Manufacturing/Mechanical Engineering Technology
Manufacturing Engineering Technology
Results of Assessment
2003-2004 (submitted 10/19/04)
As required by our ABET
accreditation, all program outcomes required by ABET (a- k) were assessed using
Alumni and Employer Satisfaction Surveys, Program and Course Level Loop Action
worksheets, Senior Project evaluations, the SME Certified Manufacturing
Technologist (CMfgT) Exam, feed back from the MFET Industrial Advisory
Committee and through the ABET program accreditation review.
Currently, all program
objectives are being assessed using an alumni and employer survey. Data are
incomplete as of October, 2004.
In addition to surveys, all
ABET (a through k) outcomes are addressed on an on-going basis through program
level and course level loop action sheets to promote and document continuous
improvement. The forms used simply identify and document course improvement
action items and the faculty responsible for any proposed future action. The
majority of MFET courses have now implemented improvements highlighted through
the course level closed loop action. The program coordinator maintains the
program level and course-level loop action instruments.
Senior Project continues to
be one of our best assessment tools for evaluating the overall MFET program.
This year MFET students successfully completed three projects that demonstrated
a wide variety of knowledge and skills. These projects included the building
of an automated washing machine for rock climbing holds, a belt/disk sanding
machine, and equipment for Parker Hannifin. Each project undergoes a
comprehensive evaluation of both the documentation and the hardware.
Twenty MFET seniors took
the CMfgT Exam; all passed and received their certifications. The faculty will
be analyzing the areas of the exam where students appeared to be weak once the
results are obtained from the Society of Manufacturing Engineers.
Industrial Advisory
Committee (IAC) meetings are held twice each year. The most notable discussion
item/recommendations recently involved incorporating the welding program from
USU into our MFET bachelor degree as an emphasis (approved in 2004). IAC input
was used to help create the welding emphasis curriculum.
An ABET team visited the
Weber State campus in October for an
accreditation review of the MFET program. The program was re-accredited to
September 30, 2010. The findings are outlined below.
ABET Accreditation
Findings
ABET requires that
institutions or programs respond to deficiencies and weakness. No response is
required for concerns or observations. In this ABET visit, no deficiencies or
weaknesses or were noted in the findings, but several concerns were given where
action will be required for continued compliance. The concerns have been
provided below; the Department will address the general action expected notes
following each concern. Only department specific strengths and concerns have
been listed; other strengths and concerns at institutional level apply but are
not addressed here.
Strengths
1. Faculty and staff
associated with the Manufacturing Engineering Technology program are
exceptional as is the program leadership. They have strong ties to the local
and regional manufacturing industry, and are actively involved in consulting
activities and professional development activities including periodic
sabbatical leaves in industry. This relationship has resulted in strong
industry-sponsored senior design projects, industry-sponsored Six Sigma
projects and a significant number of student field trips. Students and
alumni of the program hold the faculty in high regard due to the faculty's
technical knowledge, currency, accessibility, sincere interest in student
success, and dedication to student learning. Faculty are involved in
Project Lead the Way and other activities to promote engineering technology.
This strength was an institutional strength also.
2. The laboratory and
classroom facilities supporting the Manufacturing Engineering Technology
program are outstanding. Manufacturing laboratories are spacious and well
equipped with a wide variety of modem industrial equipment typically found
in industry. For example, a new partnership with Miller Welding has resulted
in improved laboratory capability, and also has the potential to improve
program curriculum and enhance enrollment. Mechanically, the equipment is in
good condition and supported by a knowledgeable and dedicated laboratory
technician. Classrooms incorporate modern audio-visual technology including
an instructor computer workstation, multimedia equipment and a permanently
installed computer projector. Computer laboratories incorporate current
hardware, utilize current operating system software, and use up-to-date
engineering technology application software. The computer laboratories are
accessible to students outside scheduled class times and are equipped with
necessary printers and/or plotters to support curriculum needs. This
strength was an institutional strength also.
3. Program faculty
instituted the use of a national certification examination as an assessment
instrument during the student's 8th semester starting in the spring semester
2003. The Certified Manufacturing Technologist examination administered by
the Society of Manufacturing Engineers provides the institution nationally-normed
results compiled by subject area. This examination is an appropriate and
potentially useful tool to enhance the continuous improvement activities of
the program.
Concerns
1. Observation: The
Manufacturing Engineering Technology program has demonstrated improvement
regarding oral and written communication since the prior accreditation
review. The program has written and oral communication incorporated in some
of the required technical courses. The formats used by technical reports,
laboratory reports and/or research papers are inconsistent between courses
and not all written material exhibit evidence of spelling and grammar
correction. Oral communications is incorporated in the graphics technical
courses and senior design course but is not evident in other technical
courses and evaluation is not evident. MFET 3550, Supervision, is listed as
a communication course but incorporates only True/False and multiple-choice
examinations and no other evaluated assignments.
2. Criteria: Criterion
2: Communications - The communications content must develop the ability of
graduates to: (a) plan, organize, prepare, and deliver effective technical
reports in written, oral, and other formats appropriate to the discipline
and goals of the program, (b) incorporate communications skills throughout
the technical content of the program, (c) utilize the appropriate technical
literature and use it as a principal means of staying current in their
chosen technology, and (d) utilize the interpersonal skills required to work
effectively in teams.
Impact: Student may not be gaining
sufficient communication skills based on program employer survey responses.
General Action
Expected: Incorporate more written and oral communications in technical
coursework that are evaluated by the instructor.
3. Criteria: Criterion
6: Assessment - Programs must have written goals that focus on developing
the attributes described in Criterion 1, in addition to other program
objectives that address the needs of employers, students, and the
institution. The continuous improvement plan for each program must be
functional and effective in utilizing results of assessment to further the
development and improvement of the program. Achievement of goals must be
demonstrated through a variety of methods, including student outcomes
assessment and employer feedback. Evidence typically consists of, but is not
limited to: student portfolios; student performance in project work and
activity based learning; results of integrated curricular experiences;
relevant nationally-normed examinations; results of surveys to assess
graduate and employer satisfaction with employment, career development,
career mobility, and job title; and preparation for continuing education.
Impact: Since the
continuous improvement plan is not fully implemented, significant
opportunities may exist for program improvement.
General Action Expected: Continue to
implement, improve and expand continuous improvement activities.
4. Criteria: Criterion
2: Technical Content The technical content of a program must focus on the
applied aspects of science and engineering in that portion of the
technological spectrum closest to product improvement, manufacturing,
construction and engineering operational functions. The technical content
must develop the skills, knowledge, methods, procedures, and techniques
associated with the technical discipline and appropriate to the goals of the
program.
Impact: Students may
not fully understand manufacturing chip formation and removal processes for
advanced manufacturing applications.
General Action
Expected: Review course content and materials with industrial advisory
committee and/or local industry to determine proper level of academic rigor.
Changes
Implemented/To Be Implemented
Increased
standardization in the use of software tools (MS Project) reporting
requirements in Senior Project (MS Powerpoint), and faculty evaluation
forms. Begin standardizing requirements by scheduling the senior project
lab times, beginning spring semester of 2005.
Implement computer
based testing for the CMfgT exam to enable faster collection of data. This
will enable a more timely evaluation of academic weaknesses.
Incorporate more
written and oral communications in technical coursework that are evaluated
by the instructor; specifically the quality courses will be revised in
2004/2005.
Continue to implement,
improve and expand continuous improvement activities, specifically the
closed loop action system.
The MfET Advisory
Committee was asked to review the curriculum and text for the MfET 1210 and
3610 machining courses to determine whether or not the courses are at the
proper level of academic rigor. The committee determined that the machining
courses were a necessary component of the MfET curriculum. They were also
happy with the course content and academic rigor required. There were
concerns raised that ABET evaluators did not closely examine the course work
and projects of the students.
Outcomes To Be
Assessed During 2004 – 2005
All eleven ABET
outcomes will continue to be assessed using the instruments outlined above.
Mission
Statement / Student
Learning Outcomes / Curriculum
Grid / Assessment
Plan / Contact Person
| 
