET426 Appl in Str. of Mat’ls
IET312 Strength of Materials
MET420/520 Finite Element
Anal.
MET357 Welding
MET327 Technical
Dynamics,Lab
MET382 Plastics &
Composites
MET483/583 Ceramics &
Comp.
MET257 Casting
EDUCATION:
Doctor of Philosophy Degree in Engineering Science, 1994, Wash. State Univ., Pullman (Dr.
Hamilton).
Microstructural and Constitutive Behavior of Superplastic Titanium Alloy Ti-6Al-4V
Master of Science Degree in Materials Science & Engineering, 1986, Univ. CA, Los Angeles
(Dr. Ono).
Acoustic Emission Behavior of SiC/Al Metal Matrix Composites
Bachelor of Science Degree in Mechanical Engineering, 1983, University of Wyoming,
Laramie, WY.
Bachelor of Science Degree in Physical Science (Sec. Educ. Cert’s), 1979, University of
Minnesota, Mpls., MN.
ACADEMIC EXPERIENCE:
Research Project, 2000, Summer Fellow, American Chemical Society Petroleum Research
Fund, (with Dr. David Bahr). Designed & implemented an SCC test of 304SS on macro
scale to compliment previous micro.
Faculty, 1996-, Associate Professor, Central Washington University, Ellensburg. Tenured in
Mechanical Engineering Technology and Industrial Technology. Research areas include
casting and forming processes studied with experimental and numerical modeling
techniques.
Faculty, 95-96, Assistant Professor (contract), Washington State University, Pullman. Taught
undergraduate lab classes (MSE320 met lab, MSE323 x-ray lab) while renovating the heat
treatment & optical lab facilities (100K+), mechanical testing/forming lab, dev. new
curricula (composites & polymer lab) toward ABET visit.
CRADA (DOE & NASA) as RA, 94-95, with Dr. Hamilton, Washington State Univ.
Developed an SPF Al5XXX alloy (with GM, Kaiser, Boeing, Battelle PNL, , U of MI).
Research Projects (Boeing Co., GE Corp., BAe Ltd.) as RA/TA, 89-94 ,WSU.
Created a high temperature (1000C), inert atmosphere, superplastic forming test facility.
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January 10, 2005
Used deformation mechanisms and experimental data to describe grain growth and create a
constitutive relation for Ti- 6%Al- 4%V. Applied instability criteria with finite element
analysis to reduce process time under uniform deformation.
Research Project (Lockheed Co.) as RA, 84-88, with Dr. Ono, U of CA, Los Angeles.
Improved fracture toughness properties of discontinuous SiC/2024 by analyzing
deformation mechanisms (via acoustic emission, SEM and mechanical property testing) and
subsequently altering material manufacturing process parameters.
Research Projects (GM, US Navy) as LA, 81-83, with Dr. Adams, CMRG, U of WY.
Fabricated polymer composites/test coupons, performed mechanical tests and processed
data. Fabricated Al/Gr test coupons and performed biaxial testing.
Secondary Education Teacher, 80-81, at Sheridan High School, Sheridan, WY. Taught
physics, algebra and math. Coached forensics (debate team) and participated in community
theater.
INDUSTRIAL EXPERIENCE:
Member Technical Staff, 88-89: Rockwell International, North American Aircraft,
Lakewood, CA
Managed airframe material interface design (titanium aluminide - 1M$) on the National
AeroSpace Plane (Materials Consortium: RocketDyne, Pratt-Whitney, Gen. Dynamics,
Martin Marietta).
Senior Project Engineer, 86-87: NDE Technology, Inc., Torrance, CA.
Managed research, development and service work of ultrasonic imaging, pipeline leak
location and hypervelocity impact testing. Senior project engineer while securing four
major contracts (NASA JSC & Marshall, Martin Marietta).
PUBLICATIONS:
Johnson, C.H., Palmer, M., “Materials Education 2003 Topical Trends and Outreach Efforts”,
paper accepted, ASEE Annual Conference, 2003.
Johnson, C.H., “Modeling in a Composite Beam Design Lab”, ASEE Annual Conference, 2002.
Johnson, C.H., “Effectiveness of a Web-Centric Ceramics Course”, ASEE Annual Conference,
2001.
Bahr, Pang, Rodriguez-Marek, Johnson, “The Effects of Solution Chemistry on Passive Film
Fracture and Stress Corrosion”, TMS Annual Meeting: Chemistry and Electrochemistry of
Stress Corrosion Cracking, 2001.
Bahr, D.F., Pang, M., Rodriguez-Marek, D., Johnson, C.H., “Correlations Between Passive
Film Fracture Strength and Stress Corrosion”, NACE Annual Conference: Research-inProgress Symposium, 2001.
Johnson, C.H., “Understanding Micrographs: An Educational Activity”, ASEE Annual
Conference, 2000.
Johnson, C.H., “Incorporating Student Assessment Skills into MET Outcomes”, ASEE Annual
Conference, 1999.
Johnson, C.H., et al, “Static Grain Growth in a Microduplex Ti-6Al-4V Alloy”, Acta Mater.,
Vol 47, No. 1, 1999.
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January 10, 2005
Kannan, K., Johnson, C.H., Hamilton, C.H. "A Study of Superplasticity in a Modified 5083 AlMg-Mn Alloy”, Met. Trans. A, Vol 29A, 1998.
Hopper, S.A., Schneider, R.K., Ratzlaff, M.H., White, K.K., Johnson, C. H., "Effect of a pin
hole and number on in vitro bone strength in the equine radius loaded in torsion”, AJVR, Vol
59, No 2, February, 1998, pp 201-204.
Hopper, S.A., Schneider, R.K., Ratzlaff, M.H., White, K.K., Johnson, C. H., "Effect of different
full-limb casts on in vitro bone strain in the distal portion of the equine forelimb”, AJVR, Vol
59, No 2, Feb, 1998, pp. 197-200.
Kannan, K., Johnson, C. H., Hamilton, C. H., "The Role of Flow Properties and Damage
Accumulation in Superplastic Ductility of Al-Mg-Mn Alloys", Mat. Sci. Forum, Vol. 243,
1997, pp. 125-130.
Johnson, C. H., Hamilton, C. H., "Confirmation of Machine-Induced Load Oscillations During
Superplastic Tensile Testing", Met. Trans. A (Communication), 25A, July, 1994, pp 15451548.
Johnson, C. H., Hamilton, C. H., Zbib, H., Richter, S. K., "Designing Optimized Deformation
Paths for Superplastic Ti-6Al-4V", Chicago, ASM / TMS Fall Conference: Advances in
Superplasticity and SPF, ed. Chandra, Garmenstani, Goforth, 1992, pp 3-15.
Hamilton, C. H., Zbib, H. M., Johnson, C. H., & Richter, S. K., "Dynamic Grain Coarsening
and its Effect on Flow Localization in Superplastic Deformation", Chiba, Japan: Society for
the Advancement of Material and Process Engineering, 1991, pp 272-279.
Hamilton, C. H., Zbib, H. M., Johnson, C. H., & Richter, S. K., "Microstructural Coarsening
and its Effect on Localization of Flow in Superplastic Deformation", Osaka, Japan: Japan
Society for Research on Superplasticity, Osaka University, 1991, pp 127-132.
Johnson, C., Ono, K., & Chellman, D., "Acoustic Emission Behavior of MMC’s", JAE 4(2/3),
1985, pp 263-269.
Johnson, C., Ono, K., & Chellman, D., "A Study of Mechanical Behavior of Metal Matrix
Composites Using Acoustic Emission", Tokyo, Japan: JOC, 1986.
Roman, I., Ono, K., & Johnson, C., "Acoustic Emission Behavior of an Advanced
Aluminum/Li. Alloy", JAE 4(2/3), 1985, pp 111-115.
AWARDS: Faculty Award from Ray H. Witt Gift Program, Foundry Education Foundation.
Washington State Univ. Certificate of Excellence in Research, First Place in Eng.
Science Division.
Frank G. Brewer National Aerospace Education Award (USAF Auxiliary).
Westinghouse Science Talent Search Semi-Finalist and International Science Fair
Finalist.
AFFILIATIONS:
Professional; Engineer: Metallurgy (WA36590), , TMS-AIME, ASME, ASEE, AFS, FEF,
ASM
Committees; Coordinator MET Program, Chair - ASEE Materials Div. Program, CWU
Academic Affairs;
Graduate Committee (MSET); Symposium on Undergrad. Res. & Creative Expression
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January 10, 2005
Personnel Committee (I&ET Department), Chair - CWU Media Equip. & Technology Comm.
Lay; Pilot, Experimental Aircraft Assoc., AOPA, Ham Radio(N7XEQ)
Volunteer; Nat. Audubon Society (Webmaster), Kittitas Env. Educ. Network (BOD), Nature
Conservancy.
Aerospace Education Officer: USAF Auxiliary (Civil Air Patrol), Major, Special Projects.
Kittitas County Search & Rescue; Amateur Radio Emergency Service
Appointment;
Kittitas County Airport Advisory Board – Upper County Representative
(appointed by BOCC)
Foundry Education Foundation Key Professor, CWU
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January 10, 2005
CARLOS A. ONCINA
Vita
(509) 963-1596
oncinac@cwu.edu
EDUCATION
January 1990 to January 1992, Post Master's courses, University of Washington (Dr. Reinhall)
February 1989, Massachusetts Institute of Technology, S.M.M.E. (Dr. McClintock)
Pre-diffusion to improve the thermal fatigue strength of overlay coatings on nickel-base
superalloys.
February 1989, General Electric Co., Advanced Course in Engineering graduate
June 1985, San Diego State University, B.S.M.E.
ACADEMIC EXPERIENCE
Central Washington University – Industrial and Engineering Technology, Ellensburg, WA
September 2002 to Present
Assistant Professor – Mechanical Engineering Technology Program
Tenure track position. Courses include: Machining, Industrial Design, Strength of Materials,
Product Design & Development, Adv. Machining & NC Programming, Engineering Drawing,
Dynamics, Heat Transfer and Senior Project. Coordinator of I&ET student recruitment and
scholarship development. Active in evolution of Manufacturing option within department to
align with current and future industry needs. Co-chair of University Diversity council. Student
Advising.
INDUSTRIAL EXPERIENCE
Hamilton Sundstrand - Power Systems, San Diego, CA August 1997 to Present
Program/Business Manager – Turboalternator and Ground Power
Responsible for leading a $30M product development program to develop new turboalternator
auxiliary power units.
Responsible for leading a $3M U.S. Navy program to develop a new gas turbine powered ground
start unit.
Principal Engineer - Product Support Engineer
Lead, support and perform the engineering efforts to maintain and improve the reliability,
durability and repairability for the core turbomachinery of an auxiliary power unit (APS3200).
These efforts include developing sources to implement new manufacturing technologies to
reduce cost and improve existing products.
Technically represent the APS3200 to customer airlines and Airbus Industries.
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AlliedSignal Engines, Phoenix, AZ December 1995 to July 1997
Engineer - Fans & Compressors, Component Design
Lead and perform the mechanical design, analysis and tests of impellers and fans on turboprops
and APUs using primarily ANSYS 5.0, DYTRAN and in-house codes.
Boeing Commercial Airplane Group, Seattle, WA October 1989 to November 1995
Principal Engineer - Component Analysis & Durability, Propulsion Research
Technically represent Boeing in matters dealing with propulsion to customer airlines and aircraft
authorities.
Primary internal focal point for engine emissions issues.
Provide leadership and support (of aircraft related rotating turbomachinery) by advising
management of risks, problems or potential deficiencies in turbomachinery products.
Responsibilities include initial engine audits, engine/component development, manufacturing
problem resolution, field durability, reliability and safety.
Primary core engine components (fans, compressors, turbines, bearings and associated
structures). Specific engines: GE90, CF6-80, PW4000, PW2000, RB211-535, Trent 800, JT8D,
CFM56.
Manage internal research and development programs. Develop or implement improved analysis
methods. Participate in industry committees dealing with issues affecting turbomachinery.
Provide onsight accident investigation.
General Electric Aircraft Engines, Lynn, MA July 1985 to April 1989
Fan & Compressor Aeromechanics Engineer
Responsible for stress, vibration, impact design and analysis of fan and compressor blades.
Includes specification, monitoring and interpretation of test results from materials, photoelastic,
component and full engine tests, and FAA certification.
Engineering Development Program Engineer
TF34 Repair & Overhaul Engineer. Inlet Particle Separator Aerodynamic Design
Engineer. Test Facility Design & Construction Engineer
European Motors, San Diego, CA June 1977 to August 1984
Foreign Automobile Mechanic
PUBLICATIONS
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January 10, 2005
Oncina, C.A., “Integrating New Learner Outcomes to a Mechanical Engineering Technology
Advanced Machining Course”, Paper No. IMECE2004-59266, Proceedings of ASME:
International Mechanical Engineering Congress, November 14-19, 2004 Anaheim, CA USA.
PROFESSIONAL REGISTRATION/MEMBERSHIP
Registered PE-Mechanical: Ref # ON-CI-NC-A392JZ State of Washington
ASME, Associate member (1985)
SAE, Member (1985)
SHPE, Member (2002)
Pi Tau Sigma Honorary Engineering Society, Member
LANGUAGES
Spanish, Fluent; French, Conversant
Juan P. Robertson
21937 7th Avenue South
Des Moines, Washington 98198
Home: 206-824-5998
Office: 206-824-3616
juant1@mindspring.com
Education
University of California at Los Angeles, Los Angeles, California. PhD in Management with a
specialization in work operations analysis and redesign. Supporting minors in Management
Information Systems, Organizational Development, Labor Relations, Statistics, and Social
Psychology.
San Jose State University, San Jose, California. MBA with a specialization in Decision Making
processes and techniques.
BS Mechanical Engineering.
Recent Professional Experience
Adjunct Professor and Program Coordinator – Advising, instructing, and administering a
Master of Science Program in Engineering Technology.
Professional Management Consultant - providing productivity improvement guidance for
managers of machined products and service organizations.
Boeing Commercial Airplane Group - Senior Engineering Specialist (Early Retirement)
Development of System Practices and User Interface for an expert system supporting material
and process selection for aircraft designer engineers. The new system improves new aircraft
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January 10, 2005
designs and factory fabrication processes dramatically while eliminating several classes of
drawing design errors entirely. (Materials Technology Organization.)
Review new or troubled production processes and develop redesign recommendations for a wide
variety of assembly and fabrication processes. Develop proposals and designs for new
production process layouts and facilities. (Manufacturing Research and Development
Organization).
Establish a new series of university research activities in manufacturing technology to support
internal factory process development. Identify promising technology developments at leading
universities and establish technology transfer programs to support Boeing needs. Negotiate
intellectual property rights and support student research activity with MIT, Georgia Tech, Texas
A&M. BYU, University of Washington, and Rensselaer Polytechnic faculty and students.
Develop a new inter-divisional information system to manage facility engineering and
construction projects, production equipment maintenance, facility resource management, and
capital budgeting techniques. Fabrication Division Long Range Planning Group. My proposals
provided several hundreds of thousands of dollars in savings while increasing functionality,
reliability, and compatibility.
Boeing Defense and Space Group - Engineering Specialist
Develop Engineering Design Automation Systems to assure Engineering productivity
improvement and a favorable impact on factory processes. Negotiate with Managers of related
activities to establish a compatible first design for installation of CAD systems. Introduced
many human resource development and design strategy issues into these projects.
Survey and critique engineering practices to identify engineering and factory productivity
improvement opportunities. Develop improvement proposals and plans.
Systems engineering analysis of maintenance operations in a new space vehicle that could
replace the NASA shuttle to operate at considerable cost savings and increased safety.
The RAND Corporation - Resident Consultant
Projects related to development of data analysis systems, internal computing support for a wide
variety of analysts, and research of issues for command and control systems development. Test a
new statistical analysis software system. Study state of the art in computer voice input
technology.
Perkin-Elmer Corporation - Research Engineer
Design and direct manufacture of ultra-high vacuum research vessels for use in physical
chemistry and semi-conductor fabrication research.
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January 10, 2005
Lockheed Missiles and Space Company- Research Engineer
Research and building of test facilities for ballistic re-entry guidance systems of the Poseidon
missile. Experimentation in liquid level measuring devices, injector pumping using rocket
exhaust, and high altitude instrumentation.
Aerojet-General Corporation - Associate Engineer
Research in sealing problems, combustion stability, and fluid dynamics in liquid rocket engines.
Involved redesign of injector components and experimentation with combustion chamber
materials for photographic imaging of combustion events.
University Teaching - Adjunct Professor
Adjunct Instructor at University of Washington, Seattle Pacific University, Pacific Lutheran
University, Seattle University, Central Washington University, and Western Washington
University in the following undergraduate subject areas: Operations Management, Management
Information Systems, Statistical Data Analysis, Human Resources, Organization Theory and
Development, Engineering Statistical Process Control, Engineering Economics (Financial
Analysis and Project Costing).
Publications
AThe Assessment of Production Technologies@ PhD dissertation, University Microfilms, Ann
Arbor, Michigan.
AFactors Influencing Health Care Worker=s Satisfaction with Supervisor@ Journal of Health
Care and Human Resources Administration V1, No. 3, February 1979, with Dr. R. C. Myrtle.
AIntegrating Design and Manufacturing for Competitive Advantage@ Book Review for the
Journal of Engineering and Technology Management, June 1994.
Awards
Structures Engineering Employee of the Month, June 1994, (18,000 employees) Boeing
Commercial Airplane Group.
1986 Member of the Year, Seattle Professional Engineering Association (20,000+ members)
Citation for Public Service from the Mayor of Kent, Washington for participation in a multi-year
Fire and Police operations advisory committee, and for acting as Publicity Chairman in a $50
million 1986 Safety Bond Issue to upgrade Police and Fire equipment and facilities.
Professional Presentations
Highline Community College: Technological Employment Opportunities and Liabilities@ Des
Moines, Washington. 1988
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January 10, 2005
Northcon 1988 Technical Conference (IEEE). Certification: Objectives and Obstacles@ Seattle
Center Coliseum. October 1988.
Northcon 1994 Technical Conference (IEEE). AProject Management Techniques@ Seattle
Conference Center.
Voluntary Activities
American Society for Quality, Examiner for the Washington State Quality Award and instructor
of courses
Technology Curriculum Advisory Board at South Seattle Community College, 1987-1992
Past Chairman (for five years) Computer and Automated Systems Association of the Society of
Manufacturing Engineers, Seattle CASA Chapter 282. Produced a yearly seminar on
manufacturing management for about 300 local managers and engineers.
Instructor for the King County Library System ANetmaster@ program instructing "Introduction
to the Internet," Des Moines, Washington.
Instructor in Photography, Summer 2001, for the Des Moines Senior Center.
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January 10, 2005
Taiqian Yang
Vita
(253) 840 – 8485
yangt@cwu.edu
Rank
Professor, Department of Industrial Engineering Technology,
College of Education and Professional Studies
Education 1993 Ph.D. School of Electrical Engineering and computer Science
Washington State University
1982 MSEE, Northwest Polytechnic University, Xian, China
1975* BSEE, Jiaotong University, Xian, China
* Graduated in 1970, but degree conferring interrupted by the political turmoil until 1975.
Professional Experience
1/97 - present Central Washington University EET Westside Coordinator
Summer 01 Washington State University ONR funded research
Summer 00
Washington State University ONR funded research
Summer 99 Washington State University ONR funded research
Summer 98
Washington State University ONR funded research
Summer 97
Intel, Aloha, Oregon
Professor Summer Hire
Summer 96
Intel, Aloha, Oregon
Professor Summer Hire
9/94 - 12/96
Pierce College
EET Instructor/Coordinator
8/93 - 8/94
Washington State University
Post-doctoral Research Associate
8/89 - 8/93
Washington State University
Research Associate
8/86 - 8/89
Washington State University
Visiting Scholar
8/82 - 8/86
Northwest Polytech University Assistant professor
7/77 - 7/80
BaoJi Radio & Digital Equipment, Project Manager, Shaanxi, China
7/70 - 7/77
BaoJi Radio & Digital Equipment, Engineer, Shaanxi, China
Industrial Experience
Industrial electronics, electric power system, machining and tool design, process control,
production management and semiconductor manufacturing technologies.
Teaching & Research
Have taught more than 30 different courses including 22 upper division classes, ranging
from undergraduate to graduate, and from mathematics to EET, IT and MET. Course
subjects in
analog and digital electronics, linear systems, process controls, microwave and electronic
communications systems, microchip manufacturing, finite element method, etc.
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January 10, 2005
Research in areas of wave propagation, rough surface scattering and numerical
computations.
Lectured Courses
Winter 2003
Math 311 Statistics (5)
EET 324 Advanced Electric Network (4)
EET 455 Electronic Communications (4)
EET 489 Senior Technical Presentation (2)
EET 478 Senior Project I (2)
Fall
EET
EET
453 Communications - Microwave Systems (4)
323 Active Linear Circuits (4)
IET
IET
EET
EET
522 Programmable Logic Controller (4) @ Highline CC
496 Individual Studies – Multisim & MatLab (2)
478 Senior Project I (2)
489 Senior Technical Presentation (2)
Spring 2002
Math
IET
IET
EET
IET
IET
376 Differential Equations (3)
498 Linear Filters & Applications (5)
599 MSET Final Exam (3)
489 Senior Tech Presentation (2)
490 Cooperative Education , three individuals
496 Individual Studies (1)
Winter 2002
IET
EET
EET
EET
EET
560 Finite Element Analysis (4) – MSEET at Highline CC
452 Computer Networking – LAN (4)
432 Electrical Power System (4)
478 Senior Project I (2)
489 Senior Technical Presentation (2)
Fall
EET 451 Fiber Optic Communications (4)
MATH 265 Linear Algebra (4)
EET 342 Instrumentation (4) – DE mediate
2002
2001
Spring 2001
MET 420 Finite Element Method (4)
IET
560 Finite Element Method (4) – MSET Boeing Auburn
EET 370 Comp. Appl. In Electronics (2)
EET 478 Senior Project I (2)
EET 489 Senior Tech Presentation (2)
Publications
“A Comparison of Perturbation and the Small Slope Approximation for Acoustic Scattering
from
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January 10, 2005
a Rough Interface for a Biot Medium,” IEEE Journal of Oceanic Engineering, July 2002,
Vol.27 No. 3, pp403 – 412.
“A Comparison of Perturbation and the Small Slope Approximation for Acoustic Scattering
from a Rough Interface for a Biot Medium,” manuscript submitted July 2001 to the IEEE
Journal of Oceanic Engineering.
“ Program Assessment Enhances Student Centered Learning”, the Proceedings of 62nd ASEEPSN Annual Conference. April 2000.
“Acoustic Scattering from a Fluid-Elastic Solid Interface Using Small Slope Approximation,”
the Journal of Acoustic Society of America, Vol. 96 (3), pp1796-1804, September 1994.
“ Numerical Studies of Rough Surface Scattering”, Ph. D. dissertation , WSU library archive.
“ A Comparison of Scattering Model Results for Two-D Randomly Rough Surfaces,” IEEE
Trans. On Antennas and Propagation, Vol. 40, pp1505-1512, December 1992.
“Multi-Objective Approach to the Optimization of Electrical Machines,” Micromotors, Vol.
48, No.1, 1985.
“ The CAD Study of REPM Synchronous Aero-generator,” the 7th International Workshop on
REPM and Their Applications, BeiJing, September 1983.
Presentations:
- ASA (Acoustic Society of America) conference presentation, December 5, 2000 at
Newport Beach, California. Preliminary computational results on “ The Acoustic
Scattering from a Rough Interface between a Fluid and a Fluid-Saturated Porous
Medium” using Biot theory.
- 62nd ASEE-PNW annual conference presentation: “ Program Assessment Enhances
Student Centered Learning”, MSU, April 29, 2000.
- Research presentation to the Applied Physics Laboratory at the University of
Washington, December 28, 1998.
- Research presentation to the Physics Department at the Washington State University, 9/15/1998.
- Conference presentation on “Balancing the needs of education and industry,” 59th
ASEE Annual Conference, 5/2/ 1997, WWU.
Services
Committed to the university, college and department missions and goals.
Committed to EET and MSET Westside coordination and services.
Member of the South King County Tech Prep Consortium
Paper reviewer for the Journal of Acoustic Society of America.
Member of the IEEE & ASEE.
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January 10, 2005
Tim Yoxtheimer,
Registered Professional Engineer
Professor, Industrial and Engineering Technology, CEPS
Hebeler 101(509) 963-1763yoxtheim@cwu.edu
Education:
1969-1973
1964
1961
Honor Socities:
Tau Beta Pi Eta Kappa Nu -
Post Masters, Washington State University
MS Electrical Engineering, Ohio University
BS Electrical Engineering, Ohio University
Engineering
Electrical Engineering
Professional Experience:
2001-present Professor, Coordinator EET and IT, Central Washington University
1993-2001
Dept Chair, Professor, Industrial & Engr Tech, Central Washington University
1981-1993
Asst & Assoc Professor, Industrial & Engr Tech, Central Washington University
1973-1981
Asst Professor, School of Engineering, Idaho State University
1971-1973
Lecturer, Electrical Engineering Dept, Washington State University
1963-1967
Instructor, Electrical Engineering, Ohio University
1989
Consulting, Grant County PUD
1975-1982
Consulting, Energy Inc.
1967-1969
Boeing Aerospace
1962
North American Aviation
Graduate Advising and Committee Activities

Graduate Committee member, Robert Schultheis, MS Individual Studies

Graduate Committee member, Beth Rogers, MS Engineering Technology.

Graduate Council representative at Damon Schuneman’s orals.

Graduate Committee Chair, James Smith, MS Engineering Technology

Graduate Committee Chair, John Goes, MS Engineering Technology
Faculty and Administrative Load: (Fall 2000 to Fall 2004, Dept Chair 92-01, EET Coordinator)
EET 221
Basic Electricity
3 credits, yearly
EET 221.1
Basic Electricity Lab
1 credits, yearly
EET 312
Basic Electronics
4 credits, yearly
EET 314
Network Analysis
4 credits, yearly
EET 322
Intermediate Electronics
4 credits, yearly
EET 323
Active Linear Circuits
4 credits, alternate years
EET 324
Advanced Network Analysis
4 credits, alternate years
EET 332
Electric Power & Machinery
4 credits, alternate years
EET 342
Instrumentation
4 credits, alternate years
EET 342
Instrumentation
4 credits, Distance Ed to
Puyallup
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January 10, 2005
EET 343
EET 343
EET 371
EET 372
EET 432
EET 445
EET 477
EET 478
EET 478
EET 489
IET 380
IET 499
CMGT 320
Process Control
Process Control
Puyallup
Digital Circuits
Advanced Digital
Generation and Transmission of
Electrical Power
Electro-Mech Control Systems
Robotics
Senior Project I
Senior Project II
Senior Presentation
Quality Control
Energing Technologies
Electrical Systems Design
4 credits, alternate years
4 credits, Distance Ed to
4 credits, yearly
4 credits, yearly
4 credits, also IET 532
4 credits, also IET 598
4 credits, also IET 577
2 credits, each quarter
2 credits, each quarter
2 credits, each quarter
5 credits
4 credits, also IET 522
3 credits
Examples of the use of technology in the above courses:
·
Spring 2003 the video tape from Fall 2002 was used to supplement EET 221 assistant
with additional problem sessions.

In the last three years, three courses were video taped in the classroom on-campus and
used as tutored video courses.

A video seminar on programable controllers with computerized exam was imbedded in
two of the courses and the Connections seminar courses were video based.

Analysis and simulation software in all EET courses.

Fall 2001, Winter 2002, and Spring 2003 two-way video courses involved students in
both the Ellensburg and the Puyallup programs.
Other Collegiate Assignments

Coordinator, Electronic Engineering Technology Program (on-campus and at Puyallup)
for 21 years

Advisor to 50 EET and IET students

Senior evaluations for all EET students and most IT students

Community College Articulation Agreements.
Staff Development Activities:

Washington State Professional Engineering Society leadership workshops in 1997, 1998,
and 1999.

Organized departmental sessions on “Learner Outcomes and Assessment Strategies” and
sessions developing a Vision Statement for the IET Department.

Hosted the Washington Council for Engineering and Related Technical Education Spring
meeting and facilitated two secessions on goals.
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January 10, 2005
Scholarship:
·
Co-author of a NSF grant proposal (with Jill Hatle, Edmonds CC), “Articulation of the
Community College Technical Programs and the BS in Engineering Technology
Programs”.

Member of the Electronic Technology Advisory Group (ETAG). Grant sponsored by the
Community College Board to develop the learner outcomes for introductory electronics
programs in the State of Washington. The final outcomes were validated by industry.

Member of the Manufacturing Technology Advisory Group (MTAG). Grant sponsored
by NSF to develop the learner outcomes for introductory manufacturing technology
programs in the State of Washington. The final outcomes were validated by industry.

$8000 grant from The Boeing Company for articulation with the Community and
Technical Colleges.
Presentations:
“Industrial and Engineering Technology”, National Association of Electrical Distributors,
Sun River, Or. May, 1997.
“Articulation between four year and two year Electronic Engineering Technology programs in
Washington”, American Electronics Association, Puget Sound Section, October 1997.
“Articulation between the Community Colleges and Engineering Technology Programs”,
WCERTE meeting October 2000
“Approaches to Articulation - NSF Grant ” , WCERTE meeting May 2001.
Service Internal:
Department Chair, Industrial and Engineering Technology, 1992-2001.
Team leader for the successful Accreditation Board for Engineering and Technology review.
Coordinator for the EET program from 1982 to 2004 and Ind Tech to present.
Developed industrial support that provides an average of $10,000 in donated equipment per year.
Developed course equivalencies and transfer agreements with the Community Colleges.
Member of the “Individual Studies Advisory Committee” since 1986.
Member of the Pre-Design committee for the Hogue Technology Building addition.
IEEE Student Club Advisor
Service External:
Licensed Professional Engineer (Electrical).
Member of the Northwest Regional Roundtable.
Life Member of IEEE professional society.
Member of WCERTE and hosted two state wide meetings in the last five years and will host the
Spring 2005 meeting.
Worked with the Washington State Small Business Association to develop a network to provide
technical assistance to small and/or new companies through out IEEE Student Club Advisor .
Member of the Pierce College Electronics Technology Advisory Board.
Hosted the “Leadership Training Workshop” for the Washington State Professional Engineers.
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January 10, 2005
Teaching Philosophy
·
Emphasize the basic concepts so students can analyze complex problems.
·
Relate material presented with other courses ( electrical and non-electrical) so students
can synthesize material.
·
Introduce “real world” problems so students have a feel for what they may be involved in
after college.
·
Require team efforts and design problems in most of the courses.
I feel that I am an effective instructor in the above goals.
Teaching Effectiveness
The following material is available for review.
·
Videotapes of the following courses - EET 221, EET 342, EET 343, EET 371(part), EET
372(part).
·
SEOIs for most courses.
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January 10, 2005
Brantley Bain
Curriculum Vitae
November 2004
509-963-2427
bainb@cwu.edu
Position
Assistant Professor of Construction Management, Industrial Engineering Technology
Department, College of Professional and Education Studies, Central Washington University,
Ellensburg, WA.
Education
BSME 1993
MSE 1998
Clemson University
University of Washington
Professional Experience
Assistant Professor of Construction Management 2004-Present.
Construction manager for US Navy 1994-2003
Courses Taught
Fall '04
Construction Equip
Contract Law
4
4
Winter '05
Methods and Mat’ls
Electrical Systems
Construction Management
4
3
4
Spring '05
Estimating II
Strengths and Mat’ls
Construction Accounting
Other Scholarly Work:
Volunteered to lead the design and eventual construction of a new church building.
Credentials
Professional Engineer, Civil, Washington State
Memberships
American Society of Civil Engineers
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January 10, 2005
4
4
4
David Leo Lickteig, ED.D.
CURRICULUM VITA
1.
2.
3.
4.
Phone: 509-962-3721
Degrees with Field, Institution and Dates:
Doctorate of Education, Industrial Education.
Minor: Educational Delivery Systems;
Cognate: Labor and Industrial Relations;
Michigan State University, East Lansing, Michigan 1980
Master of Arts Degree, Major: Industrial Education,
Eastern Michigan University, Ypsilanti, Michigan 1971
Bachelor of Science Degree. Industrial Education
Iowa State University, Ames, Iowa 1962
Present faculty position:
2004-Present Central Washington University
Visiting Scholar
Other Related Professional Experience:
1988- 2004 Georgia Southern University
Over the five year period was responsible for classes in, Construction Administration
and Contracting using electronic applications, Cost Estimating using electronic
applications, Construction Surveying and Construction Codes. Rendered service as,
Construction Computer Laboratory coordinator, and as a member of the new faculty
search committee. Chair the College of Science and Technology library committee each
year along with departmental committees and sponsorships. Sixty (68) CM majors was a
normal advising load. In 1999 coordinated and produced the successful writing,
production and submission of the ACCE reaccreditation document. Coached the Civil
construction team at the AGC sponsored national contest held in Las Vegas, NV. March
of 1999. During the fall 2000 term coached the commercial construction ASC - AGC
regional competition team to second place finish in Atlanta Georgia and have coached
two teams each years since..Three grant proposals were written , a copyrighted, refereed
paper was presented at the July 2001 AUBEA conference in Adelaide Australia, and in
May of 2002 a paper was co-presented and published paper on Liquidated Damages at
the Global Awareness Conference in Vancouver British Columbia. A subsequent paper
was presented and published on “Construction Contractors and the Correct Method
of Accounting,” M. Jill Lookwood J.D. LL.M, CPA and David Leo Lickteig,
ED.D Southeast Decision Sciences Institute
1988-1998
University of Arkansas at Pine Bluff
(12 month appointment) (tenured)
Chairperson. Industrial Technology Department
Responsibilities:
Administrative responsibilities for the department include
management of department, all faculty personnel matters, representation of the
department to industry and the community, operation, maintenance and purchasing of
departmental equipment and building needs, production of documents for evaluation and
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January 10, 2005
accreditation teams, document production and administration for university and state
department reviews, coordination of departmental grant activities, liaison to the industrial
community, and administration of student and faculty evaluations. Major university
committee assignments include chair of the academic affairs curriculum sub committee,
member of the graduate faulty selection committee, and university representative on the
Commission on Technology Transfer to the National Association of State Universities
and Land grant Colleges. Teaching responsibilities include undergraduate level classes in
construction management and departmental core.
1985 to 1988
University of Arkansas at Pine Bluff. Associate Professor (tenured),
1984 to 1985
Assistant Professor, University of Northern Iowa, Cedar Falls, IA.
1980 to 1984
Central Missouri State University Warrensburg, MO. Assistant Professor
1974 to 1980
Lake Superior State University, Sault Ste. Marie, MI. Associate Professor (Tenured):
1971 to 1973
Teaching - EPDA Fellow, Michigan State University, East Lansing, MI.
1970-1971
Teaching Fellow Eastern Michigan University, Ypsilanti, MI.
1967 to 1970
Instructor: New Holstein High School, New Holstein, WI.
6.
Construction Related Employment Experience:
2002
Design and construction of Dutch barn style hip roofed tool shed.
hardwood kitchen floor.
Installation of
2001
Removal of wall and installation of a series of french doors to enclose a sun room.
Rewired part of residence including all telephone circuits
2000
Construction of 150 foot access path and 200 foot ramp with deck for handicapped
person, Green Lake, Wisconsin. Re-shingling of North Carolina stone mountain home at
Crossnore.
Consultant to owner of ophthalmology clinic in Augusta, GA.
1993-1994
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January 10, 2005
Consultant to Dr Daniel and Louise Lieblong for construction of 4,800 square foot
mountain top residence. The residence was constructed using the first steel frame brick
veneer system in the Little Rock, Arkansas area. Structure was in the path of a recent
Little Rock tornado. Although almost all other structures in the four by ten mile area
were demolished, Dr Lieblong’s structure lost but a couple shingles.
7
Subjects Taught:
Over my teaching career, I have been called upon to use my curriculum design expertise
to developed many syllabi. The university level courses listed below were developed by
me. This list represents courses developed at Georgia Southern University, Lake
Superior State University, Central Missouri State University, Michigan State University,
and the University of Arkansas-Pine Bluff. Acquisition of laboratory equipment through
funding and donations was also my responsibility. An * indicates major teaching
proficiency.
*
*
*
*
8.
Building Codes
Construction Estimating
Surveying
Construction Materials and Practices
Heavy Equipment
Construction Scheduling
Energy Conversion
Mechanical and Electrical Systems
Engineering Graphics (computerized)
Construction Administration and Contracting
Architectural Drafting (all on computer)
Inventory Management
Introduction to Materials Processing
Industrial Safety Management
Plastics
Time and Motion Study-Ergonomics
Wood Technology
Educational Psychology (graduate level)
Research (graduate level)
Memberships in Professional and Scientific Societies:
2000-present Sigma Lambda Chi
1998- present Private Pilot-land
1984-present Associated Schools of Construction institutional representative
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January 10, 2005
1994-present
9.
American Council on Construction Education accreditation board of visitors
Papers, Publications, and Cooperative Research:
Implications of Liquidated Damages in International Construction. Co-Authored with Dr
Jill Lockwood. Co-presented Global Awareness Society, Vancouver, British Columbia, May
2002. Published
The use of a fixed point traverse in the teaching of construction surveying. AUBEA, Adelaide,
Australia. July 2001. Juried published and presented paper
The Impact of Industrial Technology on the Global Working Environment. Global Awareness
Society, Shanghai, China, May, 1995.
10.
Books Reviewed for Publishers:
Prentice Hall, May 2002 Pre contractual review of Construction Planning and Scheduling book.
Blind author. reviewed and commented on first 4 chapters.
Prentice Hall April 2002, Pre publication review of Construction Planning and Scheduling
book. Reviewed 240 pages with illustrations. Author identified.
11.
Cooperative Research:
1995
Design of fish dividing system related to off-flavor research.
Dr. Perschbaker.
1993-1995
12.
13.
Grants and Awards:
2001
Physics curriculum revision.
Dr. Tendeku, Dr. Gilmore.
Lead advisor to capital campaign which resulted in the release of $53,000 of
university funds for Construction Computer Laboratory computers and the
raising of over $35,000 in donations from the construction industry.
2001
Georgia Southern University Student technology fee fund for replacement of 26
Building Construction and Contracting PC stations. ($53,000 denied)
2000
Prolog construction administration software for 26 PC stations (donation)
Community Involvement:
1999-2004
Playing member of Augusta, Georgia Adult Hockey League
1999
Pit crew member for Georgia Southern Enduro racing team
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January 10, 2005
Appendix C
Example of a MSET Project
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January 10, 2005