Mapping – PEOs to SOs
Program Educational Objectives (PEOs) or “Unit Goals”
1) Students will achieve professional knowledge, skill and competence in their particular concentration in Engineering
Technology.
2) Students will learn to communicate effectively in a professional environment.
3) Students will understand the ethical and societal impact of engineering practices.
4) Students will understand the need for professionalism in their respective field of employment or business.
5) Students will demonstrate job preparedness and specific background training in their respective concentration in
Engineering Technology.
ABET Student Outcomes (SOs) or “Measureable Outcomes”
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined
engineering technology activities;
An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering
technology problems that require the application of principles and applied procedures or methodologies;
An ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply
experimental results to improve processes;
An ability to design systems, components, or processes for broadly-defined engineering technology problems
appropriate to program educational objectives;
An ability to function effectively as a member or leader on a technical team;
An ability to identify, analyze, and solve broadly-defined engineering technology problems;
An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and
an ability to identify and use appropriate technical literature;
An understanding of the need for and an ability to engage in self-directed continuing professional development;
An understanding of and a commitment to address professional and ethical responsibilities including a respect for
diversity;
A knowledge of the impact of engineering technology solutions in a societal and global context; and
A commitment to quality, timeliness, and continuous improvement.
SO[a]
SO[b]
SO[c]
SO[d]
SO[e]
SO[f]
SO[g]
SO[h]
SO[i]
SO[j]
SO[k]
PEO1
X
X
X
X
PEO2
PEO3
PEO4
PEO5
X
X
X
X
X
X
X
1
Mappings – Courses to SOs
Course
100
a
132
x
b
c
d
e
x
f
g
x
h
i
x
j
k
x
x
x
x
x
x
202
x
205
212
x
x
213
221
x
x
x
x
x
x
225
x
x
x
x
x
226
x
x
x
x
x
231
x
x
x
x
232
x
x
x
x
234
x
x
241
x
x
x
x
x
244
271
x
x
x
x
x
x
283
x
305
320
x
x
331
x
x
332
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
336
353
355
357
x
x
361
x
x
363
x
x
365
x
371
x
x
x
x
x
x
x
x
x
x
2
Mappings – Courses to SOs cont…
Course
375
a
x
b
x
c
d
376
x
381
x
x
x
x
385
x
x
386
x
x
434
x
435
x
x
x
x
j
k
x
x
x
x
x
x
x
446
x
x
x
x
x
x
x
x
x
441
443
x
x
X
x
x
448
i
x
x
436
445
h
x
x
x
433
442
g
x
x
425
431
f
x
390
410
e
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
463
x
465
478
x
x
x
480
484
x
x
x
488
x
492
x
493
x
494
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3
Rubrics for Assessing Student Outcomes
Rubric AB – for assessing Student Outcomes [a] and [b]:
a.
b.
An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;
An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of
principles and applied procedures or methodologies;
Computer Engineering
1. Student demonstrates an
ability to select and apply
scientific and mathematical
knowledge, techniques, skills,
and modern engineering tools
to broadly defined technology
activities; involving, for
example, electronic devices,
microprocessors, power
electronics, microprocessors,
etc.
Construction Engineering
Performance Criteria
1. Student demonstrates an
ability to select and apply
scientific and mathematical
knowledge, techniques, skills,
and modern engineering tools
to broadly defined construction
technology activities;
involving, for example,
construction materials and
methods, and analysis of simple
beams and trusses, etc.
Below Expectations - 1
Student fails to solve
typical problems in
computer technology.
Student fails to identify
proper materials and
methods, and/or solve
typical problems in
construction technology.
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
Student identifies typical
problems, but struggles to
identify and select proper
scientific and mathematical
tools to solve problems.
Student correctly
identifies typical
problems, selects
and applies basic
scientific and
mathematical tools,
but makes minor
mistakes during the
process.
Student establishes a clear
pattern of correctly
identifying, selecting and
applying the necessary
knowledge, techniques,
and skills required to
solve relevant problems in
computer engineering
technology.
At least 70%
of students in
CpET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student identifies typical
problems, but struggles to
identify and select proper
scientific and mathematical
tools to solve problems.
Student correctly
identifies typical
problems, selects
and applies basic
scientific and
mathematical tools,
but makes minor
mistakes during the
process.
Student establishes a clear
pattern of correctly
identifying, selecting and
applying the necessary
knowledge, techniques,
and skills required to
solve relevant problems in
construction engineering
technology.
At least 70%
of students in
CET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
4
Energy Engineering
Industrial Engineering
Mechanical Engineering
1. Student demonstrates an
ability to select and apply
scientific and mathematical
knowledge, techniques, skills,
and modern engineering tools
to broadly defined energy
technology activities;
involving, for example, energy
generating and energy
consuming devices.
1. Student demonstrates an
ability to select and apply
scientific and mathematical
knowledge, techniques, skills,
and modern engineering tools
to broadly defined industrial
technology activities; such as
manufacturing processes and
systems, and management of
technical organizations.
1. Student demonstrates an
ability to select and apply
scientific and mathematical
knowledge, techniques, skills,
and modern engineering tools
to broadly defined mechanical
engineering technology
activities; for example, the
principles of solid and fluid
mechanics, machine design,
thermodynamics, and heat
transfer.
Student fails to identify
proper materials and
methods, and/or solve
typical problems in
energy engineering
technology.
Student fails to identify
proper materials and
methods, and/or solve
typical problems in
industrial engineering.
Student fails to identify
proper materials and
methods, and/or solve
typical problems in
mechanical engineering
technology.
Student identifies typical
problems, but struggles to
identify and select proper
scientific and mathematical
tools to solve problems.
Student correctly
identifies typical
problems, selects
and applies basic
scientific and
mathematical tools,
but makes minor
mistakes during the
process.
Student establishes a clear
pattern of correctly
identifying, selecting and
applying the necessary
knowledge, techniques,
and skills required to
solve relevant problems in
energy engineering
technology.
At least 70%
of students in
EET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student identifies typical
problems, but struggles to
identify and select proper
scientific and mathematical
tools to solve problems.
Student correctly
identifies typical
problems, selects
and applies basic
scientific and
mathematical tools,
but makes minor
mistakes during the
process.
Student establishes a clear
pattern of correctly
identifying, selecting and
applying the necessary
knowledge, techniques,
and skills required to
solve relevant problems in
industrial engineering
technology.
At least 70%
of students in
IET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student identifies typical
problems, but struggles to
identify and select proper
scientific and mathematical
tools to solve problems.
Student correctly
identifies typical
problems, selects
and applies basic
scientific and
mathematical tools,
but makes minor
mistakes during the
process.
Student establishes a clear
pattern of correctly
identifying, selecting and
applying the necessary
knowledge, techniques,
and skills required to
solve relevant problems in
mechanical engineering
technology.
At least 70%
of students in
MET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
5
Rubric C – for assessing Student Outcomes [c]:
c.
An ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;
Computer Engineering
2. Student demonstrates an
ability to conduct standard tests
and measurements; conduct,
analyze and interpret
experiments, and apply results
to improve processes; for
example, electrical
measurements, electrical wiring
codes and specifications, etc.
Construction
Engineering
2. Student demonstrates an
ability to conduct standard tests
and measurements; conduct,
analyze and interpret
experiments, and apply results
to improve processes; for
example, supervised field
practice in the layout of
construction projects, etc.
Energy Engineering
Performance Criteria
2. Student demonstrates an
ability to conduct standard tests
and measurements; conduct,
analyze and interpret
experiments, and apply results
to improve processes; for
example, material properties
testing and measurement, and
the limitations and failures of
engineering materials in the
energy industry, etc.
Below Expectations - 1
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
Student fails to follow
correct experimental
procedures, or make
proper measurements, or
analyze and interpret
results, or apply results to
improve processes.
Student understands
standard procedures and
experimental conditions of
tests, but displays difficulty
in analyzing and
interpreting data, and/or
using results to improve
processes.
Student understands
standard procedures
and measurements,
conducts experiments
correctly, and analyzes
and interprets data
correctly most of the
time, but occasionally
fails to do so.
Student displays a clear
pattern of
understanding
procedures and tests,
analyzes and interprets
data confidently, and
uses results obtained to
improve technological
processes.
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
Student fails to follow
correct experimental
procedures, or make
proper measurements, or
analyze and interpret
results, or apply results to
improve processes.
Student understands
standard procedures and
experimental conditions of
tests, but displays difficulty
in analyzing and
interpreting data, and/or
using results to improve
processes.
Student understands
standard procedures
and measurements,
conducts experiments
correctly, and analyzes
and interprets data
correctly most of the
time, but occasionally
commits minor errors
in the process.
Student displays a clear
pattern of
understanding
procedures and tests,
analyzes and interprets
data confidently, and
uses results obtained to
improve technological
processes.
At least 70% of
students in CET
are expected to
meet or exceed
the criteria
(Levels 3 and
4).
Student fails to follow
correct experimental
procedures, or make
proper measurements, or
analyze and interpret
results, or apply results to
improve processes.
Student understands
standard procedures and
experimental conditions of
tests, but displays difficulty
in analyzing and
interpreting data, and/or
using results to improve
processes.
Student understands
standard procedures
and measurements,
conducts experiments
correctly, and analyzes
and interprets data
correctly most of the
time, but occasionally
commits minor errors
in the process.
Student displays a clear
pattern of
understanding
procedures and tests,
analyzes and interprets
data confidently, and
uses results obtained to
improve processes
involving energy
technology.
At least 70% of
students in EET
are expected to
meet or exceed
the criteria
(Levels 3 and
4).
6
Mechanical
Engineering
Industrial Engineering
2. Student demonstrates an
ability to conduct standard tests
and measurements; conduct,
analyze and interpret
experiments, and apply results
to improve processes; for
example, the properties testing
and characterization of
industrial materials.
2. Student demonstrates an
ability to conduct standard tests
and measurements; conduct,
analyze and interpret
experiments, and apply results
to improve processes; for
example, advanced analyses of
engineering materials.
Student fails to follow
correct experimental
procedures, or make
proper measurements, or
analyze and interpret
results, or apply results to
improve processes.
Student understands
standard procedures and
experimental conditions of
tests, but displays difficulty
in analyzing and
interpreting data, and/or
using results to improve
processes.
Student fails to follow
correct experimental
procedures, or make
proper measurements, or
analyze and interpret
results, or apply results to
improve processes.
Student understands
standard procedures and
experimental conditions of
tests, but displays difficulty
in analyzing and
interpreting data, and/or
using results to improve
processes.
Student understands
standard procedures
and measurements,
conducts experiments
correctly, and analyzes
and interprets data
correctly most of the
time, but occasionally
commits minor errors
in the process.
Student understands
standard procedures
and measurements,
conducts experiments
correctly, and analyzes
and interprets data
correctly most of the
time, but occasionally
commits minor errors
in the process.
Student displays a clear
pattern of
understanding
procedures and tests,
analyzes and interprets
data confidently, and
uses results obtained to
improve industrial
technology processes.
At least 70% of
students in IET
are expected to
meet or exceed
the criteria
(Levels 3 and
4).
Student displays a clear
pattern of
understanding
procedures and tests,
analyzes and interprets
data confidently, and
uses results obtained to
improve processes
involving mechanical
engineering technology.
At least 70% of
students in
MET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
Rubric D – for assessing Student Outcomes [d]:
d.
An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;
Computer Engineering
Performance Criteria
3. Student demonstrates an
ability to design systems,
components, and processes for
broadly defined problems
appropriate to computer
engineering technology, such as
microcomputer based systems
design, and control systems
analysis and design.
Below Expectations - 1
Student fails to
understand the design
process, or properly
identify components and
processes typical in
computer engineering
technology.
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
Student understands the
concept of designing
systems, components, and/or
processes to a limited extent,
and strives to achieve a
firmer grasp of the subject
matter.
Student demonstrates
an ability to design
systems, components
and/or processes
relevant in computer
engineering technology,
but occasionally
commits mistakes that
display a lack of clarity
in understanding.
Student displays a clear
and consistent
knowledge of the
design process, whether
of systems,
components, or
processes in computer
engineering technology.
At least 70%
of students in
CpET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
7
Industrial Engineering
Construction
Engineering
Energy Engineering
3. Student demonstrates an
ability to design systems,
components, and processes for
broadly defined problems
appropriate to energy
engineering technology, for
example, the design and
analysis of energy conversion
devices.
3. Student demonstrates an
ability to design systems,
components, and processes for
broadly defined problems
appropriate to industrial
engineering technology, for
example, the design and
application of various auto
identification technologies.
Mechanical
Engineering
3. Student demonstrates an
ability to design systems,
components, and processes for
broadly defined problems
appropriate to construction
engineering technology, for
example, the design and
analysis of steel structures.
3. Student demonstrates an
ability to design systems,
components, and processes for
broadly defined problems
appropriate to mechanical
engineering technology, such as
the design and analysis of
machine elements and
mechanisms.
Student fails to
understand the design
process, or properly
identify components and
processes typical in
construction engineering
technology.
Student understands the
concept of designing
systems, components, and/or
processes to a limited extent,
and strives to achieve a
firmer grasp of the subject
matter.
Student demonstrates
an ability to design
systems and
components typical in
construction
engineering, but
occasionally commits
minor mistakes.
Student fails to
understand the design
process, or properly
identify components and
processes typical in
construction engineering
technology.
Student understands the
concept of designing
systems, components, and/or
processes to a limited extent,
and strives to achieve a
firmer grasp of the subject
matter.
Student demonstrates
an ability to design
systems and
components typical in
energy technology, but
occasionally commits
minor mistakes.
Student fails to
understand the design
process, or properly
identify components and
processes typical in
industrial engineering
technology.
Student understands the
concept of designing
systems, components, and/or
processes to a limited extent,
and strives to achieve a
firmer grasp of the subject
matter.
Student demonstrates
an ability to design
systems and
components typical in
industrial engineering,
but occasionally
commits minor
mistakes.
Student fails to
understand the design
process, or properly
identify components and
processes typical in
mechanical engineering
technology.
Student understands the
concept of designing
systems, components, and/or
processes to a limited extent,
and strives to achieve a
firmer grasp of the subject
matter.
Student demonstrates
an ability to design
systems and
components typical in
mechanical engineering
technology, but
occasionally commits
minor mistakes.
Student displays a clear
and consistent
knowledge of the
design materials and
processes used in
construction
technology.
At least 70%
of students in
CET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student displays a clear
and consistent
knowledge of the
materials and processes
used in energy
technology.
At least 70%
of students in
EET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student displays a clear
and consistent
knowledge of the
materials and processes
used in industrial
engineering technology.
At least 70%
of students in
IET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
Student displays a clear
and consistent
knowledge of the
materials and processes
used in mechanical
engineering technology.
At least 70%
of students in
MET are
expected to
meet or
exceed the
criteria
(Levels 3 and
4).
8
Rubric E – for assessing Student Outcomes [e]:
e.
ALL Concentrations
Performance Criteria
An ability to function effectively as a member or leader on a technical team;
Below Expectations - 1
Student fails to function
effectively as a member of a
technical team
Student functions as part
of a technical team, but
has difficulty in
demonstrating
effectiveness.
Progressing to Criteria - 2
Student functions
effectively as member of a
technical team, but
occasionally fails to
maintain effectiveness.
Meets Criteria - 3
Exceeds Criteria - 4
Student demonstrates
a consistent pattern of
effectiveness as part of
a technical team.
Student fails to function
effectively as a member
of a technical team
Score
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
Rubric F – for assessing Student Outcomes [f]:
ALL Concentrations
f.
An ability to identify, analyze, and solve broadly-defined engineering technology problems;
Performance Criteria
Below Expectations - 1
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
1. Students demonstrate an
ability to identify, analyze, and
solve broadly-defined
engineering technology
problems.
Student fails to identify,
analyze, and solve
broadly-defined
engineering technology
problems
Student identifies typical
problems, but struggles to
identify and select proper
tools to solve problems.
Student correctly
identifies typical
problems, selects and
applies basic tools, but
makes minor mistakes
during the process.
Student establishes a
clear pattern of
correctly identifying,
selecting and applying
the necessary
knowledge, techniques,
and skills required to
solve relevant
problems.
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
9
Rubric G – for assessing Student Outcomes [g]:
ALL
Concentrations
g.
An ability to function effectively as a member or leader on a technical team;
Performance Criteria
Below Expectations - 1
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
1. Student demonstrates ability
to effectively and clearly
express thoughts in written and
oral presentations.
Student fails to effectively
and clearly express
thoughts in written and
oral communications.
Student expresses thoughts
orally and/or in writing, but
fails to make an effective
presentation.
Student expresses
thoughts orally and in
writing, but not in a
consistently effective
manner.
Student demonstrates a
consistent pattern of
communicating
effectively in both
writing and speech.
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
Rubric H – for assessing Student Outcomes [h]:
h.
An understanding of the need for and an ability to engage in self-directed continuing professional development;
ALL Concentrations
Performance Criteria
1. Students are encouraged to
become members of
professional societies in their
respective areas. Examples of
relevant professional societies
are American Society for
Materials, Society of Women
Engineers, Society of
Manufacturing Engineers,
among several others.
Below Expectations - 1
Progressing to Criteria - 2
Student fails to show any
interest in joining and
participating in any
professional society
activities.
Student displays interest in
joining one or more
professional societies, and
possibly participates in
activities on campus, but
eventually does not become
a member and execute
member responsibilities.
Meets Criteria - 3
Student becomes a
member of a
professional society
and participates in
society activities.
Exceeds Criteria - 4
Student becomes a
member of one or more
professional bodies, and
actively participates in
activities on a regular
basis.
Score
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
10
Rubric I – for assessing Student Outcomes [i]:
ALL
Concentrations
i.
An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;
Performance Criteria
Below Expectations - 1
1. Student demonstrates ability
to address professional and
ethical responsibilities,
including a respect for
diversity.
Student fails to meet basic
requirements of
professionalism and
ethical behavior.
Progressing to Criteria - 2
Student strives to meet
professional and ethical
responsibilities.
Meets Criteria - 3
Student meets the
standards of
professional and
ethical behavior, but
occasionally falls
short.
Exceeds Criteria - 4
Score
Student demonstrates a
consistent pattern of
behavior demonstrating
superior professional
and ethical behavior.
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
Rubric J – for assessing Student Outcomes [j]:
j.
ALL
Concentrations
Performance Criteria
Student will demonstrate
knowledge of the impact of
engineering technology
solutions in a societal and
global context
A knowledge of the impact of engineering technology solutions in a societal and global context;
Below Expectations - 1
Student fails to
demonstrate either
knowledge of standard
engineering technology
solutions
Progressing to Criteria - 2
Student demonstrates
knowledge of engineering
technology solutions but
cannot link them to either
societal or global contexts
Meets Criteria - 3
Exceeds Criteria - 4
Score
Student demonstrates
knowledge of
engineering
technology solutions
but can only link them
to either societal or
global contexts, but
not both
Student demonstrates
knowledge of
engineering technology
solutions and can link
them to both societal
and global contexts
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
11
Rubric K – for assessing Student Outcomes [k]:
ALL
Concentrations
k.
A commitment to quality, timeliness, and continuous improvement.
Performance Criteria
Below Expectations - 1
Progressing to Criteria - 2
Meets Criteria - 3
Exceeds Criteria - 4
Score
Student will demonstrate a
commitment to quality of work
and timeliness.
Student fails to
demonstrate either quality
of work or timeliness or
both.
Student strives to deliver
quality and maintain
timeliness in professional
activities, but has difficulty.
Student displays the
standard commitment
to quality and
timeliness, but is
occasionally late or
delivers less than
acceptable work.
Student demonstrates a
steady and consistent
pattern of quality and
timeliness.
At least 70% of
students in
CpET are
expected to
meet or exceed
the criteria
(Levels 3 and
4).
12
Sample Data Collection Table TEMPLATE
When a Student Outcome is being assessment, the following data table must
be populated with the details, findings, and use of results.
Course:
Number of Students:
Student Outcome
Semester:
Number of Students who satisfied Rubric:
Rubric Used:
Methods of Assessment
copy/paste example questions,
assignments, etc in this table
Findings and Detailed
Performance
Use of Results:
13