SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Industrial & Systems Engineering
Program: Industrial & systems Engineering
College: Engineering
Website: http://ise.sjsu.edu/
- Check here if your website addresses the University Learning Goals.
Program Accreditation (if any): ABET through 2018
Contact Person and Email: Minnie H. Patel Minnie.patel@sjsu.edu
Date of Report: March 1, 2014
Part A
1. List of Program Learning Outcomes (PLOs)
a
b
c
d
e
f
g
h
i
j
k
Have an ability to apply knowledge of mathematics, science and industrial and systems
engineering.
Have an ability to design and conduct experiments, as well as to analyze and interpret data.
Have an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
Have an ability to function on multi-disciplinary teams.
Have an ability to identify, formulate and solve engineering problems.
Have an understanding of professional and ethical responsibility.
Have an ability to communicate effectively.
Have the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
Have a recognition of the need for, and an ability to engage in, life-long learning.
Have the knowledge of contemporary issues.
Have an ability to use the techniques, skills, and modern industrial and systems engineering
tools necessary for industrial and systems engineering practice.
x
x
x
Social and Global Responsibilities
Applied Knowledge
Intellectual Skills
Broad Integrative knowledge
PLO/ULG
a. Disciplinary Knowledge
b. Proficiency with experiments
c. Design
d. Multidisciplinary teamwork
e. Problem solving
f. Ethics
g. Communication skills
h. Broad impacts of engineering
i. Life-long learning
j. Contemporary issues of engineering
k. Modern Tools
Specialized knowledge
2. Map of PLOs to University Learning Goals (ULGs)
x
x
x
x
x
x
x
x
x
x
x
x
3. Alignment – Matrix of PLOs to Courses
Each ISE course coordinator applied Bloom’s Taxonomy of learning levels (Table 3.1) to
characterize the expected level of learning for each course topic.
Table 3.1 – Bloom’s Taxonomy
Bloom’s
Taxonomy
Remembering
Understanding
Applying
Active Description Verbs
Retrieving, recognizing, and recalling relevant knowledge
from long-term memory. .
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
Carrying out or using a procedure through executing, or
implementing.
Level of
Learning
+
++
Analyzing
Evaluating
Creating
Breaking material into constituent parts, determining how
the parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
Making judgments based on criteria and standards through
checking and critiquing.
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
+++
Matrix mapping of course topics to Program Outcomes
Each ISE course coordinator applied Bloom’s Taxonomy of learning levels (Table 3.1) to characterize the
expected level of learning for each course topic. The Table 3.2 summarizes program learning outcomes
mapped to each course in the program at appropriate leaning levels of Bloom’s Taxonomy.
Table 3.2 – ISE Program – Outcome Mapping Matrix
Outcome Mapping Matrix – 2010/11
Program
Outcome:
a
b
c
d
e
f
g
h
i
j
k
+

+
+

+

+
Required Courses (Engineering Core)
Engr. 10

+
ME 20
+
CmpE 46 Or
30
++
+
++
Engr. 100W
++
++
EE 98
+
MATE 25
+
ISE 102
++
+++
++
++
+
+


++
++
+++
+++
CmpE 131
ISE 105
+++
+++
++
ISE 115
+++
+++
+++
++
ISE 120
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
ISE 130
+++
++
++
+
++
++
++
ISE 131
++
++
++
+++
+++
++
++
ISE 135
++
++
++
++
+++
++
ISE 140
++
+++
+++
++
+++
++
++
++
ISE 142
++
++
+++
+++
+++
++
+++
+
+
+++
++
+++
+++
++
++
+++
+++
++
+++
+
+++
++
++
++
++
+++
++
+++
++
++
++
++
+++
+
++
+
+++
++
ISE 151
ISE 155
++
ISE 167
+++
++
++
ISE 170
+++
++
++
++
++
++
++
+++
++
++
++
++
++
++
++
+++
+++
++
++
++
++
++
++
++
++
++
++
++
Capstone Courses
ISE 195A
ISE 195B
+++
+++
++
+++
+++
Elective Courses
ISE 112
++
++
++
++
++
+++
ISE 114
+++
++
+++
++
+++
+++
ISE 164
+
++
++
++
++
++
++
++
++
++
ME 110
+ Skill level 1 or 2 in Bloom’s Taxonomy ++
 Skills relevant but not presently assessed
Skill level 3 or 4 in Bloom’s Taxonomy
+++
Skill level 5 or 6 in Bloom’s Taxonomy
The Outcome Mapping Matrix in Table 3.2 above indicates across the ISE curriculum, each outcome is
addressed many times at all levels of Bloom’s Taxonomy. The table also points out the contributions of
the Engineering Core and Technical Writing course to the achievement of program learning outcomes.
4. Planning – Assessment Schedule
See Table 4.1 summarizing performance criteria for each program learning outcome, corresponding
courses used to assess and evaluate student outcomes, and semester in which data are collected and
results analyzed every two years. However, we do assess the outcomes using the senior exit exam every
year and analyze every two years. The last time the data for each performance criterion listed in Table
4.1 was collected and analyzed in Fall 2012 and Spring 2013. Currently the outcomes of the data analysis
results are being implemented for improvement of learning. The next time the student outcomes will be
assessed in Fall 2014 and Spring 2015 and implemented in Fall 2016 and Spring 2017. Thus we have an
assessment cycle for performance criteria with an alternating data collection and analysis period of one
academic year and an implementation of assessment data analysis results in the following academic
year period.
Table 4.1: Student Outcome and Corresponding Performance Criteria along with the Course Numbers
ABET Outcome
a
An ability to apply
knowledge of
mathematics, science,
and engineering
Performance Criteria
Assessment
Solve statistical decision making
engineering problems (Apply
knowledge of mathematics)
ISE 130
Solve management decision making
engineering problems
ISE 170
F
S
X
X
(Apply knowledge of math, science,
and engineering)
b
c
An ability to design and
conduct experiments, as
well as to analyze and
interpret data
An ability to design a
system, component, or
process to meet desired
needs within realistic
constraints such as
economic,
environmental, social,
political, ethical, health
and safety,
manufacturability, and
Solve engineering economic problems
(Apply knowledge of mathematics)
ISE 102
X
Solve statistical decision making
engineering problems (Analyze and
interpret data)
ISE 130
X
Design experiments and collect,
analyze, and interpret data to solve
engineering problems
ISE 135
X
Collect, analyze, and interpret data in
simulation studies
ISE 167
X
Design and plan process, facilities
ISE 195B
X
sustainability
d
An ability to function on
multi-disciplinary teams
Develop a strategic and management
plans
ISE 195B
Collaboration and conflict
management: team development,
interpersonal style, conflict
management, participation
ISE 151
X
Team Communication:
ISE 151
X
ISE 151,
X
ISE 140
X
Formulate and solve engineering
economic analysis problems
ISE 102
X
Demonstrate improvement of process
strategies, cycle time, and WIP
reduction
ISE 140
X
Formulate and solve operations
research/management decision
making problems
ISE 170
Demonstrates an ability to make
informed ethical choices
ISE 151, 105
X
Demonstrates knowledge of
professional code of ethics
ISE 151, ISE
195A
X
X
Active listening, feedback, influencing
others, sharing information
Team decision making:
Defining a problem, innovation and
idea generation, judgment/ using facts,
reaching consensus
Team performance on a
multidisciplinary project
e
f
g
An ability to identify,
formulate, and solve
engineering problems
An understanding of
professional and ethical
responsibility
An ability to
communicate effectively
Communicate in small teams, writing
and in variety of other ways
ISE 120
X
X
X
h
i
j
Understanding of the
impact of engineering
solutions in
global/societal context
Recognition of the need
for, and an ability to
engage in lifelong
learning
Knowledge of
contemporary issue
Develop technical writing skills
ENGR 100W
X
Demonstrates effective technical
presentations and writing senior
design report
ISE 195A and
ISE 195B
Evaluate society context of poor
quality
ISE 131
X
Demonstrate approaches to improve
quality
ISE 131
X
Demonstrate the impact and benefits
of moving to a leaner production
system
ISE 140
Develop green system solutions
ISE 195B
Learn to use a ProModel, and excel for
solving operational problems
ISE 140
Learn to use MINITAB and Microsoft
Excel to for solving statistical quality
problems
ISE 131
Research and present on
contemporary topics
ISE 195A
X
Research and analyze new IE topics
ISE 195A
X
Use of current financial
data/parameters to solve engineering
decision-making problems
ISE 102
X
Develop an understanding of the
"state of the art" of service
management thinking
ISE 142
X
Remember/recognize the benefits of a
well-defined and integrated supply
chain and the technical benefits and
impact of an ERP system
ISE 155
X
Research and present contemporary
ISE 195A
X
X
X
X
X
X
X
topics
k
Ability to use the
techniques, skills and
modern engineering tools
necessary for engineering
practice
Learn to use LINDO optimization
software to do sensitivity analysis
ISE 170
Learn to use a simulation software
PROMODEL to do the analysis of the
existing systems/processes
ISE 167
X
X
The senior exit oral and written exam data collected during academic year 2012-2013 and 20132014 will be analyzed in summer of 2014. The results will be implemented in 2014-2015.
5. Student Experience
The PLOs are posted on the ISE webpage. Here is a link http://ise.sjsu.edu/content/bs-ise-studentoutcomes. The students’ feedback is considered in defining and improving program objectives via
alumni survey. The program learning outcomes are then revised accordingly since they map to
program objectives. Thus students’ feedback is considered indirectly.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
<These numbers can be obtained for your program from the IEA website at
http://www.iea.sjsu.edu/ under Retention/Graduation. URM stands for Under-Represented
Minorities. In some cases, the number of students who choose to report their ethnicity is too small
to compute a reliable number, so please check if this is the case before interpreting. The university
targets for first-time freshmen 6-yr graduation rates set by the Chancellor’s Office are 51.6%, 47.8%,
and 53.2%, for total, URM and Non-URM populations, by 2015-2016. The university targets for
transfer and graduate students are not specifically published, but generally improvement is
expected here too. >
First-time Freshmen: 6
Year Graduation Rates
Academic Programs
Industrial/Syst.Engineering
Fall 2007 Cohort
New UG Transfers: 3 Year
Graduation Rates
Fall 2010 Cohort
Grads : 3 Year
Graduation Rates
Fall 2010 Cohort
Entering
% Grad
Entering
% Grad
Entering
% Grad
Total
2
50.0%
12
25.0%
50
64.0%
URM
1
0.0%
8
37.5%
3
33.3%
Non-URM
0
0.0%
3
0.0%
23
43.5%
Other
1
100.0%
1
0.0%
24
87.5%
7. Headcounts of program majors and new students (per program and degree)
Fall 2013
New Students
Industrial/Syst Engineering
Degree
Cont. Students
Total
1st Fr.
UG Transf
New Creds
1st Grads
UGs
Creds
Grads
UGs
Creds
Grads
Total
8
11
0
56
101
0
108
120
0
164
BS
8
11
0
0
101
0
0
120
0
0
MS
0
0
0
56
0
0
108
0
0
164
8. SFR and average section size (per program)
<The student-to-faculty ratio (SFR) and the average headcount per section can be found at the IEA
website at http://www.iea.sjsu.edu/Courses/default.cfm#Prefix under your department name. SFR
and average section sizes provide some measure of cost-effectiveness and faculty load. The values
can be compared to the college and/or university averages, or a comparable program at another
university, if applicable. Any SFR ratios or average section sizes that are either much bigger or
smaller than average should be explained and or addressed.>
Fall 2013
Course Prefix
Course Level
ISE - Industrial/Syst Engineer
Total
Student to
Average
Faculty Ratio Headcount per
(SFR)
Section
31.0
30.1
Upper Division
37.4
41.9
Graduate Division
25.3
21.3
9. Percentage of tenured/tenure-track instructional faculty (per department)
Fall 2013
Industrial & Systems Engineering
% Tenured/Prob
Tenured
49.5%
2.885
Probationary Temp Lecturer
2.941
0
Part C
10. Closing the Loop/Recommended Actions
Academic year 2013-2014 is an implementation phase of the assessment cycle. We have
implemented and/or are implementing the recommendations of the previous phase (assessment
data collection, analysis, and recommendation).
In Fall 2013 the following actions were taken to improve achievement of program learning outcome
j:
ISE 102 Course: Depreciation methods and their impact on income taxes were emphasized. Several
problems were presented and discussed in the class to improve learning. MACRS depreciation
method was particularly emphasized.
In Fall 2013 the following actions were taken to improve achievement of program learning outcome
k:
ISE 167 Course: ProModel model building fundamentals were emphasized and several examples
were presented in the class as well as lab to improve student learning in this area.
In Spring 2014 the following actions were taken/to be taken to improve achievement of program
learning outcomes a and e:
ISE 170 Course: Many problems will be solved in the class in the area of Markov chain and
throughout the semester the instructor is making a conscious effort to explain with details how to
formulate and solve decision making problems using spreadsheet optimizer. In future the instructor
plans to video record some lectures to enhance student learning of ISE170.
In Spring 2014 the following actions were taken/to be taken to improve achievement of program
learning outcome k:
ISE 155 Course: The instructor will emphasize mitigating risk in implementation of IT in supply chains
to improve student learning. The instructor will give real world examples to show how to avoid risk
in IT implementation.
11. Assessment Data
Assessment Data Summary – Fall 2012
ABET
Performance Criteria
Outcome
a
An ability to apply
knowledge
of
mathematics,
science,
and
engineering
Course
Assessment
Method
Assessment
Result
Calculate probability and
mean and variance of a
probability
distribution.
(Apply
knowledge
of
mathematics)
ISE 130
Test #1 Q5 on
finding the
mean,
variance of a
pdf and
finding
conditional
probability
and
fundamentals
of probability
83% of the
students scored
70% or above
on Q5, Test #1
Solve engineering economic
problems (Apply knowledge
of mathematics)
ISE 102
Test #1 Q1 on
use of learning
curve
in
estimating
standard time,
time value of
money,
and
cash
flow
87% of the
students
scored 70% or
above on Q2,
Test #1
diagram
b
An ability to design
and
conduct
experiments,
as
well as to analyze
and interpret data
ISE 102
Test #1 Q3 on
performing
breakeven
analysis
to
determine the
best
alternative
over ranges of
production
levels
and
calculating
future worth
using TVM
82% of the
students
scored 70% or
above on Q3,
Test #1
Solve statistical decision
making
engineering
problems (Analyze and
interpret data)
ISE 130
Graphical and
numerical
summary
of
data,
identification
of
outliers,
and
dealing
with
the
outliers
73% of the
students scored
70% or above
on Q2a, Test #2
Design experiments and
collect,
analyze,
and
interpret data to solve
engineering problems
ISE 135
Using factorial
experiment to
assess the
effect of
important
factors and
their
interactions
on the life of a
cutting tool
97% of the
students scored
70% or above
on Q2a, Test #2
Collect,
analyze,
and
interpret data in simulation
studies
ISE 167
The assignment
for the students
was to calculate
the
“Kanban
Size” by part
type, and the
Producing
Process “Batch
Size” by part
type, that will
result in the
85.2% of the
students scored
70% or above
on final project
smallest
possible
WIP
levels
that
meet/exceed
production
requirements.
They needed to
do
this
for
various levels of
demand,
and
various levels of
process
variability.
d
An
ability
to
function on multidisciplinary teams
Collaboration and conflict
management:
team
development, interpersonal
style, conflict management,
participation
ISE 151
Description of
phases of
team building
89% of the
students scored
70% or above
on Quiz #2 Q3
Team Communication:
ISE 151
key
considerations
while
providing
feedback
89% of the
students scored
70% or above
on Final Exam
Q2
ISE 151
Descriptions of
Directive and
Achievementoriented
decisionmaking
100% of the
students scored
100% on Final
Exam Q6
Formulate
and
solve
engineering
economic
analysis problems
ISE 102
Estimating
present worth
of a cost of
perpetual life
investment
alternative
91% of the
students scored
70% or above
on Q5, Test #2
Understand improvement
of process strategies, cycle
time, and WIP reduction
ISE 140
Final Project:
100% of the
students scored
70% or above
on the final
project
Active listening, feedback,
influencing others, sharing
information
Team decision making:
Defining
a
problem,
innovation
and
idea
generation,
judgment/
using
facts,
reaching
consensus
e
An
ability
to
identify,
formulate,
and
solve engineering
problems
f
An understanding
of professional and
ethical
responsibility
Demonstrates knowledge
of professional code of
ethics
ISE 140
Final exam Q4
93% of the
students scored
70% or above
on Final Exam
Q4
ISE 151,
ISE 151: NSPE
code of ethics
knowledge
using Apollo
13
findings
and
determination
s
88% of the
students scored
70% or above
on Homework
#10 Q1
ISE 151 Ethics
assignment on
Hubble space
telescope
Optics
demonstrating
knowledge of
professional
codes of ethics
and ability to
make
informed
ethical choices
g
An
ability
communicate
effectively
to
Develop technical writing
skills
ENGR
100W
Demonstrates
effective
technical presentations and
writing senior design report
ISE 195A
100% of the
students scored
70% or above
on ethics
assignment
X
100% of the
students score
passing grade
Technical
presentations
on the
contemporary
ISE topics
95% of the
students scored
70% or in
technical
presentation #1
and 100% of the
students scored
70% or above in
technical
presentation
#2. 100% of the
students scored
85% or above in
the final
presentation.
When we look
at the raw
scores of the
students for
technical
presentations
#1, #2, and
final, there
seem to be an
improvement
trend in the
students’
presentation
scores
h
i
j
Understanding
the impact
engineering
solutions
global/societal
context
of
of
ISE 140
Experimenting
with batch
size, priority
rule, pull vs
push on
project
78% of the
students scored
70% or above
on the relevant
portion of the
project
Learn to use a ProModel,
and excel for solving
operational problems
ISE 140
Using
ProModel to
successful
complete
scheduling
portion of the
project
100% of the
students scored
100% on the
scheduling
portion of the
final project
ISE 167
Analyze
operation of a
job shop
91% of the
students scored
70% or above
on HW #1, Q2.
Analyze
emergency
room
operations
64% of the
students scored
70% or above
on Q5, Test #1
Calculation of
depreciation
of
capital
investment
using MACRS
66% students
scored 70% or
above on Q4 of
the final exam
in
Recognition of the
need for, and an
ability to engage in
lifelong learning
Knowledge
contemporary
issue
Demonstrate the impact
and benefits of moving to a
leaner production system
of
Use of current financial
data/parameters to solve
engineering
decisionmaking problems
ISE 102
method
income
effects
k
Ability to use the
techniques, skills
and
modern
engineering tools
necessary
for
engineering
practice
Learn to use a simulation
software PROMODEL to do
the analysis of the existing
systems/processes
ISE 167
and
tax
PROMODEL
model building
fundamentals
64% students
scored 70% or
above on Q7 of
Test #2
Assessment Data Summary - Spring 2013
ABET Outcome
a
c
Performance Criteria
Course
Assessment
Instructor
An ability to apply
knowledge of
mathematics,
science, and
engineering
Solve management decision
making engineering
problems
ISE 170
Final Exams.
Q1 is on
Markov Chain;
Q3 is on
queueing
theory,
including
formulation
and solution.
60% of the students
scored 70% or above
for Q1; 80% of the
students scored 70% or
above for Q3.
An ability to design a
system, component,
or process to meet
desired needs within
realistic constraints
such as economic,
environmental,
social, political,
ethical, health and
safety,
manufacturability,
and sustainability
Design and plan process,
facilities
ISE 195B
ISE 195B
100% of the projects
scored 70% or above in
the design and plan
process facilities
section of the report
Develop a strategic and
management plans
ISE 195B
ISE 195B
100% of the projects
scored 70% or above in
strategic and
management plans of
the report
(Apply knowledge of math,
science, and engineering)
e
An ability to identify,
formulate, and solve
engineering
problems
Formulate and solve
operations
research/management
decision making problems
ISE 170
Questions 3, 4
& 5 of the
Final Exam.
80% of the students
scored 70% or above
on Question 3; 44% of
the students scored
70% or above on
Question 4; 32% of the
students scored 70% or
above on Question 5..
f
An understanding of
professional and
ethical responsibility
Demonstrates knowledge
of professional code of
ethics
ISE 195A
ISE 195A
100% of the students
scored 70% or above in
the ethics assignment
g
An ability to
communicate
effectively
Communicate in small
teams, writing and in
variety of other ways
ISE 120
projects are
to be real
world
workplace
evaluations
incorporating
100% of the students
scored 70% or above in
the written portion of
the report and 100% of
the students scored
70% or above in the
oral presentation of
their reported work
Operation
Process
Charts, work
measuremen
t and
ergonomics
Develop technical writing
skills
h
Understanding of the
impact of
engineering solutions
in global/societal
context
ENGR
100W
ENGR 100W
Demonstrates effective
technical presentations and
writing senior design report
ISE 195A
and ISE
195B
ISE 195A and
ISE 195B
100% of the students
scored 70% or above in
the technical
presentations of both
courses
Evaluate society context of
poor quality
ISE 131
Multiple
choice
questions 9,
10, 14, 18 on
final exam
79% of the students
scored 70% or above
i
j
Recognition of the
need for, and an
ability to engage in
lifelong learning
Knowledge of
contemporary issue
Demonstrate approaches to
improve quality
ISE 131
ISE 131 final
project
100% of the students
scored 70% or above
Develop green system
solutions
ISE 195B
ISE 195B
Learn about Sustainability
as applied to life cycle
engineering
ISE 103
Homework on
sustainability
Learn to use MINITAB and
Microsoft Excel to for
solving statistical quality
problems
ISE 131
ISE 131 Final
Project
100% of the students
scored 70% or above in
the final project
Research and analyze new
IE topics
ISE 195A
ISE 195A
100% of the groups
scored 70% or above in
researching and
analyzing new IE topics
Develop an understanding
of the "state of the art" of
service management
thinking
ISE 142
A question on
mid-term two
exam on using
exponential
smoothing in
forecasting
teller services
79% of the students
scored 70% or above
Remember/recognize the
benefits of a well-defined
and integrated supply chain
and the technical benefits
and impact of an ERP
system
ISE 155
HW #6
assignment on
Dell Supply
Chain Case
Study
100% of the students
scored 70% or above
HW #9
assignment on
Green logistics
89% of the students
scored 70% or above
Final exam Q4:
Risk inherent
in
implementing
IT system and
Q7: Risk in
63% of the students
scored 70% or above
100% of the groups
scored 70% or above in
addressing green
system solutions
100% of the students
scored 70% or above
100% scored 70% or
outsourcing
k
Ability to use the
techniques, skills and
modern engineering
tools necessary for
engineering practice
above
Research and present
contemporary topics
ISE 195A
ISE 195A
100% of the groups
scored 70% or above in
researching and
presenting on
contemporary IE topics
Learn to use spreadsheet
optimizers software to do
sensitivity analysis
ISE 170
All of HW 8
questions
involved
solution by
Excel LP
Solver; some
of other HW
sets also
involved Excel
LP Solver.
69% of the students
scored 70% or above
for HW 8; 65% of the
students scored 90% or
above for HW 8; 46% of
the students scored
100% for HW 8.
12. Analysis
Based upon the data collected in fall 2012 and spring 2013, outcomes a, e, j and k were partially
achieved. Some of the performance measures of each outcome were achieved and some were not
achieved.
During summer of 2014, the senior exit written and oral exam data collected during the last two
years will be analyzed.
13. Proposed changes and goals (if any)
None