ABET Self-Study Report - Engineering Technology Department Wiki
Transcription
ABET Self-Study Report - Engineering Technology Department Wiki
ABET Self-Study Report for the B.S. in Engineering Technology Program at the University of Central Florida Orlando, Florida, USA Technology Accreditation Commission ABET, Inc. 111 Market Place, Suite 1050 Baltimore, Maryland 21202-4012 Phone 410-347-7700 FAX 410-625-2238 E-mail: [email protected] Web Site: http://www.abet.org July 1, 2008 CONFIDENTIAL The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution. Table of Contents BACKGROUND INFORMATION................................................................................................ 3 CRITERION 1. STUDENTS CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES CRITERION 3. PROGRAM OUTCOMES CRITERION 4. CONTINUOUS IMPROVEMENT CRITERION 5. CURRICULUM CRITERION 6. FACULTY CRITERION 7. FACILITIES CRITERION 8. SUPPORT CRITERION 9. PROGRAM CRITERIA APPENDIX A – COURSE SYLLABI APPENDIX B – FACULTY RESUMES APPENDIX C – LABORATORY EQUIPMENT APPENDIX D – INSTITUTIONAL SUMMARY BSET ABET Self Study – Background – Page 2 Self-Study Report Engineering Technology Program Bachelor of Science in Engineering Technology University of Central Florida BACKGROUND INFORMATION • Contact information Program Coordinator Eduardo Divo, Ph.D. Department of Engineering Technology College of Engineering and Computer Science University of Central Florida 4000 Central Florida Blvd. Orlando, FL 32816 407-823-4753 407-823-4746 (Fax) Department Chair Ron Eaglin, Ph.D. Department of Engineering Technology College of Engineering and Computer Science University of Central Florida 4000 Central Florida Blvd. Orlando, FL 32816 407-823-5937 407-823-4746 (Fax) • Program History The Engineering Technology program evolved from a consolidation of what were formally two separately accredited programs in Engineering Technology, i.e., Design Engineering Technology and Operations Engineering Technology. Engineering Technology was introduced at UCF in the fall of 1972 as an upper division program to provide the opportunity to A.S. degree graduates from the Florida Community Colleges. This was at a time that students, nationwide, were conspicuously avoiding enrollment in engineering programs. The College of Engineering perceived that an Electronics option in Engineering technology and its acceptance of A.S. graduates could be BSET ABET Self Study – Background – Page 3 effective in recruiting additional students into the College. Regular engineering faculty would do teaching or adjuncts until such time as need might indicate otherwise. Curriculum design provided additional mathematics, science, technical science, general education and several upper level electronics courses. No lab work was provided since it was assumed that the A.S. program provided necessary hands-on experience and that upper division technical courses should be theory oriented. Additionally, general education requirements not included in the A.S. program would be completed during the Junior and Senior years at the University. The program proved popular, but it was not until 1975 that a full time Electronics faculty was appointed. A second faculty member was hired in 1977. Arrival of a full time faculty marked the beginning of real growth and program development as well as the curriculum evolution that has continued. Laboratory work was added and curriculum brought into conformance with accreditation criteria. The electronics option in engineering technology was first accredited effective 1979. The most significant change in curriculum resulted with the academic calendar change from a quarter to semester system in 1981. A number of courses were combined and the number of courses was reduced, but the material covered and the total effort remained substantially the same. A change in the University General Education program initiated in 1986 required that all students demonstrate foreign language competency as a graduation requirement. This requirement became a College option effective with the 1992-93 catalog year and is no longer required in the College of Engineering. A third significant change for all options offered by the Engineering technology department occurred in December of 1987 when the degree designation was changed from the Bachelor of Engineering Technology (BET) to the Bachelor of Science in Engineering Technology (BSET). The degree change was not coupled with any curriculum revision but was granted to better reflect the existing curriculum, which more than satisfied the University requirements for the Bachelor of Science degree. A number of changes and improvements have been implemented since its inception and the first accreditation. They have been of an evolutionary nature and have been documented for the subsequent accreditation inspections that occurred during the periods of 1982 and 2002. The Engineering Technology Program curriculum was originally planned and implemented as an upper division program so as to accept two-year Associate in Science graduates and to credit the student with having completed approximately one-half of the total four year requirements. The two-year degree programs at Florida public Community Colleges are primarily of two types: the Associate in Arts (A.A.) and the Associate in Science (A.S.). The A.A. is intended for students who believe that they will later transfer to a University and finish a Bachelor degree. As such, it includes a major component of “general education” courses mandated by the State to be present in the background of all students who graduate from any University in the Florida State University System. The A.S. degree, however, has objectives of employability for its graduate in the shortest time possible. As a result, it includes a maximum of “technical” courses and very little of “general education”. As the BSET ABET Self Study – Background – Page 4 Bachelor’s program at UCF evolved it became evident that what was originally thought of, as a 2 + 2 program was really 2 + 3. The A.S. graduate had been required to complete more lower-level technical courses that could be made applicable to UCF’s Baccalaureate program, but far fewer “general education” courses that would be necessary. Beginning in approximately 1986 advisement information to prospective transfer students and to community college counselors began stressing the A.S. degree was not an optimum path for any one intending to continue to the Bachelor’s degree. Only by very early planning could a student expect to take only those courses that would be applicable. A pretechnology Associate in Arts degree with approximately 24 semester hours of lower level technical courses as electives and a proper choice of mathematics-science component could allow for four year degree completion without excess credits. Fewer A.S. degree students are now entering UCF’s Engineering Technology program, while a larger number of students will have or expect to have an A.A. degree. A major curricular revision was effective with the 1993-1994 Catalog with the consolidation of Design and Operations Programs into two concentrations or options under the Engineering Technology (BSET) Degree Program. This consolidation was viewed as a “repackaging” of the two curricula rather than the development of a new program and incorporated the best features of the previous two programs along with other curriculum improvements. The new program designation better reflected the closely related nature of the Design and Operations Concentrations. The Design concentration of the BSET program was later offered to students in two different tracks: Mechanical Design and Construction Design. Two new concentrations: Space Science Technology and Geomatics Technology have been introduced and implemented within the BSET program since the last accreditation in 2002 in response to student demand and recommendations from the Industrial Advisory Board. • Options - Bachelor of Science in Engineering Technology – Operations Concentration - Bachelor of Science in Engineering Technology – Design Concentration – Mechanical Technology Track - Bachelor of Science in Engineering Technology – Design Concentration – Construction Technology Track - Bachelor of Science in Engineering Technology – Space Science Concentration - Bachelor of Science in Engineering Technology – Geomatics Concentration BSET ABET Self Study – Background – Page 5 • Organizational Structure The department has three program coordinators which correspond to the three programs run by the department; BS Engineering Technology (Eduardo Divo), BS Electrical Engineering Technology (Ali Rahrooh), and BS Information Systems Technology (Bahman Motlagh). The program coordinators are responsible for scheduling and the academic aspects of each program. The program coordinators report to the Department Chair (Ron Eaglin). The College structure is shown in the following chart: BSET ABET Self Study – Background – Page 6 The University structure is shown in the following chart: BSET ABET Self Study – Background – Page 7 • Program Delivery Modes The program delivery modes utilized by the department are; Live face to face classroom instruction – This is the traditional classroom method of delivery. Laboratory instruction – Laboratory instruction accompanies a number of courses and is performed in a laboratory utilizing hands-on laboratory exercises. Media Enhanced instruction – Media enhanced instruction denotes that the course has a required online component that requires students to complete activities that are presented on the internet, typically via our class management software (WebCT or WebCourses). Media enhanced courses typically have a reduced number of live classroom hours. Video Based (FEEDS/iCLS/Tegrity) – Courses may be taught both live and have a video recording of the live classroom sessions. These video recordings are available to students who are not able to attend class and also students who do attend live classroom sessions. Online instruction – Online instruction designates that the course does not have any live classroom sessions. The course may employ course management and video segments, which can be recorded from a classroom, a studio, or from the faculty computer. An online course will typically also have other online components. All faculty members can select combinations of various delivery modes. Training for each type of delivery is available and faculty can deliver in whichever mode they feel is appropriate for the course and the students’ needs. • Deficiencies, Weaknesses or Concerns Documented in the Final Report from the Previous Evaluation and the Actions taken to Address them The final report for the 2002 ABET visit is attached below. BSET ABET Self Study – Background – Page 8 BSET ABET Self Study – Background – Page 9 BSET ABET Self Study – Background – Page 10 BSET ABET Self Study – Background – Page 11 CRITERION 1. STUDENTS A. Student Admissions...................................................................................................... 2 B. Evaluating Student Performance................................................................................ 5 C. Transfer Students and Transfer Courses ................................................................ 10 D. Advising Students....................................................................................................... 17 E. Process to Certify Graduation Requirements ......................................................... 22 BSET Self Study – Criterion 1 – Page 1 A. Student Admissions Freshman Applicants: eligibility is subject to satisfactory receipt and review of all items requested in the admissions process. An applicant’s total high school record including grades, test scores, educational objective, pattern of courses completed, counselor recommendations, essay, and personal achievements and honors will be considered in the selection process. • High School Diploma. Freshmen who are applying to the University are required to have a high school diploma or a General Equivalency Diploma (GED) earned prior to the semester of admission. • Entrance Examination Scores. All applicants for admission must submit test scores from the Scholastic Aptitude Test (SAT) or from the American College Test (ACT). In addition, any student whose native language is not English may be required to submit a Test of English as a Foreign Language (TOEFL) score • High School Academic Units. All applicants must have earned a minimum number of high school academic units (year-long courses which are not remedial in nature) to be considered for admission. A grade point average will be computed only on academic courses. Grades in honors, International Baccalaureate, and Advanced Placement, Dual Enrollment, and AICE courses will be given additional weight in the computation of the academic GPA. The high school academic unit requirements are as follows: Units Required Academic Subject English 41 Mathematics 32 Natural Science3 3 4 Social Science 3 Foreign 25 Language Electives6 3 Total Units 18 Data Source: 2007-08 UCF Undergraduate Catalog 1 Three units in English must include substantial writing requirements. At or above the Algebra I level. 3 Two units in Natural Science must include substantial laboratory requirements. 4 Courses to be selected from History, Civics, Political Science, Economics, Sociology, Psychology, and Geography. 5 Both credits must be in the same language. 6 Additional academic electives from the above five subject areas and courses recommended by the Florida Association of School Administrators, or other groups, and recommended by the Articulation Committee, and approved by the Department of Education. 2 Applicant Eligibility: all applicants must meet the following Department of Education (DOE) minimum eligibility index standards. The University reserves the right to limit BSET Self Study – Criterion 1 – Page 2 freshman enrollment by selecting those students who are judged to have the greatest chance of academic success. Academic Minimum Test Scores High School GPA SAT ACT 2.0 1140 25 2.1 1110 24 2.2 1090 23 2.3 1060 22 2.4 1030 22 2.5 1010 21 2.6 1000 21 2.7 990 21 2.8 980 20 2.9 970 20 3.0 * * Data Source: 2007-08 UCF Undergraduate Catalog * No minimum score required. Dual Enrollment Applicants: High school students who have demonstrated exceptional academic ability may be permitted to enroll as University students while completing their high school programs. There are three types of dual enrollment programs: • Early Admission: This program is for students who have completed their junior year in high school and would like to enroll at the University as full-time students for their senior year of high school. Students must submit an application for admission by the published deadline. In addition the following information is required: - official copy of high school transcript(s) • - official copy of Scholastic Aptitude Test (SAT) or American College Test (ACT) - written letter or recommendation from high school counselor - written permission from parents or legal guardian Dual Enrollment On-Campus: This program is for students who desire to dual-enroll on a part-time basis, taking one or two courses on campus, while completing their high school course work. Students must submit an application for admission by the published application deadline, as well as items listed above. • Dual Enrollment Off-Campus: BSET Self Study – Criterion 1 – Page 3 This program is for students whose high schools sponsor on-site courses at specific high schools. Students earn both high school and college credit for successful completion of course work. Each respective high school selects students who are eligible to participate in these programs. History of Freshman Admission Standards: the history of admission standards for freshmen for the current and last five academic years is shown in Table 1-1. Advanced Placement Requirements: students who have participated in the Advanced Placement Program in high school and have received a score of three, four, or five on the national examinations will receive college credit in the appropriate subject areas. Advanced Placement credits are applied in basic sciences, mathematics, humanities, and social sciences, and other non-professional courses from colleges and universities. Advanced placement in professional engineering courses at the sophomore level are applied provided previous approval has been given by the College of Engineering and Computer Science. Special Admission Requirements for Upper-Division: in order to be classified as an upper-division student at The University of Central Florida (UCF), a minimum of 60 semester hours of academic work must be completed. History of Admissions Standards for Freshmen Admissions for Past Five Years COLLEGE OF ENGINEERING & COMPUTER SCIENCE Table 1-1a. (with engineering pending) Academic Year 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 1 Composite ACT MIN. AVG. 21 26.9 20 26.5 18 25.9 15 25.1 18 26.4 Composite SAT MIN. AVG. 960 1244.5 940 1233.3 860 1209.9 830 1203.8 810 1214.6 1 Percentile Rank in 2 High School MIN. AVG. n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Based on fall semester admission numbers Data not available for percentile rank in high school 3 New students with declared majors at time of application; admissions data do not capture new students who declare/change major later in semester 2 BSET Self Study – Criterion 1 – Page 4 Number of New Students 3 Enrolled 725 730 708 672 787 History of Admissions Standards for Freshmen Admissions for Past Five Years ENGINEERING TECHNOLOGY BSET Table 1-1b. Academic Year 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 1 Composite ACT MIN. AVG. 24 25.5 26 27 19 25.9 22 24.1 25 26.5 Composite SAT MIN. AVG. 1090 1177.5 970 1148.8 910 1168.4 970 1113.1 Percentile Rank in 2 High School MIN. AVG. n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Number of New Students 3 Enrolled 2 6 38 19 13 1 Based on fall semester admission numbers 2 Data not available for percentile rank in high school New students with declared majors at time of application; admissions data do not capture new students who declare/change major later in semester 3 B. Evaluating Student Performance Out-of-class evaluation of academic progress: The CECS Academic Affairs Office (AAO) works as the college liaison with the UCF administration. It is the responsibility of this office to know and to enforce university policies and procedures, to represent the college at policy meetings with regard to admission, advising, orientation, registration, graduation, etc., to advise students on general education requirements, university graduation requirements, and to act as the college custodian of the SASS audit system (the online advisement tool used by students and advisors to determine a students requirements for graduation), as well as the PeopleSoft registration and prerequisite programs. Within the Academic Affairs Office there is an Associate Dean handling both undergraduate and graduate affairs. There is a Director of Academic Affairs, three undergraduate Coordinators of Academic Support Services, and one graduate Coordinator of Academic Support Services. Since 2003 the AAO has diligently worked to increase the retention and graduation rates within the college. One of the strategies implemented was the Student Success Series. This series of events works with students from good to poor academic standing within the college. The components consist of targeted advising sessions, an academic alert program, and probation monitoring. Targeted Advising Sessions: the AAO, in coordination with the academic departments, offer advising sessions for targeted groups throughout the year. In the fall term, the AAO sponsors transition advising sessions for all first-semester freshmen and transfer students. The programs are geared to provide new students to campus with the tools they need to be successful in their first semester. In 2007, the sessions were expanded to provide a Sophomore transition session to assist students in transitioning to the college from their BSET Self Study – Criterion 1 – Page 5 First Year Advising experience. Attendance at these sessions is voluntary. The sessions are publicized to all students falling within the targeted populations. In the spring term, the focus shifts to specific disciplines and all students within the college are targeted based upon their major. As spring is the beginning of the multiple-term registration process, it is important to focus on a long term (full year) plan rather than one term at a time. Multiple-term registration refers to the enrollment process where students are allowed to register for summer, fall, and in some instances, spring terms all at the same time. Major specific group advising sessions are offered to address specific issues for a large group of students. Basics on advising, which can be slightly different for each major, are covered and students who sign up for the event in advance receive a suggested schedule plan for the upcoming terms. Academic Alert: started in 2004, the Academic Alert system has become a valuable tool for identifying students who are becoming at-risk within the engineering and computer science programs. Students’ records are monitored at the end of each term to determine anyone who has a “sliding” GPA. Based on a student’s cumulative GPA and the number of terms they have been “sliding”, contact is made with the student to encourage some type of action. If the student remains on the list for multiple terms (3 or more) or has a cumulative GPA below a 2.25, the student is required to complete an online workshop and assignment identifying past obstacles and solutions for future success. The submission is then reviewed by an AAO advisor who provides feedback and future course planning advice. Students who continue to appear on the list in a future term after completing the mandatory assignment are required to schedule an appointment with an AAO advisor before registering for any future term. Probation: probation occurs when a student drops from good academic standing, less than a 2.0 UCF cumulative GPA. The first term students are placed on probation by the University they are then required to participate in the probation workshop sponsored by the college. Students must review the online presentation, complete the associated quiz, and submit a course plan for the upcoming eligible registration terms. AAO advisors then verify completion of the requirements and provide feedback on the student’s course plan. Notes are entered into the student’s record, via the database management system, for future reference. Technology: PeopleSoft is the database software used by the University in the area of student records, student advising and student course registration. The College of Engineering and Computer Science has changed many of its practices and procedures to benefit from the capabilities of the PS system. One of the main advantages to the PeopleSoft system is the ability to allow students to enroll themselves into courses after they have received advisement. There are special tools available through the system that allow the colleges to restrict courses to certain students, and even to check to make sure they have completed the course pre-requisites listed in the University Catalogs. To distinguish between the tools available, here is a breakdown of each tool, and how it has been used in our College thus far: BSET Self Study – Criterion 1 – Page 6 Pre-Requisite Verification: One of the steps established into PS was to verify all pre-requisites assigned to CECS courses. Pre-requisites can come in the form of other courses having been passed, to belonging to a specific student group, such as honor’s courses only being available to honor’s students. This tool through PS allows department advisors to know the students enrolling in the department’s courses have met all requirements to be enrolled. These pre-requisites are monitored and updated by the Academic Affairs Office throughout the year as changes are made to programs and courses. Pre-Requisite Checking – End of term: Once grades have been posted for the completed term, each student’s enrollment record is run against the pre-requisite checking system to determine if they still meet pre-requisites for the courses for which they are enrolled. This is a critical component to the registration process as students register for courses before the term has ended and grades are posted. Without this process students may continue into courses for which they are not prepared. In the early stages of PS implementation, this process was required to be hand checked for each student. Now, due primarily to the perseverance of the Colleges of Engineering and Computer Sciences and Business Administration, the pre-requisite check is an automated process run through the PS system. Service Indicators (Hold System): The University has incorporated with PS, a system to place students’ records on hold for a variety of reasons. There are different types of holds that can be placed on students’ records, depending on the unit placing the hold, such as withholding the release of transcripts, course registration, or access to view grades. Students can be placed on hold for reasons such as probation students receiving mandatory advisement or monetary fees owed to a unit of the University. All students are immediately placed on hold when admitted, to ensure that they attend the mandatory Universities Orientation program, which includes advisement from the College and other organizations on campus. The hold system is very useful to advisors, as they are date sensitive. An advisor could set a hold to be removed from the student for 2 days, and the hold would become activated after the two days automatically. Holds are used within the college for students on probation, academic alert, readmitted, or in a pending major status. Restricted Course Agreements and Student Specific Permissions: In the past, all students who needed to be enrolled in a restricted course such as thesis, dissertation, or independent study, used to have to rely on the college advising office to register them by submitting a request. New capabilities in PS have allowed us to reverse this process, and have the students register themselves using the student specific permission assignments. At the students’ request, he or she will be given permission to enroll into a specific course using their student identification number. As mentioned above in the area of pre-requisite verification, there is a process in which an academic advisor can determine that a student has met the pre-requisites in a different manner than what is listed in the BSET Self Study – Criterion 1 – Page 7 catalog. The advisor is then able to give the student a permission number that allows the student to enroll themselves into the course themselves. Each department has incorporated the various advising tools and programs above to develop their own strategies to encourage or require students to seek advisement. They each work with the Academic Affairs Office to maintain and enforce these strategies. Some departments require advisement in order to get permission to enroll in key courses. Each department has diligently worked to update and revise prerequisites so that the new registration software may enforce them. The College of Engineering and Computer Science will continue to evaluate and update its programs and procedures to meet the changing needs of its undergraduate students in the 21st century. Enrollment and Graduation Trends: the Institutional Research (IR) Office at UCF calculates student credit hours (SCHs) generated by each course as the number of students enrolled in a course regardless of the student’s major times the credit hours associated with each course. Each course is mapped to a department. It is therefore not possible to capture the number of SCHs that each student generates for his or her program based on all classes that he or she takes within and outside of the College of Engineering & Computer Science (CECS). For the each program’s enrollment trend table for the past five academic years for CECS, full-time equivalents (FTEs) are calculated by dividing the number of SCHs generated by the courses “mapped” to the program for the fall 2007 semester divided by 12 (the number of semester enrollment hours considered as full-time by CECS for undergraduate students). Therefore, the number of FTEs reported in the program tables do not necessarily match up with the enrollment numbers. In addition, program FTEs in the tables were calculated by breaking down the department SCH data to the program level as best as possible and assigning specific course prefixes and common courses in the engineering program to a particular program regardless of the students’ major. For example, departments with multiple programs will have students of those programs taking the same course, yet the SCHs will be mapped to the program that receives the credit for that course. Nevertheless, the FTE numbers in the enrollment trends tables below will provide a view of the FTEs associated with student-to-faculty ratios. Tables 1-2 (a,b,c) show the enrollment trends and FTEs for undergraduate students for the college and BSET program. The FTE calculations in the table do not include SCHs generated by service courses offered by the Computer Science program and taken by majors outside the college (not open to Computer Science majors), and geography courses offered by the Civil Engineering programs and open to majors outside the college. Over 11% increase in undergraduate full-time plus part-time enrollment for the past five years (from 4,430 in fall 2003 to 4,936 in fall 2007). Over 14% decrease in graduate enrollment (primarily at the Master’s level) for the past five years (1,138 in fall 2003 to 977 in fall 2007). The college is in the process of implementing an online Master’s program for the working professional to increase SCHs at the Master’s level. The master’s online programs are designed to be budget neutral (requiring no addition resources) and potentially a new source of revenue generation. BSET Self Study – Criterion 1 – Page 8 Table 1-2a. Enrollment Trends for Past Five Academic Years1 COLLEGE OF ENGINEERING & COMPUTER SCIENCE (with service courses) Full-time Students (UG) Part-time Students (UG) 3 Student FTE (UG) Undergraduate student enrollment for CGS service 4 courses Undergraduate student FTE 4 for CGS service courses Undergraduate student enrollment for GEO service 5 courses Undergraduate student FTE 5 for GEO service courses 6 Graduates (MS + PhD) Year 2003-2004 3,165 1,265 3,436 Year 2004-2005 3,225 1150 3,452 Year 2005-2006 3,241 1,262 3,510 Year 2006-2007 3,408 1,292 3,687 Year 2 2007-2008 3,508 1,375 3,801 2,207 2,191 2,149 2,348 2,390 441 438 430 470 478 462 351 299 283 283 277 211 179 170 170 1,138 1,116 1,060 991 978 1 Based on fall semester enrollment numbers, includes engineering pending for undergraduate headcount and FTE 2 Final Fall 2007 data. 1 FTE = 15 semester credit hours of institutional course work (sum of student loads for the program divided by 15 and rounded up) Note: UCF considers 12 semester credit hours as a full-time load for undergraduate students, and 9 hours for graduate students. 4 CGS 1060C and CGS 2100C are service courses to the university offered by Computer Science for non-majors. These courses cover Word, PowerPoint, Excel, and basic computing concepts. Majors in the computer science and information technology disciplines take higher-level, alternate introductory computing courses (COP 3323, COT 3100, and COP 3502) which introduce programming. 5 UCF does not offer a geography program. Two geography courses at the undergraduate level are offered through the Civil, Environmental, & Construction Engineering department as service courses offered to all majors on campus both inside the college and outside the college. The courses are GEO 1200 Physical Geography and GEO 2370 Resources Geography. The enrollment and FTE reported in this row are for majors outside the college only, as majors in the department and within the college taking these courses are already accounted for in the program tables. 6 Does not include non-degree seeking and professional certification for graduate enrollment numbers 3 BSET Self Study – Criterion 1 – Page 9 Table 1-2b. Enrollment Trends for Past Five Academic Years1 COLLEGE OF ENGINEERING & COMPUTER SCIENCE (without service courses) Full-time Students (UG) Part-time Students (UG) 3 Student FTE (UG) 4 Graduates (MS + PhD) Year 2003-2004 3,165 1,265 Year 2004-2005 3,225 1150 3,436 1,138 3,452 1,116 Year 2005-2006 3,241 1,262 3,510 Year 2006-2007 3,408 1,292 3,687 Year 2 2007-2008 3,508 1,375 3,801 1,060 991 978 1 Based on fall semester enrollment numbers, includes engineering pending for undergraduate headcount and FTE 2 Final Fall 2007 data. 1 FTE = 15 semester credit hours of institutional course work (sum of student loads for the program divided by 15 and rounded up) Note: UCF considers 12 semester credit hours as a full-time load for undergraduate students, and 9 hours for graduate students. 4 Does not include non-degree seeking and professional certification for graduate enrollment numbers 3 Table 1-2c. Enrollment Trends for Past Five Academic Years1 ENGINEERING TECHNOLOGY BSET Full-time Students (UG) Part-time Students (UG) Program Student FTE (UG) 3 Year Year Year Year 2003-2004 81 56 94 2004-2005 103 66 122 2005-2006 133 68 148 2006-2007 109 89 133 Year 20072 2008 96 90 124 1 Based on fall semester enrollment numbers 2 Final Fall 2007 data. 1 FTE = 15 semester credit hours of institutional course work (sum of student loads for the program divided by 15 and rounded up) Note: UCF considers 12 semester credit hours as a full-time load for undergraduate students, and 9 hours for graduate students. 3 C. Transfer Students and Transfer Courses Transfer Students Background: The University of Central Florida (UCF) strengthened its longstanding partnerships in 2006 with four regional community colleges by forming the Central Florida Higher Education (CFHE) consortium, a first-of-a-kind regional strategy. Graduates of these four area community colleges (see Figure 1.1) are guaranteed admission to UCF through the DirectConnect program that aims to expand student access to higher education and strengthen partnerships in academic programs, advising, and financial aid. BSET Self Study – Criterion 1 – Page 10 Figure 1-1: Central Florida Higher Education Consortium partners. By 2015, more than 4,000 graduates a year from Brevard, Lake-Sumter, Seminole and Valencia community colleges could receive bachelor’s degrees from UCF if the CFHE consortium achieves its goals. UCF awarded 2,290 bachelor’s degrees in 2005 to students who graduated from the four community colleges. UCF now offers more than 35 programs at its regional campuses, and that number could double in the next 10 years if proposed joint-use facilities are built at Seminole and Valencia community colleges. The consortium will give community college students more choices of bachelor’s degree programs in their home counties, allowing them to stay close to families or jobs while continuing their studies. Many of the new programs added at regional sites will be in engineering, business, health and nursing, criminology, liberal studies, education, and digital media. For more details on the consortium, please go to http://news.ucf.edu/UCFnews//index?page=article&id=002400410774959e30109f44535 99007378 and for more information on UCF Direct Connect, please go to http://regionalcampuses.ucf.edu/directconnect.asp On average, 3,000-3,500 students transfer to UCF from area community colleges, primarily from those within the CFHE consortium and of those, ~9% (300-350) transfer into engineering, computer science, or engineering/information technology disciplines. In addition to the traditional 2+2 model, UCF’s College of Engineering & Computer Science (CECS) has also implemented a pre-engineering 2 +2 model, and a 2 + 1 + 1 model. A more detailed description of the each articulation model available at each CFHE community college for students interested in transferring to CECS follows. BSET Self Study – Criterion 1 – Page 11 2+2 (traditional model): General AA degree at Lake Sumter Community College(LSCC). This agreement is open to any student currently attending a community college in the state of Florida. Students who complete the requirements for the general AA degree can transfer to the University of Central Florida. Students may have completed a few of the prerequisite courses necessary to pursue an engineering BS, but typically only complete the general education requirements before transfer. A number of these students do not know they want to pursue engineering when they begin their AA degree. 2+2 (hybrid model): General AA degree with a few engineering courses at Seminole Community College (SCC). This agreement provides the same opportunities as the general AA except it allows students to take a few additional engineering specific courses over and above the prerequisite courses. Seminole Community College (SCC) offers EGS 1111 (Graphics), EGS 2310 (Statics), and SUR 2101 (Surveying) in addition to the engineering prerequisite courses. 2+2 Pre-Engineering (hybrid model): Pre-engineering AA degree at Valencia Community College (VCC) East campus. This is currently the best model for transfer into an engineering BS degree. Students complete their general education, engineering prerequisites, and five to seven articulated engineering courses as part of earning the degree. Upon transfer to UCF, students following this path will begin as equals or sometimes ahead of native juniors in the engineering program. 2+1+1 Pre-Engineering (experimental model): Pre-engineering AA degree at Brevard Community College (BCC) or at Valencia Community College (VCC) West campus with the third year completed at Regional Campus. The newest initiative for UCF offers a way to provide access to engineering degrees without the cost of building facilities. This agreement offers the same advantages as the Pre-Engineering AA degree at Valencia Community College (VCC) West campus with the addition of the third year of engineering courses offered at the Regional Campus site. A student will transfer to UCF, but not have to leave the region for the entire third year of coursework. Students are guaranteed admission into UCF’s College of Engineering & Computer Science before they complete their AA at BCC. Beginning the fourth year of coursework, the student will commute/move to the Orlando campus for completion of the lab-oriented courses. BCC was chosen to pilot this experimental 2+1+1 model because of its strategic location on Florida’s Space Coast in proximity to powerhouses in the aerospace, defense, and telecommunications industries: NASA, United Space Alliance, Lockheed Martin, Harris Corporation, Northrop Grumman, DRS, and others. CECS’ focus in the 2+1+1 model will be on producing more engineering students, beginning first with aerospace and mechanical engineering in fall 2006, and gradually including the other engineering programs at BCC and expanding the model to other CFHE community college partners. In fact, shortly after launching the pilot program at BCC, VCC West Campus expressed interest in this articulation model, which was subsequently established at VCC West with a focus on electrical engineering majors. BSET Self Study – Criterion 1 – Page 12 The benefits of the 2+1+1 articulation model include: • • • • • • Seamless integration of the engineering curricula for transfer students Access to the engineering curricula for underrepresented and/or financially needy groups Much needed classroom space without additional cost Joint faculty lines Meeting workforce needs for more engineers Improved time to degree because of a more structured program offering (students are engineering-ready earlier on in their degree, and program minimizes “transfer shock”) These articulation agreements were implemented with the partnership of UCF’s Regional Campuses and the support of Dr. David Harrison, Vice Provost and Dr. Bernard Jensen, Executive Director of Academic Initiatives, UCF Regional Campuses. Ms. Patty O’Neal is the dedicated, liaison advisor to CECS students at the community colleges and regional campuses; her office is located at the UCF Cocoa campus (at Brevard Community College), and she works closely with the professional advising staff in the college’s Academic Affairs Office on the main UCF campus in Orlando. For more information on UCF’s regional campuses, please go to: http://regionalcampuses.ucf.edu/admissions/index.asp Transfer Students and Transfer Courses: the professional advising staff in the UCF CECS Academic Affairs Office work closely with the UCF Transfer and Transition Services Office which is organized to help students make a seamless transition to UCF for a more successful experience. The Academic Affairs and Transfer and Transition offices work with students prior to and during the transfer process. Students are advised as to the general education and common program prerequisite courses they should be completing prior to transfer to UCF so that they may begin the colleges programs as juniors. The Academic Affairs Office continues the relationship established prior to transfer by working with transfer students throughout their tenure in the college. For more details on the UCF Transfer and Transition Services Office, please go to http://www.transfer.sdes.ucf.edu/. Transfer students must complete either the state university system application, the University of Central Florida Undergraduate Admissions application, or apply on-line at https://www.secure.sdes.ucf.edu/undergraduate_admissions/undergrad_app_login.asp. Official transcripts must be sent from all colleges attended. Applicants must have a current minimum cumulative GPA of 2.0 and be eligible to return as a degree seeking student to the last institution attended to be considered for admission to the University of Central Florida. Meeting these minimum requirements does not guarantee admission. Transfer applicants with less than 60 semester hours of acceptable credit must minimally meet freshman high school unit entrance requirements, the high school academic GPA, and minimum SAT or ACT scores as listed in the undergraduate admissions requirements section; have at least a 2.0 GPA on a 4.0 system for all college-level academic courses attempted, be in good standing (minimum 2.0 GPA) and eligible to return as a degree- BSET Self Study – Criterion 1 – Page 13 seeking student to the last institution attended. Meeting these minimum requirements does not guarantee admission. Admission of Associate in Arts (A.A.) degree graduates from Florida public community colleges and Florida state universities will be governed by the Articulation Agreement between the state universities and public community colleges of Florida, as approved by the State Board of Education. The agreement states that except for limited access programs, admission as a junior to the upper division of the University shall be granted to any graduate of a state-approved Florida community college or State University System institution who transfers directly to UCF, who has completed the university parallel program; and who has received the Associates in Art degree, which includes the following: at least 60 semester hours of academic work exclusive of occupational courses and basic required physical education courses; an approved general education program of at least 36 semester hours; and a GPA of at least 2.0 on a 4.0 system for all college-level academic courses attempted. Transfer applicants with more than 60 semester hours of academic work who desire to be admitted as upper division students, but without an A.A. degree from a Florida Public institution must have a minimum of 60 semester hours of academic course work; the English and Mathematics requirement of the Gordon Rule; a minimum of eight semester hours of college instruction in a single foreign language for those students without the required two units of a single foreign language. Preference in admission to the University of Central Florida is given to students earning an Associate in Arts from a Florida public community college or university, or earning a state-articulated Associate in Science. There is no separate application process for students intending to major in the College of Engineering and Computer Science. However, Computer Science students are required to pass a Foundation Exam prior to enrolling in upper division Computer Science course work. UCF has specific A.S. and A.A. articulation agreements with a number of Florida public institutions involving engineering related majors: • • • • • Brevard Community College: - Pre-Engineering Articulated Program Lake Sumter Community College: - A.S. Computer Information Administrator to Information Systems Technology - A.S. Computer Programming to Information Systems Technology Seminole Community College: - A.S. Computer Information System Technology to Information Systems Technology - A.S. Information Systems Technology to Information Systems Technology Tallahassee Community College: - A.S. Engineering Technology at Distance Valencia Community College: - Pre -Engineering Articulated Program - A.S. Computer Information Technology to Information Systems Technology BSET Self Study – Criterion 1 – Page 14 - A.S. Computer Programming and Analysis to Information Systems Technology Articulated Statewide A.S. to B.S. - Electrical Engineering Technology Articulated Statewide A.S. to B.S. – Information Systems Technology Transfer students must complete the UCF General Education Program requirements (or an A.A. from a Florida public community college or university) and the Common Program Prerequisites. Students must earn a grade of “D” or better to transfer courses into UCF for credit. For courses in a major requiring “C” or better, students must meet the departmental requirements. At the time of admission to UCF, any credit earned from an acceptable accredited institution will be entered into the students transfer record in the PeopleSoft system by undergraduate admissions. These credits usually fall into one of three categories: General Education Program (GEP) credit, Engineering or Computer Science (CECS) credit, or elective credit. Initial GEP credit is determined at the University level by the Office of Undergraduate Admissions or Academic Services, based on past evaluation of the course work from a specific institution, or a review of course catalog descriptions or other material supplied by the student. Course work in question will be sent to an appropriate authority in the field for review. CECS students with questions regarding their GEP credit will work with the director or coordinator of academic affairs to have their GEP credit evaluated by the appropriate office. Engineering or computer science course work earned at a regionally accredited institution or meeting international evaluation criteria will be evaluated through a series of checks and balances within the college. The courses are reviewed for ABET compliance in content, quality, and credentials of the instructor. Students will initiate the process in the department of their major by meeting with a faculty advisor and presenting course descriptions, syllabi, text books, class notes, etc. and review their UCF program of study to determine if any of the previous course work may be suitably applied to their UCF curriculum. Once the advisor and student have completed this process, the petition for transfer credit approval is completed by the department and submitted to the Department Chair and/or Assistant Chair for review. Course work within the students own major will be approved or disapproved at this point, and then the file will be sent to the Academic Affairs Office, where it is logged and distributed to any other department that would need to approve petitioned coursework in their area of expertise; that is, the Principles of Electrical Engineering courses would be reviewed by the Electrical Engineering Department. Once all course work has been evaluated by the appropriate authority, the file is returned to Academic Affairs for review by the Assistant Dean for Undergraduate Affairs. The petition is then either approved and accepted transfer work is manually entered by Academic Affairs into the students SASS audit and the file is returned to the students department, or the file is returned to the department for further information or review. If transfer work is not deemed equivalent, their department will notify the student. Transfer credit that does not fall into either of these two categories is considered elective credit. Since most engineering and computer science programs do not have free electives, these credits usually fall under ”other courses” and are not used toward the students program of study. BSET Self Study – Criterion 1 – Page 15 For more details on the UCF CECS Academic Affairs Office site for information on transferring credits, please go to: http://www.undergraduate.cecs.ucf.edu/transferring_credits.htm. Table 1-2a below shows the number of incoming transfer students in CECS over the last five years. Although, these numbers primarily reflect students who transfer in from a community college, they also include students who transfer in from other universities. There is a modest increase college-wide (a little over 4%) in the number of incoming transfer students over a period of five years (370 in 2003-2004 compared with 386 in 2007-2008). The CFHE consortium, DirectConnect program, and the college’s experimental 2+1+1 programs are all relatively new initiatives to boost these numbers. Table 1-3a. Transfer Students for Past Five Academic Years COLLEGE OF ENGINEERING & COMPUTER SCIENCE Academic Year Number of Transfer Students Enrolled 2007-2008 385 2006-2007 389 2005-2006 392 2004-2005 295 2003-2004 370 1 Fall incoming transfer students from community colleges and other universities; includes engineering pending 1 Table 1-3b. Transfer Students for Past Five Academic Years ENGINEERING TECHNOLOGY (BSET) 1 2 Academic Year Number of Transfer Students Enrolled 2007-2008 17 2006-2007 16 2005-2006 13 2004-2005 10 2003-2004 18 1 BSET degree includes these tracks: Space Sciences Technology (986), Design (991), Operations (985) 2 Fall incoming transfer students from community colleges and other universities BSET Self Study – Criterion 1 – Page 16 Table 1-3c. Transfer Students for Past Five Academic Years BSET--SPACE SCIENCES TECHNOLOGY 1 Academic Year Number of Transfer Students Enrolled 2007-2008 1 2006-2007 3 2005-2006 1 2004-2005 3 2003-2004 3 1 Fall incoming transfer students from community colleges and other universities Table 1-3d. Transfer Students for Past Five Academic Years BSET--DESIGN 1 Academic Year Number of Transfer Students Enrolled 2007-2008 10 2006-2007 9 2005-2006 10 2004-2005 7 2003-2004 12 1 Fall incoming transfer students from community colleges and other universities Table 1-3e. Transfer Students for Past Five Academic Years BSET--OPERATIONS 1 Academic Year Number of Transfer Students Enrolled 2007-2008 6 2006-2007 4 2005-2006 2 2004-2005 0 2003-2004 3 1 Fall incoming transfer students from community colleges and other universities D. Advising Students In addition to implementing retention programs one of the primary responsibilities of the Academic Affairs Office is to develop and implement advisement programs to meet the advisement needs of the CECS undergraduate students and the academic departments of the college. The director and coordinators are usually the first point of contact an undergraduate engineering or computer science student has with the college through open BSET Self Study – Criterion 1 – Page 17 house, high school and community outreach programs, and/or during the mandatory new student orientation program. They also serve as the advisors for the Engineering Pending majors who have not yet chosen their specific major within the college. The AAO also includes a dedicated staff and a group of well trained and enthusiastic peer advisors and student assistants. The Academic Affairs staff advise students on matters concerning college and university requirements, policies, and procedures and otherwise facilitate the student experience from recruitment to graduation and on to graduate school. Students, faculty, and staff access AAO services primarily by walk-in or appointment, but staff are available via personal e-mail and phone throughout the week, Monday – Friday 8am to 5pm. Times are available outside of the regular work week by appointment only. Processes, policies, and other services are detailed on our website http://www.cecs.ucf.edu/acadaffairs/. The Academic Affairs Office works closely with the Dean and the academic departments to disseminate important information to the faculty, staff and students of the college in various ways. The primary point of contact with in each department is typically the assistant chair or program director. Through e-mail, phone, and personal contact, academic affairs works with each department with regard to orientation and open house scheduling, course/facility scheduling, catalog revisions, grades, graduation, and participation in university and outside recruitment and advising events. List- serves are used to send out college-wide e-mails to faculty, staff and students as needed. Regular meetings are held with the support staff of each department individually and through the staff council to inform department staff of important dates, deadlines, policy changes, enrollment figures, etc. The AAO also works closely with CECS student organizations to get important information out to the students and in planning special events. In addition, the Associate Dean reports to the Dean and the Chairs regularly at the Dean’s Chair Meeting. Academic Affairs staff have sponsored advisor training sessions for the faculty and also participated in training sessions given by individual departments. The AAO has worked diligently to make sure all faculty and staff that need access to student records and course or facility schedules have been trained in the PeopleSoft system. Effective summer 2008, in an effort to better connect students and their faculty advisors, the college has implemented the new CECS Faculty Advisor Selection system, shown in Figure 4-2. Through this online system students have the option of selecting a faculty advisor within CECS who can provide information regarding specific course content, career exploration, and research. Maintained by the CECS Academic Affairs Office, the service is available to all academic programs except Computer Science who have their own faculty advisor assignment system. Students can select a faculty advisor during the first two weeks of classes each semester. On a student’s first visit to the site, the student is prompted to create a login. The system authenticates the students’ enrollment as a student in the college. After authentication the student is assigned a default password for login. Once in the system, the student is given a drop down menu to select a faculty member within their department. Students who are pursuing multiple majors or interdisciplinary study can choose faculty from within the college. In turn, faculty can login to the system and download to excel their advisees BSET Self Study – Criterion 1 – Page 18 along with contact information, class standing, and specific major. A cap of approximately 30 students will be placed on each faculty member. Figure 4-2: CECS Faculty Advisor Selection system New Student Orientation: once students decide that they want to enroll at UCF, they must attend the new student orientation. Orientations are multifaceted. The structure of the overall orientation program is determined at the university level with participation of the deans, assistant deans and the academic affairs or student support offices of each college. There are two different types of orientation: one for FTIC and one for transfer students. Open House: the College of Engineering and Computer Science decided to make recruitment of high quality freshman and transfer students a college priority. As a result faculty from each department of the college have become very active in the university Open House program that gives faculty and current students an opportunity to bring to life their programs and instill a true sense of interest in and concern for the prospective students and their families. Although not an official advising event, open house is often the very first contact a prospective student has with the college and department and in some cases it is the beginning of a long and successful academic and professional relationship between a faculty member and a student. This program has been instrumental in the increase of freshman enrollment and has been cited as the reason BSET Self Study – Criterion 1 – Page 19 many students (including some National Merit Scholars) have chosen UCF over some better known schools of engineering. College Information Sessions: looking for further ways to increase our admitted to enrolled yield and continuing with the success experienced with the Open House program, the college began offering Information Sessions. Information Sessions are offered every other Friday afternoon during the spring term. The AAO invites admitted students and their parents to campus to participate in a college information session and discipline “highlight” session. During the discipline session, one department from the college highlights a recent activity that would be of interest to the prospective families. For example, departments have show cased student organization competition winners, current research, and offered lab tours. This program has also been instrumental in increasing the freshman enrollment. Math Placement Algebra-Calculus Exam (PLACE): the Academic Affairs staff are responsible for making sure each first-time in college (FTIC) student completes the PLACE prior to attending new student orientation. The Mathematics Department implemented an online Placement Test, which is taken by all FTIC students whose major requires College Algebra or above. The content was created to address the needs of our curriculum. The test presents twenty questions each in Basic Algebra, College Algebra and College Trigonometry. The student who passes all three parts is advised to enroll in the Calculus I course appropriate to his or her major. No College of Engineering and Computer Science student can register for math courses above College Algebra without completing the PLACE or providing alternatives to meeting the pre-requisite structure (i.e., Advanced Placement, International Baccalaureate, or Dual Enrollment credit). FTIC Orientation: the Academic Affairs office works with each department (again principally the assistant chair, program coordinator, or professional advisor) to develop a college-wide FTIC orientation program that begins with a large group session with generic information and handouts for all majors. Students are then directed to a subsequent smaller presentation given by faculty advisors from their chosen department. Each department determines the content of their presentation. These sessions give faculty members an opportunity to give an overview of their program, answer questions, and make themselves available for future advising thorough e-mail, phone, or individual appointments. They also will address student success issues and place emphasis on selecting the appropriate math and science prerequisite courses to ensure a successful and timely transition into their engineering courses in the future. Students are encouraged to get involved in student organizations within the college and the department to develop relationships with faculty and students in their major. All departments also strongly emphasize the need for engineering and computer science students to see a faculty advisor for course content and career advisement, even though the CECS Academic Affairs, First Year Advising, Honors, Lead Scholars, or other offices on campus may also assign them an advisor. All engineering freshmen are also advised that they are required to take Introduction to Engineering and Engineering Concepts and Methods in their fall and spring terms respectively. These courses were developed to address the need to connect students with engineering faculty earlier in their programs so that they will understand the challenges and opportunities a career in engineering will offer. BSET Self Study – Criterion 1 – Page 20 In addition, Academic Affairs office works very closely with the Admissions Office, Orientation Office, First Year Advising and Information Services to participate in other sessions of orientation. The College of Engineering and Computer Science has a unique relationship with each of these offices. The University will assign each freshman a first year advisor that is not part of the student’s college; thus, CECS Academic Affairs works with these advisors as a team to develop and participate in each other’s orientation presentations so that students are not given conflicting information. The AAO also works with first year advising to help students develop first semester schedules based on templates provided by the students major. Advisors from both offices are there as the freshman students are advised and register on-line, to answer any questions or concerns and to link students to the appropriate faculty advisor if needed. First Year Advising advisors are asked to go to each CECS department’s presentation to learn more about each program, and Academic Affairs will set up meetings between faculty advisors and first year advisors to make sure everyone is giving the students the correct and necessary information. We continue this relationship throughout the freshman year, offering joint advising sessions and encouraging students to visit their faculty advisors. The College of Engineering and Computer Science is the only college at UCF with this level of faculty and college participation in freshman advising. Transfer Orientation: although the percentage of engineering students who are transfer students has declined in recent years, in a large part due to the difficulty of getting into UCF as a transfer student without an AA from a Florida community college, the college has put a great amount of effort into meeting the advising needs for this population. A coordinator position was developed in the Academic Affairs Office to work with our Regional Campuses to advise transfer students both before they transfer and once they are enrolled. This advisor informs students of the programs and services available to them and to gives them the contact information they need to meet with their faculty advisor. Academic affairs also works with transfer services and CECS faculty to participate in advising sessions on site at two of our largest feeder community colleges at least once a year, and to widely distribute our faculty contact information and our major requirements via the internet and handouts at the community colleges statewide. At orientation, all transfer students meet with Academic Affairs in a large group, and then they meet a faculty advisor in a small group setting and are given an overview of their program, guidance on how to develop a first semester schedule, and an opportunity to ask questions. The faculty advisor will encourage students to get involved and to seek advisement from their faculty advisor to go over important career and graduate school information. Transfer students are also advised of the transfer credit procedures. Once they have finished with their faculty advisors, they meet with Academic Affairs again to finish up their schedule plan and register for their courses on-line. Readmission: all students who apply for readmission are required to meet with the Academic Affairs staff before enrolling in classes. Students readmitted after disqualification or exclusion must meet with an advisor to develop a written plan of study to be approved and signed by their advisor. The advisor will work with the student to determine the appropriate course work and maximum number of semester credits a student should take each semester while on academic probation. Once the plan is complete, it is submitted to the Academic Affairs staff. This major effort has greatly BSET Self Study – Criterion 1 – Page 21 increased the work load of the academic affairs office, where compliance to these rules is monitored, but most faculty and students agree that this face-to-face contact has helped the faculty better understand the students and has helped the students to take a realistic look at their situation, take responsibility for their actions, and develop positive relationships with their faculty. Dedicated Faculty and Staff: students are strongly encouraged from their first contact with the college to see their faculty or college advisor at least once each semester to review their plan of study, develop a tentative schedule, and obtain important information about their department and field of study. CECS faculty are routinely instructors in our mandatory freshman classes, which enables them to form relationships with the students early and to serve as advisors and mentors at a critical stage of the students’ academic development. It should also be noted, that over the last several years, many CECS faculty, academic advisors, and staff have been acknowledged within their department, the college and/or the university for their excellence in advising and for their leadership skills. Developing a monetary reward and recognition system at each of these levels is just another way UCF and the College of Engineering and Computer Science has demonstrated its desire to provide the best engineering and computer science education experience possible. E. Process to Certify Graduation Requirements Students must fulfill both the requirements for a major and University requirements to receive a bachelor's degree from the University of Central Florida. The student must: • Fulfill the requirements for the chosen major; • Earn a minimum GPA of 2.25 in their major; for computer science, earn a minimum GPA of 2.0 for all coursework to be applied to the degree—certain coursework have additional GPA requirements; • Earn a minimum of 120 unduplicated semester hours with at least a "C" average (2.0 GPA) for all UCF course work attempted. Some majors require more than 120 hours; • Earn at least 48 of these 120 semester hours in 3000-level courses or above (upper-division); • Earn 30 of the last 36 semester hours in regular courses at UCF. Credit by examination may not be used to satisfy this requirement; • Earn a minimum of 25% of the total hours required for the degree in residence at UCF. For programs that require the minimum of 120 total hours, residency will be 30 hours. For programs that exceed 120 hours, the specific residency requirement increases proportionally and is listed with the requirements for the specific degree program; • Earn a minimum of 60 semester hours after CLEP credit has been awarded; BSET Self Study – Criterion 1 – Page 22 • Apply no more than 45 semester hours in any combination of extension, correspondence, CLEP, University Credit by Examination and Armed Forces credits toward an undergraduate degree; • Fulfill the General Education Program requirements; • Fulfill the Gordon Rule requirements; • Fulfill the Foreign Language requirements as defined elsewhere in this section; • Fulfill the CLAST requirement; and • Earn a minimum of nine semester hours during Summer terms, if applicable. Students majoring in Civil Engineering, Environmental Engineering, and Industrial Engineering, are all required to take the Fundamentals of Engineering Examination prior to graduation. It is the Policy of the CECS to encourage all engineering students to take this examination prior to graduation. For those students who pass this examination, the 2.250 minimum GPA requirement in the Engineering major courses is lowered to 2.000. The student files an online intent to graduate form the semester prior to the graduation semester. A computerized printout of each student’s program (a SASS audit) is used to track the requirements for graduation for each candidate. A system of plus and minus by each course (+ = requirement met, - = not met) indicates the status of coursework completion. In addition, the SASS audit will indicate whether the student has met all the requirements for graduation. The Undergraduate Coordinator in the CECS Academic Affairs office reviews the SASS audit and flags it for any deficiencies. Through the online intent to graduate process, the student is notified of these deficiencies and instructed to work with the student’s home academic department to identify solutions. The Undergraduate Coordinator in the CECS Academic Affairs office provides a comprehensive list of intended graduates to the Program Undergraduate Coordinator in each department for review and approval. The Program Undergraduate Coordinator reviews, resolves any questions, and approves the SASS audits, then returns them to the CECS Academic Affairs office with the student’s folder. At the end of term after grade posting, the approved SASS audits are certified for graduation by the department and Associate Dean, CECS Academic Affairs office, and the records forwarded to the Registrar’s office. The unapproved SASS audits are returned to the department for follow-up. Grade-Point Required for Graduation: a student enrolled in the College as an undergraduate must fulfill all University degree requirements including the General Education Program as well as the specialized curriculum requirements for the particular degree option being pursued in either engineering or engineering technology. To be certified for graduation, a student must achieve a minimum grade point average of: (1) 2.250 in all courses in the major and, (2) 2.000 in course work completed at the University and presented for the degree. Engineering Technology students must earn a 2.0 GPA in all course work. BSET Self Study – Criterion 1 – Page 23 Table 1-4 Program Graduates Numerical Identifier 1 Year Matriculated Fall 2004 Year Graduated Fall 2007 2 Fall 2003 Fall 2007 Certification/ Licensure Certified SolidWorks Associate None 3 Fall 2004 Fall 2007 None 4 Spring 2005 Fall 2006 5 Spring 2004 Fall 2007 completed BSME minor in Business None 6 Summer 2006 Spring 2007 7 Summer 2004 Fall 2007 8 Summer 2006 Spring 2007 9 Fall 2005 Fall 2007 Pursuing Masters of Eng in Eng Mgmt at UCF None 10 Fall 2002 Spring 2007 None 11 Summer 2004 Fall 2006 None 12 Fall 2004 Fall 2007 None 13 Fall 2002 Fall 2007 14 15 Fall 2002 Fall 2002 Fall 2006 Fall 2006 BA Technical Writing None EI Licensed Professional Plans Examiner and Certified Florida Department of Environmental Protection (FDEP) Sedimentation and Erosion Control Inspector None Employment Job Title Mechanical Engineer at Pinnacle Architectural Lighting ConMed Linvatec Corp., Research & Development Engineer Capital Engineering and Surveying Services in Tallahassee, CADD Technician Engineer for General Physics Corporation GB Tech - Engineer I - Space Shuttle Payload Logistics and Data Analysis URS Corporation - Civil Engineer Mitsubishi Power Systems Americas Gas Turbine Service Engineer Lockheed Martin Corporation; Systems Engineer Associate AJ Associates Mfg & Eng Co., Inc. ; Engineer United Space Alliance; Program Manager Siemens Power Generation; Project Manager Harris Corporation-Government Communications Systems Division Manufacturing Engineer United Space Alliance; Launch Accessories Engineer Office Depot; Inventory Planner Department of Transportation in Alaska; Quality Assurance Engineering Assistant BSET Self Study – Criterion 1 – Page 24 Based on Surveys of graduates and information published by the Career Service Center (Student Placement center) the following data and information are provided. Table 1-5: Starting Salaries for Engineering Technology and Engineering Graduates Degree 2005-2006 2007-2008 BSET $50,220 $57,000 BSEET $54,900 $56,944 BSAE $55,216 $57,999 BSCE $57,368 $59,962 BSCpE $57,880 $59,992 BSEE $54,752 $56,944 BSEvE $35,560 $41,661 BSIE $48,876 $58,252 BSME $45,852 $57,821 Table 1-6: Job Titles of Engineering Technology Graduates 1. Turbine Field Controls Engineer 2. Mechanical Engineer 3. Aerospace Engineer 4. Chemical/Process Engineer 5. Electrical Engineer 6. Civil and Geotechnical Engineer 7. Civil and Structural Engineer 8. Industrial Engineer 9. Manufacturing Engineer 10. Software Engineer 11. Programmer 12. Project Manager 13. Process Analyst 14. Mechanical Design Engineer 15. System Maintenance Engineer 16. Engineering Technician 17. Entry Level Analyst 18. Entry Level Manufacturing Trainee 19. Firmware Engineer 20. Front-end Design Engineer 21. General Engineer 22. Laser Applications Engineer 23. Engineering Analyst 24. Micro-Processor Validation Engineer 25. Network Engineer 26. Quality Engineer 27. Traffic Engineering Specialist 28. Transportation Engineer 29. Turbine Service Engineer 30. Assurance Engineer Table 1-7: Employers of Engineering Technology Graduates Aeronautical Systems Engineering, Inc. Aerotek Engineering Belcan Corp. Black & Veatch Engineering Bowen Engineering Corporation Boyle Engineering Cole Engineering Services, Inc. Deatrick Engineering Associates, Inc. Dyer, Riddle, Mills & Precourt, Inc. Engineering & Environmental Design, Inc. Engineering and Computer Simulations Engineering Consulting Services (ECS_ Engineering Software Services Engineering Support Personnel Inc. Engineering Technology, Inc. BSET Self Study – Criterion 1 – Page 25 Environmental Engineering and Consulting Florida Dept. of Transportation Florida Engineering and Design, Inc. Harris Corporation HSA Golden Environmental and Engineering Consultants Kennedy Space Center Lochrane Engineering, Inc. Lockheed Martin Mass Electric McVeigh & Mangum Engineering, Inc. Mitsubishi NAVAIR Nelson Engineering Co. Professional Engineering Consultants, Inc. SGM ENGINEERING, INC. SIEMENS Super-Chips, Inc. The Boeing Company Tomoka Engineering Trihedral Engineering Limited True Engineering & Consulting, Corp. Universal Engineering Sciences, Inc. Warner Robins Air Logistics BSET Self Study – Criterion 1 – Page 26 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES A. Mission Statement ...................................................................................................................2 1. Institutional Mission Statement ..............................................................................................2 2. College Vision.........................................................................................................................2 3. College Mission Statement .....................................................................................................2 4. Department Vision Statement .................................................................................................2 5. Program Mission Statement ....................................................................................................3 B. Program Educational Objectives ...........................................................................................3 C. Consistency of the Program Educational Objectives with the Mission of the Institution 4 D. Program Constituencies ..........................................................................................................4 E. Process for Establishing Program Educational Objectives .................................................5 F. Achievement of Program Educational Objectives ................................................................9 1. Student Exit Surveys ...............................................................................................................9 2. Student Direct Feedback .......................................................................................................10 3. Alumni Surveys.....................................................................................................................10 4. Industrial Advisory Board.....................................................................................................10 5. University Assessment ..........................................................................................................10 6. Program Review....................................................................................................................11 7. SACS Accreditation Review.................................................................................................11 8. ENT Faculty and Administration..........................................................................................11 9. Employer Supplied Information............................................................................................11 10. Additional Feedback - Career Fairs ....................................................................................11 11. Co-op Placement (additional) .............................................................................................13 12. Assessment of Data .............................................................................................................13 BSET ABET Self Study – Criterion 2 – Page 1 A. Mission Statement 1. Institutional Mission Statement The University of Central Florida is a public, multi-campus, metropolitan research university, dedicated to serving its surrounding communities with their diverse and expanding populations, technological corridors and international partners. The mission of the university is to offer high-quality undergraduate and graduate education, student development and continuing education; to conduct research and creative activities; and to provide services that enhance the intellectual, cultural, environmental and economic development of the metropolitan region, address national and international issues in key areas, establish UCF as a major presence and contribute to the global community. 2. College Vision The College of Engineering and Computer Science (CECS) at the University of Central Florida will be recognized nationally and globally for undergraduate and graduate education, research and partnership. CECS will strive to become a top 50-ranked college within the next 5 years, and a top 25-ranked college within the next 10 years. CECS will achieve high standards in all aspects of education, research and technology application. These accomplishments will take place in a College dedicated to diversity, quality, resource expansion and partnerships throughout all of its operations and programs. The CECS primary mission is to further the knowledge and practice of the engineering and computer science professions nationally and internationally by: 3. College Mission Statement - - Providing the highest quality and innovative learning/teaching environment in undergraduate and graduate curricula, to prepare a diverse student body to be effective, contributing members of a technological society and life-long learners. Expanding the knowledge base of engineering and computer science through dynamic research and applying new discoveries for problem solving. Providing collaborative leadership with external partners in advancing technological breakthroughs for the economic and social well being of humankind. Extending educational opportunities to technology practitioners locally, nationally and globally to enhance human performance, and economic and technical development. 4. Department Vision Statement - - The Engineering Technology Program at UCF will become the premier, preferred technology program of choice for motivated professionals seeking to complete their Baccalaureate degree and secure a rewarding career in selected fields of technology in the Central Florida area and beyond. The Engineering Technology Program at UCF will be recognized nationwide as a leading provider of motivated, hands-on, technically educated, professional employees to industry in Central Florida and beyond. BSET ABET Self Study – Criterion 2 – Page 2 - The Engineering Technology Program at UCF will seek to grow the Department’s resources in partnership with industry to match the increase in demand for educated professionals in support of the Florida High Tech Corridor Initiative and other opportunities throughout the State of Florida and beyond. 5. Program Mission Statement To continuously upgrade the Engineering Technology Program to meet industry needs; to maintain standards of excellence in program content and to remain competitive among educational institutions providing similar engineering technology programs, while successfully educating students to become qualified technical professionals in their chosen field. These mission statements are published in undergraduate catalog as well as the Websites (www.ent.ucf.edu , and www.ucf.edu) B. Program Educational Objectives The Engineering Technology Program prepares graduates for technical positions in the expanding fields of industrial operations, mechanical design, construction design, space science, or geomatics; and has a strong commitment to maintain standards of excellence in program content and to continuously upgrade their program to meet industry needs. The four (4) BSET Program Educational Objectives are: 1. Career: Graduates will have a broad understanding of the key principles and practices of engineering technology, the written and oral communications skills, and the ability to work with others to apply these skills and knowledge to the design, implementation, and maintenance of systems within their concentration: industrial operations, mechanical design, construction design, space science, or geomatics. 2. Skills: Graduates will have an understanding of the mathematical and scientific concepts that underlie engineering technology applications, will apply this understanding, and acquire new skills and knowledge necessary to analyze technology problems and develop suitable solutions. 3. Professionalism and Ethics: Graduates will have an understanding of the ethical, human, and social issues of their field and will be involved members of the local and global communities acting as responsible technical professionals. 4. Life-Long Learning: Graduates will be active contributors to their profession with a strong commitment to continuous individual and organizational improvement, effective communication, teamwork, quality, and timeliness. BSET ABET Self Study – Criterion 2 – Page 3 C. Consistency of the Program Educational Objectives with the Mission of the Institution These educational objectives are consistent with the mission of the institution. Both the College Mission Statement and the educational objectives emphasize academic excellence, responsibility, ethics, life-long learning, communication skills, local as well as global perspectives, and research and scholarly contributions by faculty. The University of Central Florida is a public, multi-campus, metropolitan research university, dedicated to serving its surrounding communities with their diverse and expanding populations, technological corridors and international partners. The mission of the university is to offer high-quality undergraduate (all) and graduate education, student development and continuing education (4); to conduct research and creative activities; and to provide services that enhance the intellectual (1,2), cultural (3,4), environmental and economic development(1,2) of the metropolitan region, address national and international issues in key areas (3), establish UCF as a major presence and contribute to the global community (all). D. Program Constituencies The Constituencies of the Program are: (a) Employers in and out of state (b) Graduate schools (c) Alumni (d) Students (e) Community (f) Parents/families Industrial, commercial, consulting engineering and government agencies are our major employer constituencies. Because Orlando is located close to NASA, there are several government agencies and consulting engineering firms in the area. There are dozens of small to medium-sized firms within a short driving distance in Research Park. Industrial companies include Harris Corporation, Boeing, Lockheed Martin, Siemens, United Space Alliance (USA), Chip Supply, Florida Power, Orlando Utilities Commission and etc. Most of our constituencies are located in and around Florida and surrounding states, and therefore our mission and educational objectives appropriately reflect this reality. Because of our long history in offering degrees in the field, there is an Industrial Advisory Board (IAB). It currently has 10 members, not including ENT faculty. The constituencies already mentioned employ most of the members. The IAB plays essential roles in our program assessment. The IAB generally meets with faculty and administrators twice per year. Communication, curriculum, and program quality are constant topics of discussion. The role of the Board is to form the nucleus for program improvement in the Engineering Technology program. The Board advises the program on strategies to achieve the program objectives to ensure the program’s responsiveness to its constituencies. A list of the names of the individuals currently serving on the Board is available upon request. BSET ABET Self Study – Criterion 2 – Page 4 E. Process for Establishing Program Educational Objectives There is a process instituted by which the program objectives are periodically evaluated and updated with input from various constituencies to continually improve the program. The evaluation process is described below and also illustrated in the flow chart in Figure 2-1. An important aspect of the process is the feedback loop process where assessment data are evaluated and improvements made to the program. This process is driven by the input from the constituents. The steps below illustrate the evaluation process and the related progress. The progress made with respect to the assessment-related steps is described in more detail in subsequent sections of this report. Constituent Input Publish Publish Chair and PC Educational Objectives Chair and PC Educational Outcomes Faculty PC Curriculum Faculty PC Develop Outcome Measures Faculty PC Collect and Evaluate Outcome Measures Figure 2-1: Feedback Loop for Evaluation of Program Objectives BSET ABET Self Study – Criterion 2 – Page 5 Faculty PC Step 1: Identification of the program constituencies – these are faculty, students, alumni, and employers. The major constituencies are outlined in Criterion 2 Section D. In addition to the program constituencies, input towards the establishment of the program objectives is received from other sources as shown in Figure 2-2. Students Program Review ABET Alumni IAB SACS College University Employers Program Coordinator Chair Faculty Figure 2-2: Representation of Input from Constituencies in Determination on Program Educational Objectives. Step 2: Initial Program Objectives – As described previously, program objectives have been established consistent with the mission of the university, college and department and meeting the needs of the constituencies. These objectives have been refined with input from various constituents, primarily faculty and the industrial advisory board. BSET ABET Self Study – Criterion 2 – Page 6 Step 3: Curriculum Establishment and Review – A curriculum that addresses the program educational objectives has been established. A review of the existing curriculum is conducted by the faculty on on-going basis. The curriculum is also reviewed by the Subcommittee on Curriculum of the BSET Industrial Advisory Board at meetings held about once every 6 months Step 4: Publication and Dissemination of Objectives – the statement of objectives of the program are published in: • University of Central Florida Undergraduate Catalog (revised every year). • Departmental webpage: www.ent.ucf.edu Step 5: Ongoing Evaluation and Review – We have developed a system for periodic evaluation that assesses both the objectives and the degree of achievement of the objectives, and then uses the results to improve the effectiveness of the program. This system includes the following tasks: • • • • • • • • • Regular review of the program objectives with the department faculty associated with the BSET program. This review is done as part of the regular department faculty meetings. Regular review of the program objectives with the chair and program coordinators of all programs in the department. This review is typically done on an annual basis. The program objectives of all programs within the department are done at this time. Review of the program objectives with the College and University administration. In this review expertise from staff and faculty involved with assessment are utilized to look at the objectives and the ability to assess these objectives. Review of the program objectives with the industrial advisory board. This is done at a minimum of one of the two IAB meetings held each year. A survey of all graduating seniors is performed when a student files an intent to graduate. The results of this survey provide data on the effectiveness of meeting the program objectives. A large percentage of students within the BSET program are working professionals in the field. These students are capable of providing direct and useful feedback as to the value and effectiveness of the program, the courses, and the objectives of our program. A survey of graduated students (alumni) is performed approximately every 3 years. Students that have graduated within the last 3 years are typically included in this survey. Information from employer human resources department is requested on a regular basis as to the status and success of the graduates. This is not a formal survey, but a direct request to the HR departments of major employers of ENT graduates (United Space Alliance, Harris Corporation, Siemens) Conducted interviews and discussions with focus groups which includes Employers, Industry Advisory Board, and Students. These are typically performed as a scheduled meeting with representatives of individual employers. BSET ABET Self Study – Criterion 2 – Page 7 • • • • Direct input is obtained from external review on a 7 year cycle from an external reviewer as part of the University Program Review cycle. An annual review of the program assessment is performed annually by the University Institutional Effectiveness Committee. Assessment Data Interpretation – The results of the surveys, interviews and discussions of the focus groups have been analyzed and interpreted by the BSET Assessment Committee, consisting of Drs. Divo, Eaglin, Motlagh, and Rahrooh. Seek input from all constituencies to determine if the proposed changes and adjustments meet their needs. The entire BSET faculty then examines the need for modifications to the objectives and make any adjustments. The associated timeline for the collection of materials leading to feedback in the cycle is shown in Table 2-1 Table 2-1: Constituent Assessment Methods and Frequency of Assessment Constituent Assessment Frequency Student Exit Survey Intent to Graduate Students Direct feedback Continuous Alumni Survey Every 3 Years IAB Direct input Annual University Assessment Direct input Annual Program Review Direct input 7 Years SACS Review Direct input 6 Years Focus Groups Direct Input As Needed ENT Faculty Direct Input Annually Outcome Assessment ENT Administration Direct Input Annually Step 6: Program Change - Changes have been implemented to continually improve the program. An example of such changes are described below. Program Review: In 2006, The BSET program was evaluated by an external reviewer, Mr. Warren Hill, Dean of the College of Applied Science and Technology at Weber State University. He recommended that department should add a graduate program. This recommendation was brought to the faculty and the IAB (constituents) for their review and input. Action: In Spring 2008 we established a Master program in Technology which will accept students in fall 2008. BSET ABET Self Study – Criterion 2 – Page 8 F. Achievement of Program Educational Objectives The Engineering Technology Program periodically documents and demonstrates the degree to which the Program Educational Objectives (PEOs) through several activities such as department faculty meeting, IAB meetings, employer surveys, etc. Table 2-1 contains the constituencies that have input into the achievement of program educational objectives. A discussion of these measures is included here. 1. Student Exit Surveys The results of the student exit surveys provide information about the perception of the program by graduating students. The results of these surveys are used by the faculty, the program coordinator, and by the department chair as direct input to the effectiveness of meeting the program objectives. The results of these surveys will be available to the reviewers at the time of the visit. The results of the surveys show that the students were satisfied with the overall experience (100%). A majority felt the program provided adequate technical knowledge and skills including those necessary for their job. Students felt that they had obtained the necessary analytical and problem solving skills, respect for ethical practices and professionalism. A shortcoming identified by the surveys was participation in professional societies (less than 5% in all cases). Table 2-2: Senior Student Exit Survey AY 2005-2006 Good, Very, Good, Neutral Excellent 1. In general, how would you rate 20 0 Question your overall experience in the UCF Engineering Technology program? 2. The program provided me with adequate knowledge and skills to succeed in my chosen profession 3. The program developed my technical engineering skills. 4. The program developed my ability to locate information I would need to do my job 5. The program developed my ability to think logically/solve analytical problems. 6. The program developed my respect for ethical practice and professionalism. Disagree 0 17 3 0 18 1 0 15 3 2 17 3 0 17 2 0 BSET ABET Self Study – Criterion 2 – Page 9 Table 2-3: Senior Student Exit Survey AY 2006-2007 Question Good, Very, Good, Neutral Excellent 1. In general, how would you rate 19 0 your overall experience in the UCF Engineering Technology program? 2. The program provided me with adequate knowledge and skills to succeed in my chosen profession 3. The program developed my technical engineering skills. 4. The program developed my ability to locate information I would need to do my job 5. The program developed my ability to think logically/solve analytical problems. 6. The program developed my respect for ethical practice and professionalism. Disagree 0 12 4 1 16 3 0 18 0 1 19 0 0 15 3 0 2. Student Direct Feedback Students within all programs in the ENT department provide useful feedback as to the value of the courses they are taking and the effectiveness of the program. Samples of student feedback both positive negative, and concerns will be provided to reviewers at the time of the visit. The overall impression of this feedback is that students have a level of concern for programs and their profession and wish to provide feedback that will strengthen these. 3. Alumni Surveys Regular formal and ad-hoc surveys of alumni provide valuable information on the success of our students. These results are provided in Tables 2-2 and 2-3. Full results of these surveys will be available to the reviewers at the time of the visit. Analysis of the results shows that a large number of graduates have pursued additional degrees and also professional licensure, demonstrating that students are actively engaged in continuous learning. 4. Industrial Advisory Board The IAB for the BSET program represents major employer constituents of the program. The feedback provided by the IAB is documented in the IAB meeting minutes and has resulted in direct changes to the BSET program. These minutes will be available to the reviewers at the time of the visit. The IAB has an overall high level of satisfaction with the program and the direction of the program. 5. University Assessment The results of the regular program assessment of the University Assessment Committee are included in the Criterion 3 section of this document. Direct impact on the program objectives is achieved through the relationship of the program outcomes and educational objectives. The results of this assessment are included in this document in Criterion 4 BSET ABET Self Study – Criterion 2 – Page 10 6. Program Review The results of the program review are included under Criterion 4 of this document. The program review provided valuable information leading directly to the improvement of the program and validation of the program educational objectives. The program review identified resource deficiencies, but did state that the program was performing adequately under conditions. 7. SACS Accreditation Review The University accrediting body (SACS), even though it provides overall accreditation at the University level, still provides valuable input as to the criteria ensuring quality programs. All faculty members must meet rigid requirements for teaching based on SACS criteria and SACS provides the guidelines that must be followed for assessment of every program within the University. The full analysis of the SACS review is included under Criterion 4. The program meets or exceeds all SACS requirements. 8. ENT Faculty and Administration The value of regular review by the faculty and administration cannot be overlooked. The ENT faculty members are engaged at a high level with the quality standards of the department along with the educational objectives and outcomes. These are regular topics of faculty meetings and are reviewed by all faculty on a minimum of at least annually. The minutes of all faculty meetings will be available to the reviewers at the time of the visit. 9. Employer Supplied Information Regular requests for employee information are placed with the HR departments of major employers. Though this data is traditionally extremely difficult to obtain, employers have agreed to supply it on occasion. When supplied the data does provide input as to the true employability and effectiveness of ENT graduates as employees. All materials obtained from employers will be available to the reviewers at the time of the visit. Direct feedback from employers demonstrates that graduates are of high value to the organizations and that employers see specific skills needs for graduating students that they wish to establish programs to meet. An example of this is the proposed energy programs to meet the needs of the local Siemens/Westinghouse – a major local employer. 10. Additional Feedback - Career Fairs The University of Central Florida (UCF) Career Services helps UCF students plan their careers and obtain full-time professional employment upon graduation. Additionally, Career Services helps employers and community partners access talented people to meet their part-time and fulltime professional workforce needs by sponsoring various career events held throughout the year. These events attract thousands of students of various majors and classifications and employers from around the country. Some career events provide the opportunity for employers to discuss part-time on-campus and off-campus job opportunities with UCF students. Events like these can also benefit students who desire to obtain experience while in school and defray part of their college expenses. Other events offer students an excellent opportunity to meet employers recruiting students and recent, or soon to be graduates, and full time professional opportunities. The individuals and their offices collaborate on a number of the college career events. Additionally, the Academic Affairs Office refers both individual students and potential employers to the liaison for job placement or recruitment. BSET ABET Self Study – Criterion 2 – Page 11 On-campus interviews, held in conjunction with career fairs, are held annually in fall and spring for students of all majors across the university. During these career fairs, employers are given a survey to rate the student’s job interview performance on areas such as Job Fit / Knowledge, Company /Employer Knowledge, Professional Appearance, Communication Skills, and Qualifications and to indicate whether or not they made an offer to hire, recommended them to advance to the next round of interviews, marked them for consideration, or did not consider. Recruiters represented powerhouse companies such as Microsoft, DRS, Harris, Boeing, Northrop Grumman, Lockheed Martin, Pepsi, Nelson Engineering, Florida Power and Light, Progress Energy, Disney, etc. Table 2-4 shows employer ratings for College of Engineering & Computer Science students who interviewed with recruiters at, or after, career fairs during the 2006-2007 academic year. While the data reflect both undergraduate and graduate students who were interviewed, it is primarily graduate students whom employers in the technical areas are interested in employing. The following scale was used to rate candidates’ performance in the interview: 1: unsatisfactory, 2: below average, 3: average, 4: above average, 5: excellent. The averages across all programs in the college are consistently above the average score of 3 on the rating scale. BSET ABET Self Study – Criterion 2 – Page 12 Table 2-4: 2006-2007 Employer Ratings at UCF On-campus Interviews for CECS Students Major Aerospace Eng. Civil Eng. Computer Eng. Computer Science Electrical Eng. Engineering Technology Environmental Eng. Industrial Eng. Information Technology Mechanical Eng. COLLEGE Company/ Employer Knowledge 3.84 3.19 3.1 Professional Appearance 4.15 3.96 2.8 Communication Skills 3.88 3.83 3.9 Qualifications 3.64 3.62 3.8 3.4 3.58 3.09 3.3 3.8 3.86 3.5 3.67 3.48 3.65 12 38 32 97 4 4 4.5 4.25 3.75 6 8 2 4 2 4 3 4.5 2 4.17 1 3.83 0 6 1 6 3.2 3.86 3.64 3 3.65 3.37 4.4 4.16 3.94 4.4 3.95 3.78 3.6 3.84 3.65 3 14 109 5 37 275 Job Fit/ Knowledge 3.88 3.53 3.9 Hire Status 14 15 1 N= 27 52 10 The following scale was used to rate candidates’ performance in the interview: 1: unsatisfactory, 2: below average, 3: average, 4: above average, 5: excellent. Average recruiter ratings are for undergraduate and primarily graduate students who were interviewed and who had a score entered Hire Status: (H)ire offer extended or (A)dvance to next interview 11. Co-op Placement (additional) Even though a large number of the BSET students are full time working professionals, there are also a number of these that are part of the Co-op and internship programs as shown in Table 25. Table 2-5: BSET Students Participating in Co-op Program Semester BSET Students Participating in Co-op Summer 2007 5 Fall 2007 6 Spring 2008 4 Students placed in a Co-op position are evaluated through an evaluation form (Table 2-6). This evaluation is of all ENT students (not just BSET). The information provided is consistent with the analysis of other data sources as to the strengths and weaknesses of the students. 12. Assessment of Data All of the various inputs are used to assess the performance of the program at meeting the educational objectives. This assessment and the actions taken are summarized in Criterion 4 Section B – Evaluation of Program Educational Objectives. BSET ABET Self Study – Criterion 2 – Page 13 Table 2-6: Evaluation of Engineering Technology Student in Co-op Program Course Numbers Faculty Course Evaluation Form – Engineering Technology Course Instructors Dr. Sheri Dressler / Ms. Jacqueline Herold / Mr. Robert Williams EGN 2949/3949/4949/ 5949/6949 Course Name Cooperative Education Semester/Yr Summer 07; Fall 07 First Time Instructor? Course Coordinator Course Outcomes CO1 CO2 Ability to apply core knowledge within field of study Ability to function on multi-disciplinary teams No Dr. Sheri Dressler Program Outcomes* a d Assessment Process Measures Student self-evaluation, Employer evaluation of student’s performance Self-evaluation: 90% will report a positive outcome on this item as compared to the prior term Employer evaluation: 90% will rate student “Very Good” or “Outstanding” on this item Student self-evaluation, Employer evaluation of student’s performance BSET ABET Self Study – Criterion 2 – Page 14 Self-evaluation: 90% will report a positive outcome on this item as compared to the prior term Employer evaluation: 90% will rate student Assessment Results Self-evaluation: 100% Employer evaluation: 77.7% Self-evaluation: 100% Employer evaluation: 77.7% “Very Good” or “Outstanding” on this item CO3 CO4 CO5 Ability to creatively identify, formulate, and solve problems Interpersonal communications Desire to pursue life-long learning e g i Student self-evaluation, Employer evaluation of student’s performance Student self-evaluation, Employer evaluation of student’s performance Student self-evaluation, Employer evaluation of student’s performance BSET ABET Self Study – Criterion 2 – Page 15 Self-evaluation: 90% will report a positive outcome on this item as compared to the prior term Employer evaluation: 90% will rate student “Very Good” or “Outstanding” on this item Self-evaluation: 100% Self-evaluation: 90% will report a positive outcome on this item as compared to the prior term Employer evaluation: 90% will rate student “Very Good” or “Outstanding” on this item Self-evaluation: 100% Self-evaluation: 90% will report a positive outcome on this item as compared to the prior term Employer Self-evaluation: 100% Employer evaluation: 44.4% Employer evaluation: 44.4% Employer evaluation: 88.8% evaluation: 90% will rate student “Very Good” or “Outstanding” on this item Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements Comment Section The high numbers from both the students and employers signify that the students are performing well, and that applied learning experiences have a strong impact on learning outcomes. Interpersonal communication skills and problem solving skills seem to be areas in which our engineering technology students are the weakest. However, it should be noted that although the employers did not rate many students “very good” or “outstanding” in these areas, they did often rate them “average.” Regardless, we would like to improve these ratings. We plan to work with our employers to build in components of their co-op and internship experiences to strengthen students’ communication and problem solving skills. Additionally we plan to add questions about ethical behavior to both the student and employer evaluations. BSET ABET Self Study – Criterion 2 – Page 16 CRITERION 3. PROGRAM OUTCOMES A. Process for Establishing and Revising Program Outcomes............................................... 2 1. The Institutional Effectiveness (IE) Process at UCF ............................................................ 2 2. The Institutional Effectiveness Process in CECS ................................................................. 2 3. Department Participation in Establishing Program Objectives............................................. 4 B. Program Outcomes ................................................................................................................ 5 C. Relationship of Program Outcomes to Program Educational Objectives........................ 5 D. Relationship of Courses in the Curriculum to the Program Outcomes ........................... 8 1. Faculty Course Evaluation Forms ....................................................................................... 11 2. Outcome Measures.............................................................................................................. 23 3. Assessment Results to Date and Planned Use of Results ................................................... 27 4. Program Outcomes Assessment Cycle................................................................................ 36 E. Documentation ..................................................................................................................... 37 F. Achievement of Program Outcomes................................................................................... 38 BSET ABET Self Study – Criterion 3 – Page 1 A. Process for Establishing and Revising Program Outcomes 1. The Institutional Effectiveness (IE) Process at UCF The University Assessment Committee (UAC) was established by President Hitt in 1996 to support a process of continual self-evaluation and improvement at the University of Central Florida (UCF). The primary purpose of the UAC is to oversee and assist academic and administrative units in conducting ongoing assessment to improve student-learning, student development, and university services and operations. More than 210 academic programs and 120 administrative units are involved in conducting assessment at the UCF. Each year, faculty and staff collect data, report results of the previous year’s assessment, and develop assessment plans for the upcoming year. This process includes the annual submission of an assessment report made up of the following components: 1) results of the previous year's assessment, 2) proposed or actual changes based on these results, and 3) a new assessment plan to measure the impact of these changes (which includes measurement of the effect of change made). Undergraduate programs incorporate Academic Learning Compact student learning outcomes assessment (as specified by the Florida Board of Governors) into their assessment results reporting. Results and plans are submitted to Divisional Review Committees (DRCs) for reviews that are designed to promote excellence in assessment of processes, operations, and student learning outcomes. DRC members are typically experienced assessment coordinators from the review group. Each major academic or administrative division determines the composition and length of service for its DRC members. As of Fall 2007, there were a total of 16 Divisional Review Committees (Academic and Administrative) at UCF. DRC Chairs present a report of the assessment results for their academic or administrative unit to the UAC at the completion of each annual assessment cycle. The UAC provides an annual report meeting to the president documenting strengths and weaknesses of the university's overall effort in assessment and institutional effectiveness. The UAC, DRC, and program assessment coordinators are invited to attend and present posters of successful assessment stories. The UCF Assessment Web site is the primary medium that is used to submit assessment plans and results. This Web site is also used by DRC members and UAC members in the review process. The Web site is password protected; people involved in the assessment process must login to use it. The University Assessment Committee (UAC), the DRCs, and the office of Operational Excellence and Assessment Support (OEAS) work together to provide training and support for faculty and staff, to promote timely submission of results and plans, and to ensure that an effective review process is implemented. After DRC members have reviewed plans, the chair of the DRC releases the reviews of results and plans to assessment coordinators to inform their IE assessment process. At the end of each cycle, assessment plans are made available for online viewing. The IE process at UCF is discussed in further detail in Appendix D, the Institutional Summary. 2. The Institutional Effectiveness Process in CECS In accordance with the University’s commitment to the process of continuous evaluation of student performance and satisfaction, the College of Engineering and Computer Science BSET ABET Self Study – Criterion 3 – Page 2 (CECS) established two Divisional Review Committees (DRC): one for undergraduate education, and the other for graduate education. These two committees form the CECS DRCs: (a) the Undergraduate Performance Assessment Committee (UPAC), and (b) the Graduate Performance Assessment Committee (GPAC). UPAC and GPAC members are appointed by the department chair as the program assessment coordinators. The CECS DRCs are chaired by Dr. Jamal Nayfeh, the Associate Dean for Academic Affairs, Outreach, and Marketing, and cochaired by Dr. Lisa Massi, Director of Operations Analysis. They also represent the college at the University Assessment Committee (UAC) meetings. Members of UPAC and GPAC can also be the program representatives on the CECS Undergraduate Policy and Curriculum Committee (UPCC) and Graduate Policy and Curriculum Committee (GPCC) respectively. The UPCC and GPCC are responsible for oversight of the undergraduate and graduate curricula in the college. UPCC and GPCC are chaired by Dr. Jamal Nayfeh, Associate Dean for Academic Affairs, Outreach, and Marketing and co-chaired by Melissa Falls, Director of the Academic Affairs Office. The roles and responsibilities of the DRCs are: (a) communicate assessment expectations of the UAC to the faculty, (b) assist faculty and staff in adhering to specific review criteria, (c) review and evaluate the quality of program or unit results reports and plans, and (d) compare the results reports and plans to those of the previous year. The DRC Chair also reviews the assessment plans after review by the DRC. The plans are made available with review comments from the DRC and DRC Chair to the assessment program coordinators prior to presentation to the UAC. At this time, coordinators have the opportunity to respond to the comments and make revisions. At the end of each institutional effectiveness (IE) phase, the college DRC Chair presents a status report of plans or results before the UAC. Upon review by the UAC, the plans are made available for public viewing on the IE website. CECS program educational objectives and program outcomes are published in the undergraduate catalog and on the college’s website. A binder with the minutes from the UAC, UPCC, and UPAC meetings will be available for review at the on-campus visit, as well as sample posters of success stories presented at the UAC annual assessment report meeting to the President. Assessment plans and results for programs within the college are available for viewing this password protected site: http://iaaweb.ucf.edu/assessment/archive/sacs_login.asp (select ABET, enter password ucfcqi6). The Institutional Effectiveness Process in the Engineering Technology Program: To begin the process of redeveloping the educational objectives and program outcomes, an initial committee was created to collect information on best practices. This committee was made up of the ABET coordinator, the two program coordinators, and the department head. To gather the necessary information, the program coordinators were sent to the TEl Regional Faculty Workshop on ABET in the Spring of 2004 and members of the team also attended the National ASEE Conference in June 2004. In the Fall of 2004, two departmental meetings were held to disseminate information on the process of developing educational objectives and program outcomes. Then, through a process of faculty meetings, the BSET program developed eleven program outcomes. BSET ABET Self Study – Criterion 3 – Page 3 Because the ABET Criterion 2 elements were considered critical to the mission of the program, it was decided that they would serve as a starting point for the BSET Program Outcomes. In addition, two outcomes were created to address program specific criteria. Then, after an initial period of assessment, these outcomes would be customized to meet the program’s needs. The initial outcomes were presented to the Industrial Advisory Board (IAB) for feedback in the Fall of 2005. The IAC agreed with the program’s strategy and the outcomes were then formalized and submitted to the University catalog for publication. 3. Department Participation in Establishing Program Objectives During the spring 2005 semester, ENT faculty members were tasked to develop and begin to assess course objectives to ensure that the curriculum was meeting the sixteen program outcomes. Through this process, every course was mapped to the program outcomes. In the Summer of 2005, the coordinators attended a three day Faculty Summer workshop to collate the data on course objectives versus program outcomes. The faculty also developed a formal mechanism for assessing course objectives as one method for ensuring that program outcomes were being achieved. As per the program’s assessment plan, the program outcomes will be periodically revisited and revised based on assessment data that takes into account feedback from the program’s constituents including current students, former students, and student employers (industry). BSET ABET Self Study – Criterion 3 – Page 4 B. Program Outcomes The expected outcomes for graduates of our program are listed as follows as (1) through (11). These outcomes embrace the required outcomes as listed in Criterion 3 of TAC/ABET Criteria 2000. Graduates will be able to: 1. Demonstrate an appropriate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. 2. Demonstrate an ability to apply current knowledge and adapt to emerging applications of engineering and technology within industrial operations, design, space science, or geomatics. 3. Demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. 4. Apply creativity in the design of projects within industrial operations, design, space science, or geomatics. 5. Demonstrate an ability to function effectively on teams. 6. Demonstrate technical problem solving competencies. 7. Demonstrate written and oral communication competencies in Engineering Technology. 8. Recognize the need to engage in lifelong learning through formal and informal study. 9. Demonstrate understanding of professional, ethical, and social responsibilities. 10. Demonstrate a respect for diversity, and knowledge of contemporary professional, social and global issues. 11. Display a commitment to quality, timeliness, and continuous improvement. C. Relationship of Program Outcomes to Program Educational Objectives Since the Criterion 2 elements are a requirement for ABET and because they are directly relevant to our curriculum, the first eleven program outcomes have a one-to-one mapping with the ABET a-k general criteria elements. These outcomes have been presented to the BSET Program Industrial Advisory Board and have received industry approval. It is envisioned that these outcomes will be even more customized to the BSET Program over the next few assessment and continuous improvement cycles. Table 3-1 maps the eleven Program Outcomes to the ABET a-k general criteria elements and Table 3-2 maps the eleven Program Outcomes to the four Program Educational Objectives of Criterion 2. BSET ABET Self Study – Criterion 3 – Page 5 Table 3-1: Correspondence between BSET Program Outcomes and ABET General Criteria Program Outcomes 1 Demonstrate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. 2 Demonstrate ability to apply current knowledge and adapt to applications of engineering and technology within industrial operations, design, space science, or geomatics. 3 Demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. 4 Apply creativity in the design of projects within industrial operations, design, space science, or geomatics. 5 Demonstrate an ability to function effectively on teams. 6 Demonstrate technical problem solving competencies. 7 Demonstrate written and oral communication competencies in Engineering Technology. 8 Recognize the need to engage in lifelong learning through formal and informal study. 9 Demonstrate understanding of professional, ethical, and social responsibilities. 10 Demonstrate a respect for diversity, and knowledge of contemporary professional, social and global issues. 11 Display a commitment to quality, timeliness, and continuous improvement. a X b c ABET General Criteria d e f g h i j k X X X X BSET ABET Self Study – Criterion 3 – Page 6 X X X X X X Table 3-2: Relationship between BSET Program Outcomes and Program Educational Objectives Program Outcomes 1 Demonstrate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. 2 Demonstrate ability to apply current knowledge and adapt to applications of engineering and technology within industrial operations, design, space science, or geomatics. 3 Demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. 4 Apply creativity in the design of projects within industrial operations, design, space science, or geomatics. 5 Demonstrate an ability to function effectively on teams. 6 Demonstrate technical problem solving competencies. 7 Demonstrate written and oral communication competencies in Engineering Technology. 8 Recognize the need to engage in lifelong learning through formal and informal study. 9 Demonstrate understanding of professional, ethical, and social responsibilities. 10 Demonstrate a respect for diversity, and knowledge of contemporary professional, social and global issues. 11 Display a commitment to quality, timeliness, and continuous improvement. Program Educational Objectives 1 2 3 4 X X X X X X X X X X X X X BSET ABET Self Study – Criterion 3 – Page 7 X X X X X D. Relationship of Courses in the Curriculum to the Program Outcomes In general, BSET program outcomes are achieved through work in the various courses that make up the BSET curriculum. However, to ensure that result, it is necessary to take the final step of identifying and ensuring the relationship among the expected outcomes and the courses that are responsible for achieving those outcomes. That relationship, as currently constituted in the BSET curriculum, is illustrated in Table 3-3a and in Table 3-3b specifically for the newly approved Geomatics concentration. The table indicates those courses that are designed to be the primary repository or vehicle for achieving the various outcomes defined above. A detailed description of each course within the BSET program including the course outcomes and their relationship to the program outcomes is included in Appendix A of this Self-Study. Notes on Table 3-3a: ETM4512C*: This class does not appear in the 2008 catalog as a required class for the DesignMechanical concentration. This class has been used in place of ETM4331C: Applied Fluid Mechanics which is the class that currently appears as required in the catalog. ETM4331C was last taught in 2004 as an elective and will be taught for the first time as a required class in the fall of 2008. ETI4381**: This class does not appear in the 2008 catalog as a required class for the Space Science concentration but it will be added in the 2009 catalogue. It will replace ETI4837: Technology of Small Payloads, as this class was last taught in 2005 at a Regional facility (KSC) which is no longer available. ♦: This symbol illustrates that a direct measure has been sampled from this class to assess a specific program outcome. This is further detailed in Table 3-5. Notes on Table 3-3b: SUR4463** and SUR4930**: These classes are in the University Course Committee approval process and have not been fully-developed yet. GIS3043C*: This is an interdisciplinary class taught by the Computer and Environmental Engineering Department. BSET ABET Self Study – Criterion 3 – Page 8 The collection of measures used in evaluating the Course Outcomes is shown in Section D.1 – Faculty Course Evaluation Form. The Current Measures used in evaluating the Program Outcomes and the mapping process to relate Course Outcomes to Program Outcomes are shown in Section D.2 – Outcome Measures. These processes are closely related as the course evaluation provides the direct feedback on measures used in Program Outcome evaluation along with evaluation of the effectiveness of individual courses. This process is shown in Figure 3-1. All Courses Individual Course Improvement Faculty Course Evaluation Form Outcome Measures Assess Program Measures Improvement Cycle – Course Changes PC Collects For Program Program Outcome Assessment Figure 3-1: Course and Program Outcome Assessment Measures Improvement Process BSET ABET Self Study – Criterion 3 – Page 9 Table 3-3a: Relationship Between Program Outcomes and BSET Program Courses Courses 1 2 3 4 5 Demonstrate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. Demonstrate ability to apply current knowledge and adapt to applications of engineering and technology within industrial operations, design, space science, or geomatics. Demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. Apply creativity in the design of projects within industrial operations, design, space science, or geomatics. Demonstrate an ability to function effectively on teams. Demonstrate technical 6 problem solving competencies. Demonstrate written and oral 7 communication competencies in Engineering Technology. Recognize the need to engage in lifelong learning 8 through formal and informal study. Demonstrate understanding of professional, ethical, and 9 social responsibilities. Demonstrate a respect for diversity, and knowledge of 10 contemporary professional, social and global issues. Display a commitment to 11 quality, timeliness, and continuous improvement. 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 X X X ♦ X X X X X X X X ♦ ♦ X X ♦ X X ♦ X ETI4836 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 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 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 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 X X X X X X X X X X X X X X X X X X X X X X X X ♦ ♦ ETI4838 ETM4220 ETI4835 EMA4103 ETI4381** Required Space ETC4415C ETC4414C ETC4242C ETC4241C ETC4206 ETG3533C Required Design-Const. ETM4512C* ETM4220 ETI3421 ETG3533C EST4502C Required Design-Mech. ETI4205 ETI4700 ETI4186 ETI3690 ETI4640 ETG4950C Required Operations 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 X ♦ ♦ ♦ ♦ ♦ X X X X ETD3350C CET2364 ETI4635 ETI3116 ETI3671 ETI4448 ETG3541 MAP3401 Program Outcomes (i.e., Students should:) Upper Comn. EET3085C Lower Comn. EST3543C ENT Core BSET ABET Self Study – Criterion 3 – Page 10 X X X X X Table 3-3b: Relationship Between Program Outcomes and BSET-Geomatics Courses Courses Upper-Level Required X X X X X X X X X X X X X X 5 Demonstrate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. Demonstrate ability to apply current knowledge and adapt to applications of engineering and technology within industrial operations, design, space science, or geomatics. Demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. Apply creativity in the design of projects within industrial operations, design, space science, or geomatics. Demonstrate an ability to function effectively on teams. 6 Demonstrate technical problem solving competencies. X X X X X Demonstrate written and oral communication competencies in Engineering Technology. Recognize the need to engage in lifelong learning through formal and informal study. Demonstrate understanding of professional, ethical, and social responsibilities. X 1 2 3 4 7 8 9 10 11 Demonstrate a respect for diversity, and knowledge of contemporary professional, social and global issues. Display a commitment to quality, timeliness, and continuous improvement. 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 X X X X X X X X X X X X X X X X X X X X X X BSET ABET Self Study – Criterion 3 – Page 11 X X SUR4930** SUR4463** SUR4932 SUR4531 SUR4402 SUR3641 SUR3530C SUR3331 ETG4950C ETD3350C ETI4635 ETI3116 ETI3671 ETI4448 ETG3541 MAP3401 Program Outcomes (i.e., Students should:) GIS3043C** ENT Core 1. Faculty Course Evaluation Forms Table 3-4 shows the Faculty Course Evaluation form used by each instructor to collect information regarding the grade distribution and the direct measures of the Course Outcomes. This form is filled out by the instructor of each class at the end of each term. The fields at the bottom of the table in the Comment Section are used by the instructor of the class at the subsequent term to implement the proposed improvements and to compare the student performance to previous terms. The concerns are evaluated and addressed both by the Curriculum Committee and by the instructor responsible for the class. The next set of tables show the completed Faculty Course Evaluation forms for different courses throughout consecutive terms to illustrate the connection between the proposed improvements of each term, the implementation of these ideas, and the resulting measured changed in student performance: - Tables 3-4.1a and 3-4.1b show a closed cycle (Fall 2007 and Spring 2008) for the ENT core course MAP 3401: Problem Analysis. This course shows a transition of two different instructors. - Tables 3-4.2a through 3-4.2d show a four term cycle (Fall 2006, Spring 2007, Fall 2007, and Spring 2008) for the ENT common lower-level technical specialization course CET2364: System Applications in C/C++. - Tables 3-4.3a through 3-4.3d show a four term cycle (Fall 2006, Spring 2007, Fall 2007, and Spring 2008) for the ENT common lower-level technical specialization course EST3543C: Programmable Logic Applications and Device Integration. Table 3-4. Faculty Course Evaluation Form Course Number Course Instructor Course Name First Time Instructor? Semester/Yr Course Coordinator Course Outcomes Program Outcomes Assessment Process CO1 CO2 CO3 CO4 Comment Section Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements BSET ABET Self Study – Criterion 3 – Page 12 A Grades B Grades C Grades D Grades F Grades Measures Assessment Results Course Number Table 3-4.1a. Faculty Course Evaluation Form Course Instructor Eduardo Divo MAP3401 Course Name Problem Analysis Semester/Yr Fall 2007 First Time Instructor? Course Coordinator Course Outcomes Y A Grades B Grades C Grades D Grades F Grades 3 13 4 0 0 Assessment Results 19 > 70% 14 > 80% 03 > 90% 20 > 70% 20 > 80% 11 > 90% 14 > 70% 09 > 80% 03 > 90% 16 > 70% 12 > 80% 03 > 90% Eduardo Divo Program Outcomes 1,2,6,7 Assessment Process Measures Homework and Traditional Exams Exam #1 CO1 Students will be prepared to apply basic mathematical concepts to solve technical problems CO2 Students will be prepared in acquiring the tools required of an engineering technologist on the job 1,2,6,7 Homework and Traditional Exams Exam #2 CO3 Students will improve their understanding of calculus concepts including differential equations 1,2,6,7 Homework and Traditional Exams Homework #9 CO4 Students will improve their general math skills 1,2,6,7 Homework and Traditional Exams Exam #3 Lessons Learned and Successes - Issues, Concerns and Deficiencies - Proposed Improvements Comment Section Every student passed the class. Grade distribution was fair and not dispersed. Class was delivered lived and online. Students praised the delivery method but moved towards the online mode towards the end of the semester. Students raised concerns about the amount of work on the homework and the time allowed for the exams. The textbook is too expensive and 50% of the chapters are not related to the material. Course Outcomes are not indicative or representative of the specific objectives of the class. They are too broad. Negotiate with the publisher a less expensive version of a customized textbook. Change Course Outcomes. Change course delivery method to online and introduce face-to-face problem solving sessions. BSET ABET Self Study – Criterion 3 – Page 13 Course Number Table 3-4. 1b. Faculty Course Evaluation Form Course Instructor Eduardo Divo MAP3401 Course Name Problem Analysis Semester/Yr Spring 2008 N A Grades B Grades C Grades D Grades F Grades 7 7 3 1 3 Assessment Process Measures Homework and Traditional Exams Homework #1 Assessment Results 18 > 70% 17 > 80% 12 > 90% 17 > 70% 12 > 80% 06 > 90% 20 > 70% 16 > 80% 10 > 90% 14 > 70% 12 > 80% 10 > 90% 17 > 70% 14 > 80% 06 > 90% First Time Instructor? Course Coordinator Course Outcomes Eduardo Divo Program Outcomes 1,2,6,7 CO1 Students will have the capability to solve complex numbers and linear algebra problems CO2 Students will have the capability to apply and implement the concepts of limits and derivatives 1,2,6,7 Homework and Traditional Exams Exam #1 CO3 Students will have the capability to implement integration techniques in engineering applications 1,2,6,7 Homework and Traditional Exams Exam #2 CO4 Students will be able to analyze series and perform series expansions 1,2,6,7 Homework and Traditional Exams Homework #9 CO5 Students will have the capability to classify, formulate, and solve first and second order ordinary differential equations 1,2,6,7 Homework and Traditional Exams Exam #3 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - Comment Section Course Outcomes were changed to be more concise and better reflect the course material Many more students (7 out of 21) obtained a final grade of A or AMany more students performed well in the Differential Equation section (Homework #9) Textbook was customized to be less expensive and to bundle a copy of MathCAD Weekly office hours for problem solving sessions were implemented. Lectures were changed to online mode. This was well received by the students. Three (3) students failed the class and three (3) more withdrew. Weekly office hours for problem solving sessions were not well attended. Only about 50% of the students used the bundled copy of MathCAD to solve the problems. Give students incentives to attend problem solving sessions. Introduce a few tutorial sessions on MathCAD. BSET ABET Self Study – Criterion 3 – Page 14 Course Number Table 3-4.2a. Faculty Course Evaluation Form Course Instructor Eduardo Divo CET2364 Course Name System Applications in C Semester/Yr Fall 2006 Course Coordinator Students will have the capability to plan and flowchart a software development project CO2 Students will be able to setup a programming environment to undertake a software development project Students will be able to generate the C code and control structures to handle an intermediate programming project Students will understand and be able to implement pointers and data structures in the C programming language Students will be able to plan a programming project using Object-Oriented programming techniques in the C++ programming language CO5 Lessons Learned and Successes - Issues, Concerns and Deficiencies - Proposed Improvements Assessment Process Measures Programming Projects and Traditional Exams Project #4 2,3,4,6,8 Programming Projects and Traditional Exams Project #5 2,3,4,6,8 Programming Projects and Traditional Exams Exam #2 2,3,4,6,8 Programming Projects and Traditional Exams Exam #3 2,3,4,6,8 Programming Projects Project #10 Assessment Results 63 > 70% 62 > 80% 61 > 90% 58 > 70% 54 > 80% 47 > 90% 60 > 70% 52 > 80% 36 > 90% 59 > 70% 55 > 80% 40 > 90% 19 > 70% 19 > 80% 19 > 90% Eduardo Divo Program Outcomes 2,3,4,6,8 CO1 CO4 39 18 6 0 8 First Time Instructor? Course Outcomes CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Over 50% of the students (39 out of 71) obtained a final score of A or AFirst time the class was taught fully online. This was well received and evaluated by the students. A weekly voluntary lab session in a computer lab was implemented to give students the face-to-face component and the support for assignments and exams. Eight (8) students failed the class. Less than 30% of the students submitted Project #10 (OOP). The grade average on the three (3) multiple-choice quizzes was less than 70%. Introduce procedural concepts from the beginning using C++ instead of C Submit a Course Action Request (CAR) to change the course name and description from C to C/C++ Stimulate attendance to the weekly voluntary lab sessions. BSET ABET Self Study – Criterion 3 – Page 15 Course Number Table 3-4. 2b. Faculty Course Evaluation Form Course Instructor Eduardo Divo CET2364 Course Name System Applications in C/C++ Semester/Yr Spring 2007 Course Coordinator Students will have the capability to plan and flowchart a software development project CO2 Students will be able to setup a programming environment to undertake a software development project Students will be able to generate the C/C++ code and control structures to handle an intermediate programming project Students will understand and be able to implement pointers and data structures in the C/C++ programming language Students will be able to plan a programming project using Object-Oriented programming techniques in the C++ programming language CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - Assessment Process Measures Programming Projects and Traditional Exams Project #4 2,3,4,6,8 Programming Projects and Traditional Exams Project #5 2,3,4,6,8 Programming Projects and Traditional Exams Exam #2 2,3,4,6,8 Programming Projects and Traditional Exams Exam #3 2,3,4,6,8 Programming Projects Project #10 Assessment Results 57 > 70% 57 > 80% 57 > 90% 61 > 70% 53 > 80% 43 > 90% 63 > 70% 57 > 80% 42 > 90% 54 > 70% 48 > 80% 38 > 90% 31 > 70% 26 > 80% 15 > 90% Eduardo Divo Program Outcomes 2,3,4,6,8 CO1 CO4 38 19 7 1 6 First Time Instructor? Course Outcomes CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Course Action Request accepted. Name change from C to C/C++ implemented. Over 50% of the students (39 out of 67) obtained a final score of A or AHigher attendance to weekly voluntary lab sessions. Better performance in Exams #1 and #2. Higher submission rate of Project #10 (OOP) Decreased performance in Exam #3 (pointers and data structures) Textbook (How to Program in C++, Deitel and Deitel) not well evaluated by students. Must upgrade programming environment used to deliver the lectures and tutorial sessions from Visual Studio 6.0 to Visual Studio 2005. Change the textbook. BSET ABET Self Study – Criterion 3 – Page 16 Course Number Table 3-4. 2c. Faculty Course Evaluation Form Course Instructor Eduardo Divo CET2364 Course Name System Applications in C/C++ Semester/Yr Fall 2007 Course Coordinator Students will have the capability to plan and flowchart a software development project CO2 Students will be able to setup a programming environment to undertake a software development project Students will be able to generate the C/C++ code and control structures to handle an intermediate programming project Students will understand and be able to implement pointers and data structures in the C/C++ programming language Students will be able to plan a programming project using Object-Oriented programming techniques in the C++ programming language CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - Assessment Process Measures Programming Projects and Traditional Exams Project #4 2,3,4,6,8 Programming Projects and Traditional Exams Project #5 2,3,4,6,8 Programming Projects and Traditional Exams Exam #2 2,3,4,6,8 Programming Projects and Traditional Exams Exam #3 2,3,4,6,8 Programming Projects Project #10 Assessment Results 55 > 70% 54 > 80% 51 > 90% 48 > 70% 45 > 80% 38 > 90% 49 > 70% 45 > 80% 32 > 90% 41 > 70% 35 > 80% 19 > 90% 10 > 70% 10 > 80% 7 > 90% Eduardo Divo Program Outcomes 2,3,4,6,8 CO1 CO4 26 13 13 4 3 First Time Instructor? Course Outcomes CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Textbook changed to Simply C++ by Deitel and Deitel. It was well received by the students. Grade distribution was less dispersed. Programming project was introduced (Guessing Game) as alternative for Project #10. Lowest number of submissions (13 out of 59) for OOP Project #10. More students (7) obtained D or worse as a Final grade. Less students attended weekly voluntary lab session due to time conflicts and commuting costs. Implement lab sessions at two different alternative times during the week. Introduce more concepts of OOP from the beginning of the semester. BSET ABET Self Study – Criterion 3 – Page 17 Course Number Table 3-4. 2d. Faculty Course Evaluation Form Course Instructor Eduardo Divo CET2364 Course Name System Applications in C/C++ Semester/Yr Spring 2008 Course Coordinator Students will have the capability to plan and flowchart a software development project CO2 Students will be able to setup a programming environment to undertake a software development project Students will be able to generate the C/C++ code and control structures to handle an intermediate programming project Students will understand and be able to implement pointers and data structures in the C/C++ programming language Students will be able to plan a programming project using Object-Oriented programming techniques in the C++ programming language CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - Assessment Process Measures Programming Projects and Traditional Exams Project #4 2,3,4,6,8 Programming Projects and Traditional Exams Project #5 2,3,4,6,8 Programming Projects and Traditional Exams Exam #2 2,3,4,6,8 Programming Projects and Traditional Exams Exam #3 2,3,4,6,8 Programming Projects Project #10 Assessment Results 56 > 70% 55 > 80% 50 > 90% 40 > 70% 39 > 80% 31 > 90% 54 > 70% 41 > 80% 30 > 90% 50 > 70% 42 > 80% 25 > 90% 36 > 70% 33 > 80% 30 > 90% Eduardo Divo Program Outcomes 2,3,4,6,8 CO1 CO4 25 22 11 3 5 First Time Instructor? Course Outcomes CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Notable improvement in submission of Project #10 due to introduction of OOP concepts from the beginning. More students attended weekly voluntary lab sessions due to alternative times resulting in better grade distribution. Digital delivery method (ScreenWatch) not usable from Mac or Linux platforms. Students are forced to have PC access. Many students turning in late assignments. Upgrade programming environment used to conduct the lectures and tutorials to Visual Studio 2008. Upgrade digital delivery method to a portable (WMV or AVI) format. Mandate the submission of at least one OOP project to pass the class. Establish no-late assignment policy. BSET ABET Self Study – Criterion 3 – Page 18 Course Number EST3543C Table 3-4. 3a. Faculty Course Evaluation Form Course Instructor Eduardo Divo Course Name Programmable Logic Appl. and Dev. Int. Semester/Yr Fall 2006 Course Coordinator Course Outcomes Students will have the capability to plan an automation process CO2 Students will be able to setup the input and output devices to undertake the control of an automation process Students will be able to generate the Ladder Logic diagrams to program the steps of an automation process Students will be able to integrate programmable logic technologies with the input/output devices necessary to control an automation process Students will have the capability to generate intermediate to advanced PLC programs that include timing, counting, sequencing, and math control CO4 CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - 13 6 1 0 1 Assessment Process Measures Programming Projects and Traditional Exams Lab #4 1,2,3,5,6 Programming Projects and Traditional Exams Lab #7 1,2,4,6 Programming Projects and Traditional Exams Exam #2 1,2,3,5,6 Programming Projects and Traditional Exams Lab #10 1,2,4,6 Programming Projects and Traditional Exams Exam #3 Assessment Results 20 > 70% 20 > 80% 20 > 90% 20 > 70% 20 > 80% 16 > 90% 20 > 70% 17 > 80% 09 > 90% 19 > 70% 19 > 80% 19 > 90% 20 > 70% 18 > 80% 09 > 90% First Time Instructor? Eduardo Divo Program Outcomes 1,4 CO1 CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Delivery method for lectures was changed to online digital. This was well received and reviewed by students. Students performed very well in this class with over 50% (13 out of 21) earning an A or ALab sessions with hands-on exercises were essential for content delivery. A new conveyor system with sensors was purchased and installed in the lab. Students don’t have a version of the lab software (RS Logix 5000) available to work from home. Lab requires reconfiguration of space due to new equipment. Try to obtain an evaluation version of RS Logix 5000 distributable to students. Introduce use of subroutines and process control. BSET ABET Self Study – Criterion 3 – Page 19 Course Number EST3543C Table 3-4. 3b. Faculty Course Evaluation Form Course Instructor Eduardo Divo Course Name Programmable Logic Appl. and Dev. Int. Semester/Yr Spring 2007 Course Coordinator Course Outcomes Students will have the capability to plan an automation process CO2 Students will be able to setup the input and output devices to undertake the control of an automation process Students will be able to generate the Ladder Logic diagrams to program the steps of an automation process Students will be able to integrate programmable logic technologies with the input/output devices necessary to control an automation process Students will have the capability to generate intermediate to advanced PLC programs that include timing, counting, sequencing, and math control CO4 CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements 14 3 2 0 2 Assessment Process Measures Programming Projects and Traditional Exams Lab #4 1,2,3,5,6 Programming Projects and Traditional Exams Lab #7 1,2,4,6 Programming Projects and Traditional Exams Exam #2 1,2,3,5,6 Programming Projects and Traditional Exams Lab #10 1,2,4,6 Programming Projects and Traditional Exams Exam #3 Assessment Results 17 > 70% 16 > 80% 16 > 90% 19 > 70% 19 > 80% 15 > 90% 19 > 70% 18 > 80% 14 > 90% 18 > 70% 18 > 80% 12 > 90% 18 > 70% 16 > 80% 06 > 90% First Time Instructor? Eduardo Divo Program Outcomes 1,4 CO1 CO3 N A Grades B Grades C Grades D Grades F Grades - Comment Section A 90-day evaluation version of RS Logix 5000 v. 13 was obtained and distributed to students. Students performed much better (14 over 90%) on Exam #2. An even grater number of students (14 out 20) obtained a final grade of A or ALab space was reconfigured to better accommodate the equipment The students evaluated the class very favorably. Two students failed the class. - Introduce numerical control Upgrade to the latest version of RS Logix 5000 BSET ABET Self Study – Criterion 3 – Page 20 Course Number EST3543C Table 3-4. 3c. Faculty Course Evaluation Form Course Instructor Eduardo Divo Course Name Programmable Logic Appl. and Dev. Int. Semester/Yr Fall 2007 Course Coordinator Course Outcomes Students will have the capability to plan an automation process CO2 Students will be able to setup the input and output devices to undertake the control of an automation process Students will be able to generate the Ladder Logic diagrams to program the steps of an automation process Students will be able to integrate programmable logic technologies with the input/output devices necessary to control an automation process Students will have the capability to generate intermediate to advanced PLC programs that include timing, counting, sequencing, and math control CO4 CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - 19 15 6 1 2 Assessment Process Measures Programming Projects and Traditional Exams Lab #4 1,2,3,5,6 Programming Projects and Traditional Exams Lab #7 1,2,4,6 Programming Projects and Traditional Exams Exam #2 1,2,3,5,6 Programming Projects and Traditional Exams Lab #10 1,2,4,6 Programming Projects and Traditional Exams Exam #3 Assessment Results 41 > 70% 41 > 80% 39 > 90% 36 > 70% 36 > 80% 29 > 90% 37 > 70% 31 > 80% 20 > 90% 40 > 70% 37 > 80% 34 > 90% 37 > 70% 31 > 80% 13 > 90% First Time Instructor? Eduardo Divo Program Outcomes 1,4 CO1 CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section A second lab section was introduced due to high enrollment. Two different lab instructors taught the lab sessions with no perceptible difference in student performance. Almost 50% of the students (19 out of 43) obtained a final grade of A or AThe students evaluated the class very favorably. Some students raised the issue of the textbook not being necessary Some students complained about the fact that RS Logix 5000 is only available for the Windows platform. Review other options for textbooks Search for Ladder Logic simulators for Mac and Linux. Introduce the concepts of CNC machining integration BSET ABET Self Study – Criterion 3 – Page 21 Course Number EST3543C Table 3-4. 3d. Faculty Course Evaluation Form Course Instructor Eduardo Divo Course Name Programmable Logic Appl. and Dev. Int. Semester/Yr Spring 2008 Course Coordinator Course Outcomes Students will have the capability to plan an automation process CO2 Students will be able to setup the input and output devices to undertake the control of an automation process Students will be able to generate the Ladder Logic diagrams to program the steps of an automation process Students will be able to integrate programmable logic technologies with the input/output devices necessary to control an automation process Students will have the capability to generate intermediate to advanced PLC programs that include timing, counting, sequencing, and math control CO4 CO5 Lessons Learned and Successes Issues, Concerns and Deficiencies Proposed Improvements - 14 7 1 1 1 Assessment Process Measures Programming Projects and Traditional Exams Lab #4 1,2,3,5,6 Programming Projects and Traditional Exams Lab #7 1,2,4,6 Programming Projects and Traditional Exams Exam #2 1,2,3,5,6 Programming Projects and Traditional Exams Lab #10 1,2,4,6 Programming Projects and Traditional Exams Exam #3 Assessment Results 20 > 70% 19 > 80% 18 > 90% 22 > 70% 21 > 80% 19 > 90% 21 > 70% 21 > 80% 15 > 90% 22 > 70% 22 > 80% 20 > 90% 22 > 70% 17 > 80% 05 > 90% First Time Instructor? Eduardo Divo Program Outcomes 1,4 CO1 CO3 N A Grades B Grades C Grades D Grades F Grades Comment Section Again, two lab sections were opened. This time, the same instructor was in charge of both sections. Other textbook options were explored. However, the same book, new edition, was selected. Same outstanding student performance was achieved. Same excellent student evaluation of the class and instructor. Only 5 out of 24 students scored 90% or better on Exam #3. Some of the students had to gain access to Windows-based PC’s to watch the lectures and run the simulations. Change the digital delivery to a portable (WMV or AVI) format. Reconfigure the lectures to devote less time to the digital systems background to arrive faster at ladder logic programming. BSET ABET Self Study – Criterion 3 – Page 22 2. Outcome Measures The assessment process uses two or more measures for assessing each outcome. These measures provide quantitative and qualitative data to evaluate the level of compliance with that outcome. The measures associated with each outcome are listed below in Table 3-5 which provides a summary of the relationship between the program outcomes and the assessment tools used to measure each of them. These direct measures are obtained directly from the Faculty Course Evaluation forms (shown in Tables 3-4) by sampling from all courses until all Program Outcomes are selected. Table 3-5: Relationship between Program Outcomes and Assessment Tools O1M1 O1M2a O1M2b O1M2c O1M2d O2M1 O2M2a Measure Class Measure Person Responsible Date Eval Sample Size Results Percent Question related to knowledge of concurrent forces Another measure is: Applications of most used CADD commands Sixty-five percent of the questions on three lab tests require "application of most used CADD commands." 96% of students demonstrated mastery of the knowledge Question related to knowledge of manufacturing of products using ferrous and non-ferrous metals ETG 3541 ETD 3350C XX %> 70 N. Misconi Fall 06 65 45 69% ETI 3421 XX %> 70 E. Divo Fall 06 42 20 students > 90% 34 students > 80% 41 students > 70% 98% ETI 4836 XX %> 70 N. Misconi Fall 06 9 7 78% ETI 4640 XX %> 70 R. Coowar Fall 06 24 24 students>70 100% ETC 4241C XX %> 70 A. Mehrabian Fall 06 25 25 students > 70% 100% ETD 3350C XX %> 70 K. Osborne Fall 06 26 25 96% ETI 3421 XX %> 70 E. Divo Fall 06 42 21 students > 90% 37 students > 80% 41 students > 70% 98% A cylindrical riser is to be designed for a sand casting mold. The length of the cylinder is to be 1.5 times greater than its diameter. The casting is a rectangular plate with sides L1=25cm and L2=20cm and thickness t=2cm. If the mold constant Cm=2.8min/cm2, determine the dimensions of the riser so that it will take 35% longer for the riser metal to solidify. (Assignment #6 – Problem #1) Question related to knowledge of intricacies of maneuvering in space Do not need question at this time. Question related to knowledge of supply chain management Unable to obtain question. Faculty left. Question related to knowledge of soil stabilization techniques In soil stability analyses, the “slip plane” of a cohesive soil is usually considered to be? (This is a multiple choice question- Exam 2) Applications of most used CADD commands Sixty-five percent of the questions on three lab tests require "application of most used CADD commands." Question related to application of concepts of material fatigue A bend test is used for certain hard material. If the transverse rupture strength of the material is known to be TRS=1000MPa. The beam specimen length L=0.6m, cross-section base b=15mm, and crosssection height is t=10mm. Calculate the anticipated load at which the BSET ABET Self Study – Criterion 3 – Page 23 O2M2b O2M2c O2M2d specimen is likely to fail. (Assignment #1 – Problem #2) Question related to basic structural analysis A member of a truss is in tension only. If the maximum tensile force in this member is 10 kips and a member is a tube with a cross-sectional area of 10 sq. inch, the maximum tensile stress (in psi) in this member is most nearly: (This is a multiple choice question- Exam 1) Question related to flight techniques 5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to move from its current inclination of 28.5o to an inclination of 57.5o. What ∆V does this transfer require? Given equations: Question related to series and parallel components ETC 4414C XX %> 70 ETI 4835 A. Mehrabian Fall 06 10 8 students > 70% 80% N. Misconi Fall 06 15 11 73% 100% ETI 4186 XX %> 70 K. Alvarado Spring 07 16 16 ETI 4186 XX %> 70 K. Alvarado Spring 07 25 21 EST 4502C XX %> 70 K. Erhart Spring 07 37 30 students > 90% 33 students > 80% 35 students > 70% 73% ETC 4242C XX %> 70 A. Mehrabian Spring 07 15 15 students > 70% 100% EST 3543C XX %> 70 E. Divo Spring 07 20 16 students > 90% 16 students > 80% 17 students > 70% 85% How well did this course prepare you to understand and analyze series and parallel reliability components? O3M1 Question related to analyzing experiments After the fact, the instructor said that this question should not pertain to his course. They did not do this work. Thus used a measure on homework assignment in ETI 4186. Question is: Construct a failure rate control chart for the following data. (Table given) Assume a confidence of 99.73% and the ARL equal to two failures per hundred hours. What is the MRL? Is the process in control? If the process is not in control, explain what you will do to prevent and correct this situation? 21 of the 25 students scored above 70. 84% O3M2a O3M2b O4M1 Question related to transport properties The thermal conductivity of a material is to be determined using a simple heater that supplies a heat input of 5 kW +/- 1%. A 30x30 cm sample is used. A differential thermocouple arrangement is used to measure the temperature drop across the sample with uncertainty of +/-3°C , with a resulting temperature drop of 55°C. The sample thickness is 2.0 mm. What is the thermal conductivity and its uncertainty, assuming no heat losses and that the sample dimensions are known exactly? (Lab #7 – Problem #1) Question related to recent construction issues According to your text book, an example of a conflict between contractual provisions and trade practices in a construction contract context can be seen in which one of the following case? (This is a multiple choice question- Exam 2) Question related to the planning of an automation process Configure RSLinx communication drivers and identify available PLC BSET ABET Self Study – Criterion 3 – Page 24 O4M2a O4M2b O5M1 O5M2 O6M1 O6M2 O7M1 O7M2 components: Ethernet module, backplane, CPU, discrete input, analogue input, analogue output, discrete output, and path from workstation to processor. Configure RSLogix 5000 to program and control an automation process: configure controller, chassis, bios revisions, I/O modules, and enter simple logic to control two lights (L1 and L2) with two switches (S1 and S2). (Lab #4) Question related to measurement errors in design An experiment is proposed to estimate the density, ρ, of a stream of air using the ideal gas law. After completing the experiment with the available lab equipment, the following results were obtained: T = 305K±2K and p = 120.1kPa±4kPa , and the gas constant for air, R=287J/(kg*K). What value of density does the experiment predict, and what is the uncertainty in this value (use the analytical method)? Also give a brief comment on the level of success of the experiment. (Test #1 – Problem #2) Question related to application of current construction laws in design According to your text book, in construction contracts how many theories do owners employ to recover losses they have suffered that were caused by a subcontractor breach? (This is a multiple choice question- Final Exam) Participation on teams in project management 62 of 66 students received a 7 or greater out of 10 on team participation As determined by rubric: 1-10 Likert scale - 10 Full collaboration; 7,8 Some collaboration; 4,5,6 Little to no collaboration; 1 No collaboration Team participation on senior design project Self and peer within the team evaluation using an evaluation rubric consisting of these attributes: cooperation, contribution, problem-solving, responsibility, respect for peer’s opinions, and respect for diversity. Question related to problem solving on exam Set up a spreadsheet that analyzes the cash flow after taxes using the present worth method. Include all tax, inflation, depreciation, and interest implications. Which option is better? Table is given. Question related to problem solving on exam 5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to move from its current inclination of 28.5o to an inclination of 57.5o. What ∆V does this transfer require? Given equations: Critical Analysis paper 94% of the students earned a grade of 10.5 (70%) on their critical analysis. Oral portion of Senior Design Project EST 4502C XX %> 70 E. Divo Spring 07 38 23 students > 90% 28 students > 80% 30 students > 70% 79% ETC 4242C XX %> 70 A. Mehrabian Spring 07 15 15 students > 70% 100% ETI 4448 XX %> 70 L. Morse Spring 07 66 62 ETG 4950C Satisfactory or above A. Mehrabian Fall 06 33 33 100% ETI 3671 XX %> 70 R. Coowar Spring 07 59 50 85% ETG 3541 XX %> 70 N. Misconi Fall 06 65 45 69% ETI 4635 XX %> 70 L. Morse Fall 06 51 48 94% ETG 4950C Satisfactory or above A. Mehrabian Fall 06 33 100% Peers and faculty using a rubric performed the evaluation during the final BSET ABET Self Study – Criterion 3 – Page 25 O7M3 O8M1 O8M2 O9M1 O9M2 O10M1 O11M1 O11M2 presentation. 100% of the students earned a satisfactory or above rating Written portion of Senior Design Project Peers and faculty using a rubric performed the evaluation during the final presentation. 100% of the students earned a satisfactory or above rating Question related to lifelong learning on exam Discuss the strategy you propose to use in your personal career to assure you will remain in demand in a changing competitive world. Give at least 4 points. Question on survey related to lifelong learning Students were asked in the survey to provide their perception on the need for life-long learning (47/52 responded good or excellent) Question related to ethics on exam Identify an important real or potential ethical problem facing you in your present position (either student or employee). Describe the situation and describe your position. Address ethical and social responsibilities on senior project Using self-assessment rubrics measured respect for diversity Diversity and global on final exam Discuss the strategy you propose to use in your personal career to assure you will remain in demand in a changing competitive world. Give at least 4 points. Timeliness in submitting Critical Analysis 46 of 51 students submitted the Critical Analysis by the due date on WebCT Timeliness in submitting all assignments 100% of the students submitted all assignments by due date ETG 4950C Satisfactory or above A. Mehrabian Fall 06 33 33 100% ETI 4635 XX %> 70 L. Morse Fall 06 25 25 100% Senior Survey XX %> 70 L. Morse Fall 06 52 47 90% ETI 4635 XX %> 70 L. Morse Fall 06 24 23 96% ETG 4950C Satisfactory or above A. Mehrabian Fall 06 33 33 100% ETI 4635 XX %> 70 L. Morse Spring 07 45 41 ETI 4635 XX %> 70 L. Morse Fall 06 51 46 ETI 3116 XX %> 70 R. Coowar Fall 06 47 100% BSET ABET Self Study – Criterion 3 – Page 26 90% 3. Assessment Results to Date and Planned Use of Results Results from the ongoing assessment cycles are discussed below based on the measures utilized for evaluating each outcome to illustrate the assessment and continuous improvement process. These results are presented in Table 3-6. It also indicates the planned use of the results in improving the program. Updated data will be available at the time of the visit. All outcomes and measures are reviewed annually by the following process a. By mid-September each year a focus group consisting of the three program coordinators, the assessment coordinator, and the department chair will meet to determine if these measures are the best ones for this outcome. b. By October 1 each year these measures will be presented at a faculty meeting. c. Results of measures will be compiled by two weeks after the end of each semester by the program coordinator. For all situations where targets are not met, the results will be reviewed by the faculty within the BSET program to determine whether corrective action is needed at the program or class level and determine what actions, if any to take. Table 3-6: Outcomes Assessment Process – Results and Use of Results - BSET Outcome 1: Graduates will be able to demonstrate an appropriate mastery of the knowledge, techniques, skills, and modern tools of industrial operations, design, space science, or geomatics. (ABET Criterion a) Measure Measure: 1.1 80% of the students will earn 70% or more on the questions related to concurrent forces in an exam of ETG 3541. Results Result: 45 of the 65 (70%) students scored greater than 70 on the question. Measure: 1.2 In the DesignMechanical 80% of the students will earn 70% or more on the questions related to the knowledge of the processes used in manufacturing of products using ferrous and non-ferrous metals in an exam of ETI 3421, Materials and Processes. Measure: 1.3 In the DesignMechanical 80% of the students will earn 70% or more on the questions related to the knowledge of the processes used in manufacturing of products using ferrous and non-ferrous metals in an exam of ETI 3421, Materials and Processes. Result: 20 students > 90%, 34 students > 80%, 41 students > 70% 98% of students scored greater than 70. Sample size is 42. On the question above 98% of the 42 students scored 70 or better. Planned Use of Results 1. Target is not met. 2. Verify that the material within the question was addressed in the course. 3. This course is required of all BSET majors and the subject matter and the level of validity needs to be examined. 1. Target is met. 1. Target is met. BSET ABET Self Study – Criterion 3 – Page 27 24 of the 24 (100%) students Measure: 1.4 In the Operations 1. Target is met. scored greater than 70 on the track 80% of the students will question. earn 70% or more on the questions related to the concepts of understanding supply chain management in ETI 4640. 1.5 : In the Design-Construction 1. Target is met. 25 25 100 track 80% of the students will students > earn 70% or more on the 70% question(s) related to the knowledge of soil stabilization techniques in an exam of ETC 4241C, Construction Materials and Methods. Outcome 1 Summary 1. Measures 1.2 – 1.5 are required by the different concentrations within the BSET as specified. Concentration required courses are higher level courses and do meet their target. 2. Measures for the other concentrations need to be derived. (Space Science and Geomatics) 3. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 4. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 2: Graduates will be able to demonstrate an ability to apply current knowledge and adapt to emerging applications of engineering and technology within industrial operations, design, space science, or geomatics. (ABET Criterion b) Measure Measure: 2.1 80% of the students will earn 70% or more on the question(s) related to the applications of the most-used CADD commands in an exam of ETD 3350C, Applied CADD. Measure: 2.2 In the Design Mechanical track 80% of the students will earn 70% or more on the question(s) related to the application of the concepts of material fatigue in an exam of ETI 3421, Materials and Processes Measure: 2.3 In the Design Results 25 of the 26 (96%) students scored greater than 70 on the question. Sixty-five percent of the questions on three lab tests require "application of most used CADD commands." 41 of the 42 (98%) students scored greater than 70 on the question. A bend test is used for certain hard material. If the transverse rupture strength of the material is known to be TRS=1000MPa. The beam specimen length L=0.6m, cross-section base b=15mm, and cross-section height is t=10mm. Calculate the anticipated load at which the specimen is likely to fail. (Assignment #1 – Problem #2) 10 8 students 80 Planned Use of Results 1. Target is met. 2. This course is required of all BSET majors in the BSET core. 1. Target is met. 1. Target is met. BSET ABET Self Study – Criterion 3 – Page 28 Construction track 80% of the students will earn 70% or more on the question(s) related to basic structural analysis techniques in an exam of ETC 4414C, Applied Structural Design I. Measure: 2.4 In the Space Science track 80% of the students will earn 70% or more on the question(s) related to flight techniques in an exam of ETI 4835, Rocket Propulsion Technology. Measure: 2.5 In the Operations track students will earn 70% or more on the questions related to determining reliability for series or parallel components in ETI 4186, Reliability. > 70% Result: 11 of the 15 (73%) students scored greater than 70 on the question. Question was: 5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to move from its current inclination of 28.5o to an inclination of 57.5o. What DV does this transfer require? Given equations: 1. Target is met. 100% of the 16 students scored above 70 on the following question. How well did this course prepare you to understand and analyze series and parallel reliability components? 1. Target is met. Outcome 2 Summary 1. Measures 2.2 – 2.5 are required by the different concentrations within the BSET as specified. Concentration required courses are higher level courses and do meet their target. 2. Measure for the other concentration needs to be derived. (Geomatics) 3. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 4. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 3: Graduates will be able to demonstrate an ability to conduct, analyze, and interpret experiments within industrial operations, design, space science, or geomatics. (ABET Criterion c) Measure Measure: 3.1 All students will earn 70% or more on questions related to their ability to conduct, analyze, and interpret experiments on the final exam in ETG 3541. Results After the fact, the instructor said that this question should not pertain to his course. They did not do this work. Thus used a measure on homework assignment in ETI 4186. Planned Use of Results 1. Target is met. 2. Although target is met using the second measure, this course is not taken by all BSET students, only the Operations students, and another measure needs to be derived from the core. Question is: Construct a failure rate control chart for the following data. (Table given) Assume a confidence of 99.73% and the ARL equal to two failures per BSET ABET Self Study – Criterion 3 – Page 29 hundred hours. What is the MRL? Is the process in control? If the process is not in control, explain what you will do to prevent and correct this situation? Measure: 3.2 DesignMechanical. All students will earn 70% or more on questions related to their ability to conduct, analyze, and interpret experiments on the final exam in EST 4502C, Metrology. 21 of the 25 students scored above 70. 84% 73% of the 37 students scored greater than 70 on this question: The thermal conductivity of a material is to be determined using a simple heater that supplies a heat input of 5 kW +/- 1%. A 30x30 cm sample is used. A differential thermocouple arrangement is used to measure the temperature drop across the sample with uncertainty of +/3°C , with a resulting temperature drop of 55°C. The sample thickness is 2.0 mm. What is the thermal conductivity and its uncertainty, assuming no heat losses and that the sample dimensions are known exactly? (Lab #7 – Problem #1) 15 15 100 students > 70% 1. Target is met. Measure: 3.3 Design 1. Target is met. Construction. All students will earn 70% or more on questions related to their ability to conduct, analyze, and interpret experiments on the final exam in ETC 4242C, Construction Contracts and Specifications. Outcome 3 Summary 1. Measures 3.1 – 3.3 are required by the different concentrations within the BSET as specified. Concentration required courses are higher level courses and do meet their target. 2. Measures for the other concentrations need to be derived. (Space Science and Geomatics) 3. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 4. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. BSET ABET Self Study – Criterion 3 – Page 30 Outcome 4: Graduates will be able to apply creativity in the design of projects within industrial operations, design, space science, or geomatics. (ABET Criterion d) Measure Measure: 4.1 80% of the students will earn 70% or more on question(s) related to their ability to conduct, analyze, and interpret experiments on the final exam in EST 3543C. Results 85% of the 20 students scored higher than 70 on this question. Measure: 4.2 All Design, Mechanical, students will earn 70% or better on questions related to measurement error and uncertainties in EST 4502C, Metrology. 79% of the 38 students scored greater than 70 on this question: An experiment is proposed to estimate the density, r, of a stream of air using the ideal gas law. After completing the experiment with the available lab equipment, the following results were obtained: T = 305K±2K and p = 120.1kPa±4kPa , and the gas constant for air, R=287J/(kg*K). What value of density does the experiment predict, and what is the uncertainty in this value (use the analytical method)? Also give a brief comment on the level of success of the experiment. (Test #1 – Problem #2) 15 15 100 students > 70% Planned Use of Results 1. Target is met. Configure RSLinx communication drivers and identify available PLC components: Ethernet module, backplane, CPU, discrete input, analogue input, analogue output, discrete output, and path from workstation to processor. Configure RSLogix 5000 to program and control an automation process: configure controller, chassis, bios revisions, I/O modules, and enter simple logic to control two lights (L1 and L2) with two switches (S1 and S2). (Lab #4) 1. Target is met. Measure: 4.3 All Design, 1. Target is met. Construction, students will earn 70% or better on questions related to their ability to apply current construction business practice laws to construction in ETC 4242C, Construction Contracts and Specifications. Outcome 4 Summary 1. Measures 4.2 – 4.3 are required by the different concentrations within the BSET as specified. Concentration required courses as higher level course do meet their target. 1. Measures for the other concentrations need to be derived. (Operations, Space Science and Geomatics) BSET ABET Self Study – Criterion 3 – Page 31 2. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 3. The measures of the first 4 outcomes (criteria a-d) were designed to measure a core course and then one measure for each of the five concentrations. These will be added during the focus group meeting. 4. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 5: Graduates will demonstrate an ability to function effectively on teams. (ABET Criterion e) Measure Measure: 5.1 80% of the students will earn 70% or more for their participation on teams in ETI 4448, Project Management as measured by a rubric. Measure: 5.2 80% of the students will earn 70% or more for their team participation on the Senior Design Project as measured by the Senior Design rubric. Results 62 of 66 students received a 7 or greater out of 10 on team participation As determined by rubric: 1-10 Likert scale - 10 Full collaboration; 7,8 Some collaboration; 4,5,6 Little to no collaboration; 1 No collaboration 100 % of the students scored above 70 using the below: (Rubric is included in Appendix A.) Self and peer within the team evaluation using an evaluation rubric consisting of these attributes: cooperation, contribution, problem-solving, responsibility, respect for peer’s opinions, and respect for diversity. Planned Use of Results 1. Target is met. 2. The reason that some students do not receive a 7 or higher is they drop the course after the team assignments. Many of the courses in all concentrations use teams and some form of team participation measurement. 1. Target is met. Outcome 5 Summary 1. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 2. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 6: Graduates will demonstrate technical problem solving competencies. (ABET Criterion f) Measure Measure: 6.1 80% of the students will earn 70% or more on the question(s) related to problem solving on an exam in ETI 3671, Technical Economic Analysis. Results 85% of the 59 students scored above 70 on the problem below Planned Use of Results 1. Target is met. Set up a spreadsheet that analyzes the cash flow after taxes using the present worth method. Include all tax, inflation, depreciation, and interest implications. Which option is better? Table is given. BSET ABET Self Study – Criterion 3 – Page 32 Measure: 6.2 80% of the students will earn 70% or more on the question(s) related to problem solving on an exam in ETG 3541, Applied Mechanics. 69% of the 65 students scored greater than 70 on this question: 5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to move from its current inclination of 28.5o to an inclination of 57.5o. What DV does this transfer require? Given equations: 1. Target is not met. 2. Verify that the material was addressed in the course and address the content of the question. 3. This course is required of all BSET majors and the subject matter and the level of validity needs to be examined. Outcome 6 Summary 1. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 2. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 7: Graduates of the BSET program will demonstrate written and oral communication competencies in Engineering Technology. (ABET Criterion g) Measure Measure: 7.1 80% of the students will earn 70% or more on their Critical Analysis in ETI 4635. Results 94% of the 51 students earned a grade of 10.5 (70%) on their critical analysis. Planned Use of Results 1. Target is met. 2. This paper is graded for content and use of English. Students have usually taken the Technical Writing course, which is required for all BSET students, by the time they write this paper. The Technical Writing course needs to include Executive Summaries 1. Target is met. Measure: 7.2 A panel of Faculty Peers and faculty using a rubric will evaluate the oral presentation performed the evaluation during portion of the senior design the final presentation. 100% of project using a rubric and all the students earned a satisfactory students will earn a satisfactory or above rating or above rating. Rubric is Appendix A Measure: 7.3 A panel of Faculty Peers and faculty using a rubric 1. Target is met. will evaluate the written performed the evaluation during presentation portion of the senior the final presentation. 100% of design project using a rubric and the students earned a satisfactory all students will earn a or above rating. satisfactory or above rating. Rubric is Appendix A Outcome 7 Summary 1. There is a need to meet with the English department about the content of the Technical Writing course. 2. Results of the measures need to be analyzed to see if there is a correlation with those that pass the course. 3. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. BSET ABET Self Study – Criterion 3 – Page 33 Outcome 8: Engineering Technology graduates will recognize the need to engage in lifelong learning through formal and informal study. (ABET Criterion h) Measure Measure: 8.1 80% of the students will earn 70% or more on the question(s) related to lifelong learning on an exam in ETI 4635, Technology Administration. Measure: 8.2 On the graduating senior survey, at least 90% of program respondents will indicate the need for lifelong learning. Results 100% of the 25 students scored 70 on the following question: Discuss the strategy you propose to use in your personal career to assure you will remain in demand in a changing competitive world. Give at least 4 points. On the graduation senior survey question with a sample size of 52, 90% of the students scored good to excellent on the need for lifelong learning. Planned Use of Results 1. Target is met. 1. Target is met. Outcome 8 Summary 1. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 9: Graduates will demonstrate an understanding of professional, ethical, and social responsibilities. (ABET Criterion i) Measure Measure: 9.1 80% of the students will earn 70% or more on question(s) related to ethical responsibilities on the ETI 4635 final exam. Measure: 9.2 Students will earn satisfactory or above on addressing ethical and social responsibilities on their senior design project as measured by the rubric. Results 96% of the 24 students answered this question greater than 70 Identify an important real or potential ethical problem facing you in your present position (either student or employee). Describe the situation and describe your position. 100 % of the 33 students scored greater than 70 Using self-assessment rubrics measured addressing ethical responsibilites and respect for diversity Rubric is Appendix A Planned Use of Results 1. Target is met. 1. Target is met. Outcome 9 Summary 1. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. BSET ABET Self Study – Criterion 3 – Page 34 Outcome 10: Engineering Technology graduates will demonstrate a respect for diversity, and a knowledge of contemporary professional, social and global issues. (ABET Criterion j) Measure Measure: 10.1 70 % of students or more have excellent or very good respect for diversity and global issues in a survey conducted in ETI 4635, Technical Administration. Results 91 % of the 45 students scored greater than 70 on the following question. Discuss the strategy you propose to use in your personal career to assure you will remain in demand in a changing competitive world. Give at least 4 points. Planned Use of Results 1. Target is met. Outcome 10 Summary 1. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. Outcome 11: Engineering Technology graduates will display a commitment to quality, timeliness, and continuous improvement. (ABET Criterion k) Measure Results Planned Use of Results Measure: 11.1 80% of the 46 of 51 students (90%) 1. Target is met. students will earn 70% or more submitted the Critical Analysis on their timeliness of submitting by the due date on WebCT the Critical Analysis in ETI 4635, Technical Administration. Measure: 11.2 Students will 100% of 47 the students 1. Target is met. achieve 70% or more on their submitted all assignments by due 2. Timeliness does not appear to timeliness of submitting all date be a problem. Most of the assignments via WebCT in ETI students are older and are used to 3116, Applied Engineering being on a schedule. Quality Assurance. Outcome 11 Summary 1. The measures for this outcome are only measuring timeliness. The focus group will determine additional measures to encompass continuous improvement and quality. 2. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1) 70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were easily achieving 70% and we wished to set the bar higher. BSET ABET Self Study – Criterion 3 – Page 35 4. Program Outcomes Assessment Cycle The following flowchart in Fig. 3-2 and Gantt chart in Fig 3-3 describe and illustrate the yearlong process of assessing, evaluating, and modifying the course and program outcomes as well as the generation of the Faculty Course Evaluation Form (FCEF) and the Assessment Tool Table (ATT). Figure 3-2. Flowchart for year-long course and program outcomes assessment cycle Figure 3-3. Gantt chart for 2008-2009 course and program outcome assessment cycle BSET ABET Self Study – Criterion 3 – Page 36 E. Documentation The following materials will be available for ABET visitors during their interview: • • • • • • • • • • BSET Program Self-Study Questionnaire BSET Program Annual Assessment Binder for 2006-2007 BSET Program Annual Assessment Binder for 2007-2008 BSET Program Outcomes Binders (one or two binders) o Summary of course/outcome relationships requirements o Samples of student work to support each outcome BSET Course Binders (Each course has a binder) o Faculty Course Evaluation o Student Feedback o Course Outline o Class Notes o Exams o Homework o Labs (if applicable) o Projects (if applicable) BSET Program Assessment/Continuous Improvements Binder o Summary of Assessment/Continuous Improvement Process BSET Industrial Advisory Board Binder o IAB Meeting Agendas o IAB Meeting Minutes o IAB Correspondence Access to the Engineering Technology web sites Course Textbooks Current University of Central Florida undergraduate catalog The primary documentation to assist in the evaluation of the program outcomes will be compiled in the BSET Program Outcomes Binders and the BSET Program Assessment/Continuous Improvements Binder. These binders will have supporting materials from all other source material provided. Each binder will contain a summary of which courses in the BSET program (and in the Technology Core curriculum) meet specific Program Outcomes and the most recent assessment of how those courses meet these outcomes. Furthermore, examples of course materials and student work that demonstrate how the courses meet the specific outcomes will also be included. BSET ABET Self Study – Criterion 3 – Page 37 F. Achievement of Program Outcomes Compilation of all course measures is shown in Table 3-5. Table 3-6 shows analysis and actions taken as a result of course measures on a course and program level. Complete analysis of outcome measures and other inputs leading to program evaluation will be available to the reviewers at the time of the visit. The data derived from the various measures and constituencies is always open for interpretation. However, the assessment of the outcomes is that all outcomes are currently being met adequately. Even with adequate treatment of the program outcomes, additional improvement (Continuous Improvement) is a major goal of the BSET program and the ENT department. Included are analyses of the items from the assessment cycle. This is a summary of items detailed in Table 3-6. • • • • • • • • • Outcome 1 – Additional measures may be necessary to ensure all concentrations are meeting the requirements of this outcome. Outcome 2 and 3 – These outcomes appear to be sufficiently met. Challenges may a rise in the future due to retirement of faculty in Space Science in ensuring those sufficiently qualified faculties are available to meet the requirement for this concentration. Outcome 4 – This outcome appears to be adequately addressed, feedback from Co-op employers indicated a lack of problem solving capability that could be an indicator of issues with this outcome. This will be addressed by faculty in the Fall 2008 faculty meeting and an action will be determined. Outcome 5 – Past assessment and input from constituents has increased the emphasis on this outcome. Anecdotal evidence has indicated that some students still do not effectively participate in group projects. This will be addressed with all faculty and potential solutions will be discussed. Note: Input from IAB, Co-op, and direct measures indicate additional emphasis should be placed on outcome 5. Outcome 6 – The evidence used to cite a potential issue with Outcome 4 also addresses Outcome 6. Additional measures may need to be utilized to ensure this is not an issue or develop an action plan if identified as a problem. Note: Input from IAB, Co-op, and direct measures indicate additional emphasis should be placed on outcome 6. Outcome 7 and 8 – No issues have been identified with these outcomes. Outcome 9 – Low participation in professional societies (5%) has been identified from Senior Exit Surveys. This may simply be an indication of the nature of our students (part-time students with full-time jobs), however this will be addressed in the Fall 2008 faculty meeting. Outcome 10 – A single measure (course) is being used to assess this outcome. Additional measures need to be applied. Outcome 11 – Only one of three items listed in the outcome is being measured. Additional measures will be added to measure other items. BSET ABET Self Study – Criterion 3 – Page 38 CRITERION 4. CONTINUOUS IMPROVEMENT A. Assessment of Program Educational Objectives ................................................................. 2 1. SACS Accreditation ............................................................................................................... 3 2. Program Review..................................................................................................................... 3 3. Industrial Advisory Board.................................................................................................... 12 B. Evaluation of Program Educational Objectives ................................................................ 15 C. Assessment of Program Outcomes...................................................................................... 16 D. Evaluation of Program Outcomes....................................................................................... 16 E. Continuous Program Improvement.................................................................................... 17 BSET ABET Self Study – Criterion 4 – Page 1 A. Assessment of Program Educational Objectives From Criterion 2 the following table shows how constituencies provide input into both the statement of educational objectives and performance in achieving these objectives. This section reviews three major inputs to the assessment of good educational objectives; SACS Accreditation, External Program Review, and IAB input. The assessment of the statement of educational objectives is done on an annual basis and the direct input from constituencies is a continuous process. The final review for the upcoming academic year is done in the spring semester prior to the academic year. Table 4-1: Constituents and Use of Assessment Constituent Assessment Assessed Items Student Surveys Performance Students Direct feedback Both Alumni Survey Performance IAB Direct input Statement University Assessment Direct input Statement Program Review Direct input Both SACS Review Direct input Both Focus Groups Direct Input Both ENT Faculty Direct Input Both ENT Administration Direct Input Statement Program Coordinator Program Outcome Performance Employers Direct Input Both Evaluation of the previous program objectives and input from all constituencies including an independent consultant hired by the department to review the assessment process indicated that these objectives were insufficient. In the spring 2008 semester a re-write of these objectives was performed, and the current objectives in this document are the result of this effort. Table 2-1 in Criterion 2 Section E - Process for Establishing and Reviewing Program Educational Objectives gives the collection frequency of constituent input. These inputs are key inputs to the evaluation of program educational objectives. Review of this input is done at both program coordinator meetings which are held on the average monthly and in faculty meetings which are held at the beginning and end of the fall and spring semesters. Criterion 3 Section E Documentation gives a full listing of all documentation that will be available to the reviewers at the time of the visit. BSET ABET Self Study – Criterion 4 – Page 2 1. SACS Accreditation The University of Central Florida is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to award baccalaureate, master's and doctorate degrees. SACS is the regional accrediting body for higher institutions (those awarding associate, baccalaureate, master's, or doctoral degrees) in the southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, and Texas) and Latin America. UCF was initially accredited in 1970 and was last reaffirmed in 2006 as a Level 6 institution (4 or more doctoral degrees). UCF received the full accreditation by SACS without any interim report requirements, a status not often achieved by many large institutions. (UCF is the sixth largest university in the nation in terms of student enrollment). An ongoing effort is the review of faculty qualifications— which is a major component of reaffirmation by SACS—to monitor continuous compliance with SACS requirements. The purpose of the review is to accomplish the following: • • • Ensure that the qualifications of all teaching faculty meet the minimum requirements defined by SACS and UCF Ensure that documentation of credentials confirming these qualifications is available, current, and secured Ensure that documentation of faculty credentials is retrievable upon request Dr. Essam Radwan, Interim Executive Associate Dean, and Ms. Geovanna Abreu, Human Resources Director are the primary contacts for SACS-related issues concerning faculty qualifications for the College of Engineering & Computer Science. Ms. Abreu works directly with the college’s department administrative staff to ensure continual compliance. 2. Program Review Pursuant to Florida Statutes, the university conducts in-depth reviews of each program every seven years. Originally, the specific content and process of the reviews was specified by the State. In 1999, the then Board of Regents gave the universities the authority to define their own process and content within some broader guidelines. At that time, UCF developed a program review process consistent with its strategic planning review process, requiring programs to examine five major elements: demand, quality, cost, competitive advantage, and centrality. A seven-year schedule was developed to align the accreditation visits with the program reviews so that the external reviews conducted for accreditation could also be used for the program reviews. A description of the program review process follows. The purpose of the program review is to examine the quality and productivity of academic programs. The program review examines UCF programs on a periodic basis to review key performance measures and program information in order to determine the "direction" in which the program is heading and reveal opportunities for "redirection. The primary goal is to determine which programs to enhance, reduce, maintain, eliminate, or study further. To accomplish this goal, faculty members complete self-studies of their programs and undergo a review by an external consultant and an evaluation by the dean's office. The college dean rates the program on the internal and external demand for the program, its competitive advantage or strategic niche, the quality and characteristics of student majors, the productivity of program BSET ABET Self Study – Criterion 4 – Page 3 faculty, costs related to offering the program, and its centrality to the department, college, and university. The Dean provides an evaluation and recommendations for each program using the self-study document(s), the Chair's recommendations, and external reviews or accreditation report as a basis. The Dean(s) presents his/her evaluations and recommendations to the Provost and the Provost's Program Evaluation Review Committee. Following the presentation to the Provost's committee, the university and Dean(s) develop the university summary for approval by the Provost and President delineating the actions to be taken. Results of the Program Review are presented at a Board of Trustees (BOT) meeting. The university Academic Affairs office reviews the materials and makes final recommendations to the president and the BOT. The program review process is managed at the university level by Dr. Paula Krist, Director of the UCF office of Operational Excellence and Assessment Support (OEAS). (See Figure 4-1 for a Gantt chart of the program review process.) Additional details on the program review process at UCF are available at http://oeas.ucf.edu/ The external review is an important component of the program review process. It provides an objective evaluation of the programs using an expert external to the University of Central Florida. The expert(s) invited to conduct this review at a minimum should possess the following credentials: (a) Doctoral degree in the discipline (or related discipline) of the review, (b) strong academic and administrative credentials, (c) experience in conducting academic program reviews, and (d) come from outside the state at a comparable school. The external review consists of a site visit and a review of the program self-study document and the departmental and college data. The reviewer receives copies of the self-study documents and data in advance of the site visit. Following the site visit, the reviewer is asked to prepare a report containing the following elements for each program reviewed: 1. General overview of program 2. Evaluation of demand for program and competitive advantage 3. Evaluation of program quality • Faculty • Resources and facilities • Curriculum • Students • Other 4. Evaluation of program productivity 5. Program strengths 6. Program weaknesses 7. Recommendation BSET ABET Self Study – Criterion 4 – Page 4 Task Name 1 Conduct orientation and dept. meetings 2 Consultant nomination; provide vita and PR exp. 3 Consultant nominee summary to PRC 4 Consultant approval 5 Draft consultant itinerary; set dates 6 Data update 7 Confirm Consultant Itinerary and submit to PRC 8 Submit program self study 9 Submit department self study 10 Review self study for release to consultant Draft self-study, data summaries for 11 consultant Review, approve summary for release to 12 consultant 13 Send summaries and web inf. to consultant Draft Chair's review (Finalize after consultant visit) Draft Dean's evaluation and recommendations 15 (Finalize after consultant visit) Rev. dept. and program self-studies and 16 summaries 14 17 Send final itinerary to OEAS for the web 18 Conduct On-Site Visit MAY JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER FEBRUARY APRIL MAY JUNE OEAS PRC, Dean College Inst. Research College Faculty Chair Chair, Fac. Chair Dean OEAS Chair Dean Consultant College Consultant Cons. Rev. consultant's report, submit feedback to OEAS (grad programs only) GC Chair 21 Submit Chair's review 22 Submit Dean's evaluation and recommendations Dean 23 Complete draft summaries for PRC OEAS 24 Review summaries PRC 25 Presentation to Provost PRC, Dean 27 Conduct B.O.T. E.P.C. worshops 27 MARCH Chair, Dean 19 Submit report 20 JANUARY OEAS P&E, Dean Finalize summary of Program Reviews for FL BOG OEAS/Deans OEAS, P&E OEAS 28 Submit summary of Program Reviews to BOG Figure 4-1. UCF Program Review Process. BSET ABET Self Study – Criterion 4 – Page 5 The College of Engineering & Computer Science (CECS) split its program review process over a two-year period for the last cycle, with the engineering programs up for review in the first year, and the computer- and technology-related programs and engineering programs in the School of Electrical Engineering and Computer Science (EECS) in the second year. In 2005, the undergraduate and graduate programs in the engineering disciplines—aerospace, civil, environmental, industrial, materials, and mechanical— underwent program reviews. In 2006, the undergraduate and graduate programs in the computer- and technology-related disciplines and the two engineering programs within EECS—computer science, information technology, engineering technology, information systems technology, computer engineering, and electrical engineering—underwent program reviews. As described above, program reviews involve a multi-tiered review process that includes internal and external evaluations. The external consultants selected by CECS were primarily Deans or Department Chairs from aspirational and peer universities but also included prominent faculty with strong program evaluation experience. Most program actions were to enhance or maintain the program, and no program was eliminated. An Undergraduate Task Force on Curriculum chaired by Dr. Jamal Nayfeh was formed at the beginning of 2006 to review and take action on the program review recommendations. A summary of the overall recommendations and actions from the multi-tiered review by the various internal and external evaluators for the BSET follows: Analysis of Undergraduate Program 1. Brief executive summary of major findings for this undergraduate program This is a strong program with highly qualified faculty. The program appears to be meeting regional needs as evidenced by its growth and the strong placement record of the graduates. It also provides courses and programs in the evening and at remote campuses. The program has great potential for growth. The program also has excellent relationships with the local community colleges. <> 2. Analysis of Undergraduate Program a.Curriculum Questions and issues addressed: Is the curriculum appropriate and current? Does the curriculum provide the basis for a good core education in the discipline? Are there opportunities for curricular development with other disciplines that might be pursued? Does curriculum match student body demographics (if appropriate)? How well does the curriculum contribute toward the General Education Program goals and requirements (if appropriate)? Are courses available to students when they need them? Does the curriculum respond to other disciplines' needs (if appropriate)? Are there opportunities for interdisciplinary curriculum that might be pursued? How does the program provide opportunities for research and service learning? How well does the program incorporate into the curriculum appropriate software tools and state-ofthe-art technology? List strengths Curriculum appears to be relevant and appropriate covering the major topics in the discipline. BSET ABET Self Study – Criterion 4 – Page 6 List weaknesses Need to look at the number of courses being taught as it seems a little on the high side for a department of only 13 faculty. Perhaps there is a way to reduce the number of course offerings without affecting program quality. b.Student Body Questions and issues addressed: Is the number of undergraduate students majoring in the department appropriate given the faculty size and the contribution of this program to the GEP? Is the diversity (gender and ethnicity) of the undergraduate body appropriate? Are the incoming credentials of the students appropriate for the program? Are students being challenged? Is there any indication of grade inflation? Does the department reach out to alumni? Are the students getting the advising and support that they need? List strengths Students that were interviewed seemed very happy with both their program and the faculty. They liked the ability to take classes day and evening and through the FEEDS system. List weaknesses None were noted. c. Student accomplishments Questions and issues addressed: Are student accomplishments (e.g., papers presented, awards won, quality of graduate and professional programs in which students subsequently enroll, and position of first employment) indicative of a quality undergraduate program? Is there sufficient support (e.g., faculty, resources, advising, and infrastructure) for students to succeed? Are upper-division students engaged, involved, and appropriately socialized into their discipline? How does the department try to engage the students? List strengths This area was not evaluated. List weaknesses This area was not evaluated. d.Procedures Questions and issues addressed: Are the procedures for advisement of undergraduate students adequate? Are the procedures for record keeping adequate? How is UCF institutional effectiveness process (i.e., student outcomes assessment) used to improve the program? Are academic requirements clearly written, readily available, and understood? List strengths Students appear to get advised on a regular basis by the chair and the program coordinators. The academic requirements for each of the options are clearly spelled out in the catalog. List weaknesses As the program grows, the faculty currently doing the advising could be overwhelmed. It is suggested a different advising model be developed to handle the probable increased advising load. BSET ABET Self Study – Criterion 4 – Page 7 3. Evaluation of intended student learning outcomes Student learning outcomes in the plan are Acceptable (Meet all applicable criteria.) Acceptable, but needs additional work on one or more of the criteria (Outcomes generally state what student should learn, but are not specific, e.g., do not distinguish specific skills, knowledge or behavior.) Unacceptable (Do not meet applicable criteria.) Comments on the plan's stated intended student learning outcomes (Please provide feedback on any learning outcome. For any learning outcome that does not meet applicable criteria, please provide suggestions.) The learning outcomes being assessed appear to be appropriate and measurable. What is not clearly stated is what will be done with the results of the assessment. 4. Reputation Questions and issues addressed: Is this program recognized within its professional community for the quality of its contributions? If so, in what areas? How would you rate this program in comparison similar programs at comprehensive state research universities: top 25 percentile? middle 50th percentile? bottom 25 percentile? Would you advise a student to major in this program and department? List strengths The program is recognized in the community for the quality of its graduates. Both employers and graduates are very happy with the program. I would not rate this program as such ratings, in my opinion, have very little meaning. List weaknesses None were noted. 5. Overall Analysis and Recommendations for Engineering Technology - B.S.E.T. Questions and issues addressed What areas of strength should be promoted? What weak areas should be addressed? Suggest changes in direction, if applicable It is suggested that the strong relationships the department has with the community colleges be built upon by providing an entrance path to UCF for AS degree students. The department should be looking at other areas where needs for ET grads are not being met and evaluate the possibility of expanding their programs. One weakness that needs to be addressed is to develop clear program goals for each of the seven programs within the department including the 3 options in the BSET program. The program appears to be very viable and heading in the right direction. The major problem that needs immediate attention is the lack of lab space which is critical and must be addressed if the department and its programs are to grow. This Program Review marked the beginning of the current BSET program assessment cycle. Because of this review, the results were evaluated and a new plan was put into place as described later in this criterion. BSET ABET Self Study – Criterion 4 – Page 8 At the close of the program review, the reviewer and the department Chair met and produced the following Program Review Exit Interview: CECS Program Review Exit Interview May 22, 2006 Status as of May 19, 2008 indicated in bold characters Program Strengths • Faculty felt good about leadership and program in department. Concern that Dr. Eaglin does not spread himself too thin with research, teaching, and administrative duties. o Action: Dr. Eaglin should both delegate many duties to program coordinators and also seek the ability to delegate research duties to focus on priorities with the department. complete • Faculty have broad range of experience and cared about students. Small sampling of students and very satisfied with programs with what they were learning and being taught (happy with content and delivery). o Action: Continue to gather feedback from students and assess content, delivery. Ensure the primary goal of employability of the students is being met. Ongoing • Excellent potential for growth in ET. Two issues: where do you get your students (good input from community colleges for recruitment enrollment). High demand for ET graduates because of hands on experience in program. o Action: Develop strategic growth plan for the department that will investigate and implement actions based on potential new programs and existing programs. Ongoing – Geomatics track identified in BSET, proposed and approved Fall 2007, students currently enrolling in program - Programs in energy (alternative and traditional) are being explored. - Partnerships with local businesses (Siemens) to meet needs are being explored. o Action: Seek faculty and laboratory resources to allow the growth. Currently on hold with a hiring freeze. • Look at admissions process for AS degree students; ENT has developed an AS to BS program, not under AS to BS umbrella but directly into the program concentration area and not into ENT in general. Need articulation for example with students from Daytona into Space program. ENT general BAS can develop into this type of program. Probably get funding from legislatures and board of governors to do this type of program. o Action: Continue work with branch campus programs to develop more AS to BS articulation agreements. Pursue fixed goals for the development of AS to BS articulation agreements. Ongoing • Utah has university centers funded by legislature that provides years 3 and 4 on regional campuses (2+2). Florida has same type of structure. Cocoa Campus and Valencia West Campus possibilities. o Action: Pursue having a local 2+2 program at a minimum of two community colleges (Brevard and Valencia). Hire faculty and seek resources to make this operational. Ongoing, addition of DirectConnect is forwarding this goal. BSET ABET Self Study – Criterion 4 – Page 9 Program Weaknesses • Lack of lab space complaint by faculty and student. Not sufficient for size of program. Will severely limit ability to grow program. o Action: We must seek additional laboratory space, possibly looking to space at off-campus locations. Have partnered with IEMS and CEE to increase available lab space. o Action: Lobby College and University Administration as to the critical space needs of the program. Result is a new laboratory policy college-wide, ENT will gain approximately 5000 sf under this new model. • Department has 7 programs in 3 degree areas. Department has not clearly articulated what the goals for each of those 7 are which will have to be done for ABET. Also of benefit to faculty and students, then can articulate specific learning outcomes, then decide which courses meet those learning outcomes. o Action: Develop clear and published goals for each program. o Action: Internally review programs and need for programs to reduce number of programs. (complete for BSET, ongoing for BSEET, BSIST) o Action: Rename and clarify the BSET Design which is really civil construction by another name (complete) o Action: Rename and clarify BSET Operations which is really industrial operations degree. (ongoing) • Department currently offers a large number of courses (over 3+ pages); need to look at course offerings and pare it down with only 13 faculty. o Action: Perform a curriculum audit and remove un-necessary or outdated courses from the catalog. (ongoing, have eliminated courses in all programs) • There needs to be a resolution with IST and IT. Confusion on part of students (maybe employers) difference between IST and IT. IST computer-related technology work. IT for CS students who cannot make it in CS not as academically rigorous. o Action: Review curriculum regularly to prevent overlap in IST and IT. E.g., security minor issue junior and senior years are about the same courses for CS and IT. o Action: Ensure advisement is available and required to place students in correct program. o Information: Freshman and sophomore years are different. IST more transfer with students with AA qualifications. IT more FTIC driven. Population served is different for the 2 programs, but outcome, both students look same re: backgrounds at end. 2/3 courses taught through ENT, 1/3 through IT but students in each take courses out of each department offerings. Probably no perception in prestige of IST and IT programs. IST students are usually working professionals with AS degrees, whereas IT are FTICs. IST is 120 credit hours and IT 128 credit hours. Both IT and IST students get the same kind of jobs. Not unhealthy in operating both programs, but confusing in differentiation. Does not require a lot of faculty time and effort. Faculty stretched in teaching and not time to do research. Yet giant overlap in instruction and streamlining courses can free up time. o Action: Streamline courses to free up faculty time; some times problems that are created are by the department themselves by too many course offerings. • Status: restructure of BSET curriculum has streamlined course offerings dramatically. Classes for concentrations were removed from electives and made required for specific concentrations, electives are now selected from courses supporting other concentrations. BSET ABET Self Study – Criterion 4 – Page 10 Suggestions • ET has different teaching load from the rest of the college, need to look at different Promotion and Tenure (PNT) since ENT faculty have higher teaching loads. o Information: UNC has PNT requirement for ENT different from engineering faculty. o Action: Review and develop PNT requirements that truly meet the goals and objectives of the department. Status: In review by upper administration, department PNT and annual review criteria updated. • Need more faculty to support growth in ENT. o Action: Develop a strategic growth plan for the department that outlines the program growth and new program development objectives. o Action: Work to obtain more lines to meet strategic growth plan of the department. All hiring currently on hold as part of hiring freeze. • With program growth their will be a need to come up with a different advising model. o Information: Program coordinators are advising 100-200 students each. (There is a staff coordinator who advising also, Kim Small.) Also, another advisor position open in Cocoa. o Action: Work the undergraduate advising office to ensure adequate advising occurs for all ENT students. Status – Advising model has been reviewed, a new advising model is being implemented Fall semester 2008 college-wide. • Look at adding a graduate program for ENT as it grows. o Information: ENT typically has a technical type of MS that is an extension of the ENT program or a broad-base management of technology program typically done with the school of business (or IEMS). Market is there for ENT graduates who will be attracted to this type of program. o Information: Best example Arizona State or Purdue for a technical ENT MS program. May get a lot of corporate support for an ENT MS program. Very important to keep curriculum current; very easy to get obsolete in technology. o Information: The only outlet at the moment for UCF ENT students is to go into the IEMS MS track. CECS considering a good fit with merging ENT and IEMS program; IEMS has low BS enrollment but high graduate enrollment, ENT high BS enrollment but no graduate program. Course content is related in certain fields (e.g., management). Technology Administration course should be required in all programs; only course that provides an introduction into supervision and lots of grads will end up in supervision. Also has Ethics component which is an ABET requirement. o Action: Begin research for development of an MS program. Two graduate programs have been approved and are admitting students. Fall 2008 • IST Program should require senior design. o Action: Look at adding Senior Design to the required courses in IST. Senior Design is being added as part of curricular review of IST program. Also as part of accreditation requirements Discrete Mathematics has been added. General Comments • Future program reviews, IAA/OEAS provide set of guidelines for reviewers, go Weber under assessment/program reviewer www.weber.edu to know expectations up front very useful for reviewers to know expectations. BSET ABET Self Study – Criterion 4 – Page 11 3. Industrial Advisory Board The Engineering Technology Department in 2006 switched from having a single department industrial advisory board to three (3) individual advisory boards for each of its programs (BSET, BSEET, and IST). This move was made to allow the IAB to have a more direct impact and ownership of the programs. This also was an important move as the department houses 3 highly diverse programs. The industrial advisory board meetings moved from being informational meetings to active meetings where members give input. The minutes of the March 2008 meeting are shown and demonstrate the level of review and involvement in the program. BSET INDUSTRIAL ADVISORY BOARD – MINUTES Date: Friday, April 4, 2008 Time: 6:00 pm-7:30 pm Location: ENGR I, Room 288 Presiding: Dr. Eduardo Divo Present: Ms. Gabriella Ahlqvist, Dr. Tarig Ali, Dr. Steven F. Brown, Mr. Bruce Butler, Dr. Ron Eaglin, Mr. Tim Frace, Mr. Andreas Hadjinicolaou, Mr. Perry Leavell, Dr. Ali Mehrabian, Ms. Karla Alvarado-Moore, Mr. Michael J. Olejarski, Mr. Jim Petersen, and Dr. Ahmad Sleiti ------------------------------------------------------------------Dr. Eaglin called the meeting to order at 6:00 p.m. Welcome remarks, introductions, and a brief overview was given of Engineering Technology and the BS Engineering Technology Program. Role of the Industrial Advisory Board: IAB input is essential so we can provide industry with the employees it needs. The IAB board advises us primarily on the structure of the curriculum itself. Every year we look at modifications to this structure and revise or streamline as needed. One of the main objectives is to make sure we are meeting industry needs and demands. It is important to us that our students can do what industry needs them to do. We have a flexible curriculum, more so than what is found in a typical engineering discipline. • Review of Curriculum The BSET program has five (5) tracks: Operations, Design-Mechanical, Design-Construction, Geomatics, and Space Science. The back of the checksheet handouts are what we use to advise students. They show the flow of the different courses the students take. BSET ABET Self Study – Criterion 4 – Page 12 • New Program Development and Direction New program development comes from industry. The general program structure for the BSET degree is broad with concentrations under it. Students select a concentration: Operations, Design - Mechanical or Construction, Geomatics, or Space Science. Our concentrations also change as industry needs change. The BSET Design program was recently split into 2 tracks – Design-Mechanical and Design – Construction to better reflect on what we were teaching and the industry needs of those two fields. Geomatics is a new concentration and was created due to industry needs. Geomatics is the art, science, and technology of measurement. The department has just had two new graduate level program approved. MSDF – Master of Science in Digital Forensics - For the industry needs of law enforcement. MST – Master of Science in Technology - For industry and community college needs for a flexible program that non-engineering people could take that could get them into a technology based field at the Masters level. • Working with Faculty Faculty have specializations that industry can call on for help on problems, consulting, sponsored research based projects, or even to find interns and co-ops. Talk to faculty with expertise in the field you are looking at. We can also prompt students to get the word out on your available work. We graduate 40-50 BSET students per year and can put you in touch with them. BSET IAB feedback: IAB members are asked to look at the BSET curriculum checksheets and provide us with feedback. Our core courses and program development have changed in the past due to IAB feedback. IAB helps direct us toward new program development. We are looking into program development in Energy and HVAC; Renewable Energy, Sustainable Energy, and Nuclear Energy. Other universities are also looking into these programs. Due to State cutbacks it is more difficult to get programs approved right now and we are in the process of streamlining operations. Wind turbines are coming. Coastal communities don’t want to look at them but the cost of power will drive them. Climate shifts will also change communities. There could be population shifts to other areas due to climatic changes. We can only anticipate so far into the future with research on future employment, but there will always be good students and businesses will morph into new disciplines and technologies as needed. Role and Importance of Accreditation – short overview of ABET: We received a 6 year accreditation at the last ABET review. We will have a mock ABET review later this month and in Fall 2008 we will be up for another ABET accreditation review. We will be inviting IAB members, students, alumni, and other industry people to lunch to meet with our ABET evaluators. BSET ABET Self Study – Criterion 4 – Page 13 ABET will want to know if you have any suggestions for improvement for our programs, that we keep in touch with industry, and that we listen to industry through your feedback. They want to make sure our programs meet specific local and industry needs. One of our program outcomes is to show quality, timeliness, and continuous improvement. The program outcomes along with educational objectives are important aspects of ABET accreditation. Having programs that let graduating students go directly into a company and start working on day one with a minimal amount of training is important to us. ABET also puts a lot of emphasis on what industry has to say about the employability of our students after graduation. For those employers who are concerned about the liability in filling out surveys on employees, remember, don’t name the employee. Please return employment surveys to the department if you get them. IAB feedback on these surveys are extremely important to ABET. Our alumni survey is what led to Project Management. Plan of Action: ACTION ITEMS: Keep communications open – exchange business cards. Ronee to obtain and send out IAB member and ENT BSET faculty contact info to all members. Members are asked to please review the BSET checksheets and provide feedback on our curriculum. Members should return any employment surveys they receive to the department. IAB members should let us know when they see a need we should meet. Future Meetings: Dr. Divo will notify IAB members of the next meeting, possibly in Fall 2008. Meeting adjournment: The meeting adjourned 7:30 p.m. Respectfully submitted, Ronee Trantham ENT Office Manager BSET ABET Self Study – Criterion 4 – Page 14 B. Evaluation of Program Educational Objectives. The most important method of measuring performance program objectives is solid mapping of outcomes to objectives and the measurement process of meeting program objectives. The evaluation of performance of the education objectives is outlined in detail in Criterion 2 Section F – Achievement of Program Educational Objectives. In addition to the program outcomes, additional measures are important to determine the performance of our graduates in meeting the program objectives. The two most direct measures available are direct surveys of alumni and direct surveys of employers. In addition to formal feedback anecdotal information from our graduates and employers does have a level of usefulness in this assessment. Program and SACS review revealed no major issues with program objectives, however program review did indicate an opportunity to streamline program offerings with common objectives. This was a major restructuring of the existing curriculum and was started shortly after the program review leading to a fully restructured curriculum in all programs in the 2007 Catalog. A direct effect of this effort was low enrollment classes, which in the past might have been cancelled – had sufficient enrollments to continue the offering. Future assessment cycles will be necessary to review the total impact of this restructuring. Industrial advisory input towards the objectives was positive and there is satisfaction with the graduates. The IAB had direct input on the decision to break the Design Concentration into a Mechanical (Design – Mechanical) and a Construction focused track (Design – Construction). The IAB does see potential to an Energy based concentration. Discussion is underway with Siemens to develop this concentration and one grant was obtained to explore developing a concentration in sustainable energy technologies. Overall the evaluation of the objectives is positive requiring no major changes to the objectives or curriculum, however as noted above several areas of improvement and future curriculum enhancements are being addressed. BSET ABET Self Study – Criterion 4 – Page 15 C. Assessment of Program Outcomes A full assessment of performance on student outcomes is presented in Criterion 3 Section F – Achievement of Program Outcomes. This assessment has resulted in improvement in courses and in the program. The changes which are part of this assessment are consistent with the input of the program educational objectives. No deficiencies have been noted from the assessment of the program outcomes. Some additional notes are given here. 1. Program Review detailed the need and benefit for streamlining the program requirements. This was reviewed by the chair and program coordinators and was assigned to Dr. Lucy Morse, Program Coordinator at the time, to complete for the fall semester of the 2007-2008 catalog year. This task was completed early and students are now on the new streamlined curriculum. Details of changes made as a part of this review will be available to the reviewers. An assessment of the outcome of this change has demonstrated that students are more able to get the classes needed to graduate and courses required are more often available as a result. 2. The IAB has made multiple recommendations, most notable the need to add a Project Management and PLC course to the curriculum for BSET students. These have been completed and the courses are part of the regular assessment process. 3. As noted additional items based on the annual assessment of the program outcomes are detailed in Criterion 3 Section F. D. Evaluation of Program Outcomes Because the program outcomes closely follow the guidelines as set forth by ABET, major modification of these outcomes is not necessary. Changes in the Program Educational Objectives, or University or College objectives might necessitate changes in program outcomes. The process for these changes would be through the consensus of the program faculty, program coordinator, and department chair upon review of the constituent inputs as identified in Table 41. BSET ABET Self Study – Criterion 4 – Page 16 E. Continuous Program Improvement The preceding discussion and Criterion 3 have identified various tools that are now available to assess program outcomes. The measures include: 1. Scores on targeted areas of course exams 2. Peer review (internal) of department 3. Peer review (external) of department Senior Design projects final reports and presentations 4. Employer surveys 5. Program review 6. Program review exit interview 7. Assessment results (Table 3.5) 8. Alumni surveys 9. Graduating senior surveys Other avenues exist for the receipt of information. The BSET Industrial Advisory Board is an additional resource to provide guidance regarding program strengths and weaknesses. Meetings of the advisory committee have been held at least annually for the previous years. Informal, anecdotal information is also readily provided by students regarding their readiness for employment, preparedness for current topics from prerequisite courses, etc. Although some filtering of student input is prudent to distinguish facts from personality issues, student input is an important source of information regarding program shortcomings. • Actions to Improve the BSET Program: Formal identification of many of the program outcomes with the ABET a-k outcomes has been accomplished on a schedule to accommodate the Fall 2008 accreditation visit. A well-defined assessment process is operative and primed to drive the feedback loop for continuous improvement. Previously the assessment of the program was accomplished by the University SACS process, which has been ongoing since introduced in 1996. The outcomes were very much the same, but in the fall 2006 semester, at the same time of the program review, the outcomes were realigned to match the ABET a-k criteria. At the same time the Engineering Technology programs underwent a program review as mentioned above. Following the Program Review the BSET program used the results to determine improvements, and the BSET was reorganized as is described below. Due to the fact this is new curriculum, cycles are in the beginning stages for testing the validity of course content and assessments based on the ABET a-k general criteria. Several examples are cited below to illustrate the efforts to affect improved proficiency through a feedback mechanism. Figure 4-2 below shows the process expanded cycle continuous improvement process within the BSET program. First, we have implemented the changes and we are in the process of evaluating this last semester’s results that have been collected. Now is the time to determine improvements and plan for the future based on the most recent data. BSET ABET Self Study – Criterion 4 – Page 17 Figure 4-2. Expanded Continuous Improvement Cycle • Implementation of the Course Improvement Process Feedback Process The Course Improvement Process (CIP) relies on two forms to collect data for continuous improvement – the Faculty Course Evaluation Form (FCEF) in Table 3.4 and the Assessment Tool Table (ATT) shown in Table 3.5. The assessment tool was introduced in 2006 and is included in Criterion 3. This tool is used to collect data each semester on the measures used in the Outcomes Assessment Process as shown in Table 3.6 of Criterion 3. The Faculty Course Evaluation Form (FCEF) was developed in 2006 and is included in Criterion 3. Prior to that each faculty member was gathering data about his/her course(s) in a different manner. Once the FCEF was introduced all faculty recorded their data collection in a systematic approach. The CIP process consists of several steps: o Faculty have developed course outcomes and measures for each course o Focus group of the program coordinators and assessment coordinator select measures to use to measure each program outcome for the department o Assessment Tool Table sent to all faculty at the beginning of fall and spring semester o Data for each course is collected by the faculty and recorded. o From the course data on the FCEF, the data that is needed for the ATT is collected o FCEF forms for each course are collected after each fall and spring semester o ATT is filled in at the end of each spring and fall semester. o All forms are submitted to the Program Coordinators o Focus group of program coordinators and assessment coordinator meet and make comments o FCEF then returned to the respective faculty member who review the comments and prepare any modifications to the course if needed. BSET ABET Self Study – Criterion 4 – Page 18 o All the course FCEF forms are made available to the ENT department curriculum and assessment committee, the department chair, and any working subcommittees. This is an ongoing process. Other improvements will be made in subsequent cycles based on the results of the assessment activities and feedback from the constituents through surveys and focus groups. Several examples are cited below to illustrate the efforts to affect improved proficiency through a feedback mechanism: (1) Senior Design Course Specifications After developing the outcomes and measures for the assessment process, it was obvious that there were certain demands on the Senior Design Course. This course continues to play a critical role in the assessment process and the faculty determined a strong need to develop a uniform set of specifications to be met by the design course. In 1999 these specifications were written within a handbook and another substantial revision took place in 2002. There are small additional changes made each year. The detailed specifications are provided in Appendix A. Other improvements will be made in subsequent cycles based on the results of the assessment activities and feedback from the constituents through surveys and focus groups. (2) BSET Core Courses All the core courses are the same for all concentrations within the BSET. One course, Computer Applications, was removed from the core courses based on student input and focus group studies. When this course was first a requirement, students were not as familiar with the basic computer software as they are today. To replace this course Project Management became a BSET core course rather than an upper level required course. ENC 3241 Writing for Tech Professions MAC 1105 College Algebra MAC 1114 College Trigonometry MAC 2253/2311 Calculus I MAP 3401/MAC 2312 Calculus II PHY 2053C College Physics I ETG 3541 Applied Mechanics ETI 4448 Applied Project Management ETI 3671 Technical Economic Analysis ETI 3116 Applied Engnrng Quality Assurance ETI 4635 Technology Administration BSET ABET Self Study – Criterion 4 – Page 19 (3) Upper level required courses In the past all upper level required courses for the BSET were the same, regardless of concentration. Students could only take their concentration courses as electives. Faculty focus groups and input from students came to the conclusion that the required courses needed to be within the student’s concentration. Then the electives could come from any technology field. Also because of this move, it became apparent to the focus groups that students in the design concentration also needed to be separated into Design – Mechanical and Design – Construction. This move enables students within the Design – Mechanical option to concentrate on mechanical courses and students within Design- Construction to focus on construction courses. Design – Construction: ETD 3350C Applied CADD ETG 3533C Applied Engnrng Strength of Materials ETC 4206 Construction Estimating ETC 4241C Construction Materials & Methods ETC 4242 Construction Contracts & Specifications ETC 4414C Applied Structural Design I ETC 4415C Applied Structural Design II ETG 4950C Senior Design Project Design – Mechanical: EST 4502C Metrology & Instrumentation ETD 3350C Applied CADD ETG 3533C Applied Engnrng Strength of Materials ETI 3421 Materials & Processes ETM 4220 Applied Energy Systems ETM 4331C Applied Fluid Mechanics ETG 4950C Senior Design Project Operations: ETI 4640 Operations Management ETD 3350C Applied CADD ETI 3690 Technical Sales ETI 4186 Applied Reliability ETI 4700 Occupational Safety ETI 4205 Applied Logistics ETG 4950C Senior Design Project Space Science: ETI 4837 Technology of Small Payloads ETD 3350C Applied CADD EMA 4103 Space Environment ETI 4835 Rocket Propulsion Technology BSET ABET Self Study – Criterion 4 – Page 20 ETM 4220 Applied Energy Systems ETI 4838 Flight Dynamics Technology ETI 4836 Space Systems Technology ETG 4950C Senior Design Project Geomatics: The local Geomatics and Surveying profession approached UCF’s Engineering Technology Department indicating the need for this program at UCF to serve Central Florida’s need for people with 4-year degree in Geomatics. Represented by the Florida Surveying and Mapping Society (Central Florida Chapter), the rapidly growing Geomatics profession expressed the critical need for Geomatics professionals in the area. Company programs, offering incentives to employees to go back to school to obtain their Geomatics degrees, are being basically driven by the fact that the State of Florida, (along with many states) will now only allow graduates with 4-years degrees in an accredited program to sit for the Licensure exam. The degree must either be in Geomatics or in another area but with at least twenty-five (25) semester hours of Geomatics-related coursework at the university level. Following this request it was decided by the department and College of Engineering and Computer Science this Geomatics to be housed within the BSET degree program. Since a change had been made in the upper level required courses, this was accomplished. GIS 3043C Geographic Env. Systems I SUR 4930 Cadastral Inf. Systems ETD 3350C Applied CADD SUR 3530C Geodetic Science SUR 4531 Positioning with GPS SUR 3331 Photogrammetry SUR 4932 Digital Cartography SUR 4402 Boundary Location SUR 4462 Land Subdivision & Platting SUR 3641 Geospatial Computations ETG 4950C Senior Design Project (4) Courses Eliminated Another improvement made based on the results of the program review is that courses have been eliminated. The restructure of BSET curriculum has streamlined course offerings dramatically. Classes for concentrations were removed from electives and made required for specific concentrations, electives are now selected from courses supporting other concentrations. (5) Distance Education Currently, two degree programs, BSET-Operations and IST, are offered totally at a distance within the Engineering Technology department. Most of the BSET courses for the other BSET ABET Self Study – Criterion 4 – Page 21 concentrations are offered at a distance. Processes have been put into place to handle the inquiries and test-taking for the distance courses. This is an ongoing process. Other improvements will be made in subsequent cycles based on the results of the assessment activities and feedback from the constituents through surveys and focus groups. Initially, lectures within engineering and engineering technology at UCF were recorded and stored on VHS tapes. These were then hand delivered across the state. This early solution worked well and offered higher than television broadcast resolution at the time (640 x 480 pixel resolution). Lectures were available at branch campuses within a few days of the lecture recording. In the late 90’s, the Internet and the use of the World-Wide-Web (WWW) was widely accepted as a means of accessing information including college lectures. In the late, 90’s the medium for lecture distribution was changed from VHS tape to the Internet using digitally encoded videos. These videos were accessed from a common college website and were available to all students without authentication. This medium of delivery greatly reduced the delay for distance students from a few days to a few hours after the lecture was recorded. However, the resolution of the videos remained at the standard size of 640 x 480. In 2000, this resolution was already being surpassed by DVD and other digitally available content on the Internet. In 2006, the College of Engineering and Computer Science made a significant technology upgrade of the existing recording hardware and software used for recording lectures. This change was possible because the speed of computers for certain applications, such as video recording, began to surpass that of expensive hardware. The out-dated video recording hardware was removed and a software based lecture recording solution was purchased and implemented. The current recording hardware and streaming video delivery is Tegrity. The medium for delivery of the new system still utilizes the Internet but the quality of the content is greatly enhanced. Resolution is now limited only by the instructor’s choice of computer desktop resolution and can be high-definition (1920 x 1080) if required. The standard for delivery of distance courses is the use of Tegrity and WebCT (now called Webcourses@UCF) as the course management tool. (6) Testing To insure security on exams several methods are used for testing within the Engineering Technology Department: • Live exams – with students present • Use of a Proctor and the Regional Campus sites. These sites include: o Cocoa o Daytona Beach o Heathrow o Leesburg o Ocala o Osceola o Palm Bay o Sanford/Lake Mary o South Lake BSET ABET Self Study – Criterion 4 – Page 22 o South Orlando o West Orlando • • • • Use of Proctors at the Florida Engineering Education Delivery System (FEEDS) schools. (All the state universities in Florida.) Use of a Proctor with our partnership with University Partnership Center on the west coast of Florida in Seminole, FL Use of approved Proctors at other locations (few) Online exam with random generation of questions Each semester a student needing a Proctor is to contact June Wingler in the ENT office with the course number and the location where they wish to take the exam. • Closing Comments Formal correlation of many of the program outcomes with the ABET a-k general criteria has been accomplished on a schedule to accommodate the fall 2008 accreditation visit. The Program Review in 2006 marked the beginning of the BSET program current assessment cycle. Because of this review, the data was evaluated and a new plan was put into place. A welldefined assessment process is now operative and primed to drive the feedback loop for continuous improvement within the Engineering Technology department. BSET ABET Self Study – Criterion 4 – Page 23 CRITERION 5. CURRICULUM A. Program Curriculum ...................................................................................................2 B. Prerequisite Flow Charts .............................................................................................4 C. Course Syllabi .............................................................................................................14 BSET ABET Self Study – Criterion 5 – Page 1 A. Program Curriculum The BSET program uses several independent processes to assure the quality of their undergraduate curriculum to prepare students for a professional career. While these processes have some overlap, each has slightly different goals. It is through the aggregate result that course quality is maintained. These processes include: • Course Assessment Forms — The course assessment forms are part of the program’s formal assessment and continuous improvement process. Each faculty identifies their course objectives and how these relate to the achievement of program outcomes and educational objectives. They then create a quantitative mechanism for measuring how well they are meeting those course objectives. In the annual continuous improvement meeting, the faculty work as a group to review these course assessments, identify issues, and develop solutions. In addition, faculty members are tasked with independently using their assessments to improve their courses. • Course Coordinators — each permanent faculty member is assigned as a course coordinator to three or four technical courses. It is the course coordinator’s function to ensure that the course coordinator works with those individuals to make sure that the appropriate material is being delivered. • Course/Faculty Evaluations — annual course/faculty evaluations are mandated by the University. This provides the students the opportunity to provide feedback to the faculty about course content and teaching methods. It is the responsibility of the department head, the program coordinator and individual faculty to ensure that this feedback is being used effectively for course quality assurance. • Annual Review Process — each year, all faculty meet with the department head for an annual performance review. Part of this review process includes a discussion of teaching performance as evaluated by students and the individual program coordinators. The department head works with the individual faculty to identify issues with teaching performance and to develop a plan for improvement. • Tenure-Track Mentoring Process — the BSET Program recognizes that new faculty members often have not had any formal training or teaching experience. For this reason, each tenure-track faculty is assigned a mentor. Table 5-1 below shows the general distribution of credit-hours for all five concentrations within the BSET Program: Operations, Design-Mechanical, Design-Construction, Space Science, and Geomatics. The credit-hour distribution is grouped in the UCF General Education Program (GEP) courses, the ENT Core courses, the Lower-Level courses, the Upper-Level required courses, and the Upper-Level Technical Elective courses. This distribution is further detailed in the flowcharts, check-sheets, and curriculum tables on Tables 5-2 (a-e). In addition, Table 5-3 shows the Course and Section size summary for the 2007-2008 academic year. From Tables 5-2 (a-e), it can be seen that the curriculum has a total of 128 credit-hours required for graduation (except for the Geomatics concentration which requires 131 credit-hours). This BSET ABET Self Study – Criterion 5 – Page 2 exceeds the ABET expected minimum by 4 credit-hours. In addition, Tables 5-2 (a-e) provide evidence that a large part of the curriculum has technical content. Thus, the technical component easily meets the requirement of being between 33% and 66% of the total curriculum. The Engineering Technology faculty members assure that adequate time is devoted to each component of the curriculum and that students are prepared for engineering practice from their education culminating in a major design experience. ETG 4950C Senior Design Project requires students to produce a comprehensive design, test the design, make oral presentations, and produce a final written report. This course is classified as a writing intensive course with the objective of helping the students prepare a solid proposal for the capstone design course that will incorporate most of the engineering standards and realistic constraints appropriate to the given capstone project. Other courses incorporate design experience in narrower, more focused areas. All of the design experiences require knowledge and skills acquired in earlier coursework and incorporate engineering standards and realistic constraints. Copies of the student reports for the capstone design projects, as well as videotapes of their presentations, are available and can be viewed by the EAC team at the time of the visit. The BSET Program has been designed to provide students with the skills necessary to succeed in more advanced engineering technology jobs. This is the goal of Program Educational Objectives 1 and 2 as shown in the BSET Program Strategic Plan. Support for that objective is listed in the plan and shown in Criterion 2. Table 5-1. BSET Program Concentrations credit-hour distribution. BSET Program Operations 38 hrs. DesignMechanical 38 hrs. DesignConstruction 38 hrs. Space Science 38 hrs. UCF General Education Engineering Technology Core Lower-level Courses Upper-Level Required Courses Upper-Level Technical Electives Total 38 hrs. 27/29 hrs. 27/29 hrs. 27/29 hrs. 27/29 hrs. 27/29 hrs. 25 hrs. 26 hrs. 26 hrs. 26 hrs. 21 hrs. 21 hrs. 25 hrs. 25 hrs. 25 hrs. 33 hrs. 17 hrs. 12 hrs. 12 hrs. 12 hrs. 12 hrs. 128/130 hrs. 128/130 hrs. 128/130 hrs. 128/130 hrs. 131/133 hrs. BSET ABET Self Study – Criterion 5 – Page 3 Geomatics B. Prerequisite Flow Charts Composition I ENC 1101 Composition II ENC 1102 College Algebra MAC 1105 College Trig MAC 1114 ENC 3241 Tech Writing Tech Econ ETI 3671 Spring/Summer Oral Communication SPC 1016 SPC 1600 Electricity and Electronics EET 3085 Fall/Spring/ Summer 9 hours Cultural/Historical AMH/EUH/HUM WOH/REL/PHI 6 Hours Social Foundation ANT/PSY/SYG ECO/POS 8 hrs Science ANT/BSC/BOT GEO/GLY PHY 2053 General Chemistry CHM 1032 Materials and Processes ETI 3421 Elective Fall Metrology EST 4502C Elective Spring Programmable Logic Controllers EST 3543C Fall/Spring/ Summer Physics I PHY 2053 Calculus I MAC 2253/2311 Applied Energy Systems ETM 4220 Elective Spring Problem Analysis MAP 3401 or MAC2312 or MAC 2254 Applied CADD ETD 3350 Fall/Spring Applied Mechanics ETG 3541 Fall/Spring Occupational Safety ETI 4700 Summer Applied Strength of Materials ETG 3533 Elective Spring Statistical Methods STA 2023 Fall/Spring/ Summer Ind Quality Control ETI 3116 Fall/Summer Applied Logistics ETI 4205 Fall Applied Project Management ETI 4448 Spring/Summer Tech Admin ETI 4635 Fall/Spring Operations Mgmt ETI 4640 Fall C Programming CET 2364 (Fall) or COP 2220 or COP 3223 or EGN 3210 Introduction to Information Technology CET 3010 Elective Summer Computer Numerical Cont ETI 3418C Elective Summer Technical Sales ETI 3690 Spring Applied Reliability ETI 4186 Spring BSET Operations Concentration - Flow Chart BSET ABET Self Study – Criterion 5 – Page 4 Senior Design Project ETG 4950 Fall/Spring 2008 ENGINEERING TECHNOLOGY - OPERATIONS COLLEGE OF ENGINEERING AND COMPUTER SCIENCE NAME: GENERAL EDUCATION PROGRAM COMMUNICATION - 9 SH ENC 1101 ENC 1102 SPC 1600 (SPC 1016 Preferred) CULTURAL & HISTORICAL - 9 SH UCF DEGREE REQUIREMENT CHECKSHEET SSN: SH 3 3 3 6 Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001, HUM 2211, HUM 2230, WHO 2012, WHO 2022 ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120 SOCIAL FOUNDATION - 6 SH ANT 2003/ PSY 2012/ SYG 2000 ECO 2013/ ECO 2023/ POS 2041 SCIENCE - 8 SH ANT 2511/ BSC 1005/ BSC 1050/MCB 1310 GEO 1200/ GEO 3370/ GLY 1030 (Lab Required) PHY 2053/L or 2048/L Physics I Grd Trans Equiv * * * * TECHNICAL SPECIALIZATION - OPERATIONS LOWER LEVEL COURSES - 25 SH EST 3543C Programmable Logic Controllers*** CHM 1032/L General Chemistry & Lab*** CET 2364 Systems Applications in C*** EET 3085C/EET3086c Electricity and Electronics*** STA 2023 Statistical Method*** Approved Lower Level Electives 3 SH Grd Trans Equiv 3 4 3 4 GEP 11 see advisor ***UPPER LEVEL REQUIRED COURSES - 21 SH ETI 4640 Operations Managemen 3 3 ETD 3350C Applied CADD 3 3 ETI 3690 Technical Sales 3 ETI 4186 Applied Reliability 3 ETI 4700 Occupational Saftey 3 4 (4 in ENT Core) ETI 4205 Applied Logistics 3 3/4 SUS (4 in ENT Core) ETG 4950C Senior Design Project 3 ***UPPER LEVEL TECHNICAL ELECTIVES - 17 SH see advisor Electives may be taken from any Engineering MATHEMATICAL - 6 SH SUS MAC 1105 College Algebra 3 * (3 in ENT Core) Technology course (BSET, BSEET, IST) Select STA 2023 3 that you have the prerequisites. SUBTOTAL SEM HRS 6 (11 in ENT Core) GPA Gen Ed Prog = 38 = 27 + (10/11 in ENT Core) * Indicates "C" minimum required by the Gordon Rule ENGINEERING TECHNOLOGY CORE SH Grd Trans Equiv ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 GEP GEO 1200/ GEO 3370/ GLY 1030 ENC 3241 Writing for Tech Professions 3 MAC 1105 College Algebra*** GEP SUBTOTAL SEM HRS 63 MAC 1114 College Trigonometry*** 3 GPA ENT Technical Specialization = SUS (2.000 minimum) MAC 2253/2311 Calculus I*** 3/4 MAP 3401/MAC 2312 Calculus II 3/4 PHY 2053C College Physics I*** GEP SUS Engineering Technology - Operations is generally an upper ETG 3541 Applied Mechanics*** 3 division program. Please see an advisor in the ENT Department ETI 4448 Applied Project Management*** 3 for articulation and transfer equivalents. ETI 3671 Technical Economic Analysis*** 3 ETI 3116 Applied Engnrng Quality Assurance*** 3 ADVISOR COMMENTS: ETI 4635 Technology Administration*** 3 27/29 SUBTOTAL SEM HRS GPA ENT Core = (2.000 minimum) SUS ***C or better is required. Indicates State University System Common Program Prerequisite BSET Operations Concentration Check-Sheet BSET ABET Self Study – Criterion 5 – Page 5 BSET ABET Self Study – Criterion 5 – Page 6 2008 ENGINEERING TECHNOLOGY - DESIGN - MECHANICAL TECHNOLOGY TRACK UCF COLLEGE OF ENGINEERING AND COMPUTER SCIENCE DEGREE REQUIREMENT CHECKSHEET NAME: GENERAL EDUCATION PROGRAM COMMUNICATION - 9 SH ENC 1101 ENC 1102 SPC 1600 (SPC 1016 Preferred) CULTURAL & HISTORICAL - 9 SH SSN: SH 3 3 3 Grd 6 * * Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001, HUM 2211, HUM 2230, WHO 2012, WHO 2022 ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120 SOCIAL FOUNDATION - 6 SH ANT 2003/ PSY 2012/ SYG 2000 ECO 2013/ ECO 2023/ POS 2041 SCIENCE - 8 SH ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 GEO 1200/ GLY 1030 (Lab Required) PHY 2053/L College Physics 3 3 3 4 4 Trans Equiv * * SUS TECHNICAL SPECIALIZATION - DESIGN LOWER LEVEL COURSES - 26 SH EST 3543C Programmable Logic Controllers*** CHM 1032/L General Chemistry & Lab*** CET 2364 Systems Applications in C*** EET 3085C/EET3086C Electricity and Electronics*** STA 2023 Statistical Methods*** Approved Lower Level Electives ***UPPER LEVEL REQUIRED COURSES - 25 SH EST 4502C Metrology & Instrumentation ETD 3350C Applied CADD ETG 3533C Applied Engnrng Strength of Materials ETI 3421 Materials & Processes ETM 4220 Applied Energy Systems (4 in ENT Core) ETM 4331C Applied Fluid Mechanics (4 in ENT Core) ETG 4950C Senior Design Project ***UPPER LEVEL TECHNICAL ELECTIVES - 12 SH Electives may be taken from any Engineering (3 in ENT Core) Technology course (BSET, BSEET, IST) that you have the prerequisites. MATHEMATICAL - 6 SH SUS * MAC 1105 College Algebra 3 Select STA 2023 3 SUBTOTAL SEM HRS 6 GPA Gen Ed Prog = 38=27 + (11 in ENT Core) * Indicates "C" minimum required by the Gordon Rule ENGINEERING TECHNOLOGY CORE SH Grd Trans Equiv ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 GEP GEO 1200/ GLY 1030 ENC 3241 Writing for Tech Professions 3 MAC 1105 College Algebra*** GEP MAC 1114 College Trigonometry*** 3 MAC 2253/2311 Calculus I*** 3/4 SUS MAP 3401/ MAC 2312 3/4 PHY 2053C College Physics I*** GEP SUS ETG 3541 Applied Mechanics*** 3 ETI 4448 Applied Project Management*** 3 ETI 3671 Technical Economic Analysis*** 3 ETI 3116 Applied Engnrng Quality Assurance*** 3 ETI 4635 Technology Administration*** 3 SUBTOTAL SEM HRS 27/29 GPA ENT Core = (2.000 minimum) SUS Indicates State University System Common Program Prerequisite SH Grd Trans Equiv 3 4 3 4 GEP 12 see advisor 4 3 4 3 4 4 3 see advisor SUBTOTAL SEM HRS 63 GPA ENT Technical Specialization = (2.000 minimum) Engineering Technology - Design is generally an upper division program. Please see an advisor in the ENT Department for articulation and transfer equivalents. ADVISOR COMMENTS: ***C or better is required. BSET Design Concentration – Mechanical Technology Track – Check-Sheet BSET ABET Self Study – Criterion 5 – Page 7 Composition I ENC 1101 Composition II ENC 1102 College Algebra MAC 1105 Physics I PHY 2053 College Trig MAC 1114 Calculus I MAC 2253/2311 ENC 3241 Tech Writing Oral Communication SPC 1016 SPC 1600 9 hours Cultural/Historical AMH/EUH/HUM WOH/REL/PHI 6 Hours Social Foundation ANT/PSY/SYG ECO/POS 4 hrs Biological Science ANT/BSC/BOT GEO/GLY Tech Econ ETI 3671 Spring/Summer Electricity and Electronics EET 3085C Fall/Spring/ Summer Problem Analysis MAP 3401 or MAC2312 or MAC 2354 Metrology EST 4502C Elective Spring Programmable Logic Controllers EST 3543C Fall/Spring/ Summer Statistical Methods STA 2023 Fall/Spring/ Summer Applied Project Management ETI 4448 Spring/Summer Building Systems ETC 4243 Elective Spring General Chemistry CHM 1032 Applied Energy Systems ETM 4220 Elective Spring Applied Mechanics ETG 3541 Fall/Spring Applied Engr Strength of Materials ETG 3533C Spring Materials and Processes ETI 3421 Elective Fall Applied Fluid Mechanics ETM 4331C Elective Construction Materials and Methods ETC 4241C Fall C Programming CET 2364 (Fall) or COP 2220 or COP 3223 or EGN 3210 Contracts & Specifications ETC 4242 Spring Occupational Safety ETI 4700 Elective Summer Construction Est. ETC 4206 Spring Applied Struct Design I ETC 4414 Applied CADD ETD 3350 Fall Applied Struct Design II ETC 4415 Senior Design Project ETG 4950 Ind Quality Control ETI 3116 Fall/Summer Tech Admin ETI 4635 Fall/Spring BSET Design Concentration – Construction Track - Flow Chart BSET ABET Self Study – Criterion 5 – Page 8 2008 ENGINEERING TECHNOLOGY - DESIGN - CONSTRUCTION TECHNOLOGY TRACK UCF COLLEGE OF ENGINEERING AND COMPUTER SCIENCE DEGREE REQUIREMENT CHECKSHEET NAME: GENERAL EDUCATION PROGRAM COMMUNICATION - 9 SH ENC 1101 ENC 1102 SPC 1600 (SPC 1016 Preferred) CULTURAL & HISTORICAL - 9 SH SSN: SH 3 3 3 6 Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001, HUM 2211, HUM 2230, WHO 2012, WHO 2022 ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120 SOCIAL FOUNDATION - 6 SH ANT 2003/ PSY 2012/ SYG 2000 ECO 2013/ ECO 2023/ POS 2041 SCIENCE - 6 SH ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 GEO 1200/ GEO 3370/ GLY 1030 (Lab Required) PHY 2053/L College Physics Grd Trans Equiv * * * * TECHNICAL SPECIALIZATION - DESIGN LOWER LEVEL COURSES - 26 SH EST 3543C Programmable Logic Controllers*** CHM 1032/L General Chemistry & Lab*** CET 2364 Systems Applications in C*** EET 3085C/EET3086C Electricity and Electronics*** STA 2023 Statistical Methods*** Approved Lower Level Electives SH Grd Trans Equiv 3 4 3 4 GEP 12 see advisor 3 ***UPPER LEVEL REQUIRED COURSES - 25 SH ETD 3350C Applied CADD 3 3 ETG 3533C Applied Engnrng Strength of Materials 4 3 ETC 4206 Construction Estimating 3 ETC 4241C Construction Materials & Methods 3 ETC 4242 Construction Contracts & Specifications 3 4 (4 in ENT Core) ETC 4414C Applied Structural Design I 3 SUS 4 (4 in ENT Core) ETC 4415C Applied Structural Design II 3 ETG 4950C Senior Design Project 3 MATHEMATICAL - 6 SH ***UPPER LEVEL TECHNICAL ELECTIVES - 12 SH see advisor SUS * (3 in ENT Core) Electives may be taken from any Engineering MAC 1105 College Algebra 3 Select STA 2023 3 Technology course (BSET, BSEET, IST) that you have the prerequisites. SUBTOTAL SEM HRS 6 GPA Gen Ed Prog = 38=27 + (11 in ENT Core) * Indicates "C" minimum required by the Gordon Rule ENGINEERING TECHNOLOGY CORE SH Grd Trans Equiv ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 GEP GEO 1200/ GEO 3370/ GLY 1030 ENC 3241 Writing for Tech Professions 3 SUBTOTAL SEM HRS 63 MAC 1105 College Algebra*** GEP GPA ENT Technical Specialization = MAC 1114 College Trigonometry*** 3 (2.000 minimum) MAC 2253/2311 Calculus I*** 3/4 SUS Engineering Technology - Design is generally an upper MAP 3401/ MAC 2312 3/4 division program. Please see an advisor in the ENT Department SUS PHY 2053C College Physics I*** GEP for articulation and transfer equivalents. ETG 3541 Applied Mechanics*** 3 ETI 4448 Applied Project Management*** 3 ADVISOR COMMENTS: ETI 3671 Technical Economic Analysis*** 3 ETI 3116 Applied Engnrng Quality Assurance*** 3 ETI 4635 Technology Administration*** 3 SUBTOTAL SEM HRS 27/29 GPA ENT Core = (2.000 minimum) SUS ***C or better is required. Indicates State University System Common Program Prerequisite BSET Design Concentration – Construction Technology Track – Check-Sheet BSET ABET Self Study – Criterion 5 – Page 9 Composition I ENC 1101 College Algebra MAC 1105 General Chemistry CHM 1032 Composition II ENC 1102 Tech Econ ETI 3671 Spring/Summer Oral Communication SPC 1016 SPC 1600 9 hours Cultural/Historical AMH/EUH/HUM WOH/REL/PHI 6 Hours Social Foundation ANT/PSY/SYG ECO/POS 4 hrs Biological Science ANT/BSC/BOT GEO/GLY Space Systems Technology ETI 4836 Fall Applied Energy Systems ETM 4220 Spring Intro to Photonics EST 3222 (Elective) Fall College Trig MAC 1114 Calculus I MAC 2253/2311 ENC 3241 Tech Writing Physics I PHY 2053 C Programming CET 2364 (Fall) or COP 2220 or COP 3223 or EGN 3210 Electricity and Electronics EET 3085 Fall/Spring Programmable Logic Controllers EST 3543C Fall Calculus II MAC 2254/2312 Applied CADD ETD 3350 Fall/Spring Rocket Propulsion Technology ETI 4835 Fall Flight Dynamics Technology ETI 4838 Spring Metrology EST 4502 (Elective) Spring Technology of Small Payloads ETI 4837 Fall Statistical Methods STA 2023 Fall/Spring/ Summer Ind Quality Control ETI 3116 Fall/Summer Technical Administration ETI 4635 Spring/Summer Appl Project Management ETI 4448 Spring/Summer Space Environment Tech EMA 4103 Spring Astronomy AST 2002 Applied Mechanics ETG 3541 Fall/Spring Applied Strength of Materials ETG 3533 (Elective) Spring Ground System Design ETI 4381 (Elective) Fall BSET Space Science Technology Concentration - Flow Chart BSET ABET Self Study – Criterion 5 – Page 10 Senior Design Project ETG 4950 Fall/Spring 2008 ENGINEERING TECHNOLOGY - SPACE SCIENCE TECHNOLOGY COLLEGE OF ENGINEERING AND COMPUTER SCIENCE NAME: GENERAL EDUCATION PROGRAM COMMUNICATION - 9 SH ENC 1101 ENC 1102 SPC 1600 (SPC 1016 Preferred) CULTURAL & HISTORICAL - 9 SH SH 3 3 3 6 Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001, HUM 2211, HUM 2230, WHO 2012, WHO 2022 ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120 SOCIAL FOUNDATION - 6 SH ANT 2003/ PSY 2013/ SYG 2000 ECO 2013/ ECO 2023/ POS 2041 Grd Trans Equiv * * * * UCF DEGREE REQUIREMENT CHECKSHEET SSN: TECHNICAL SPECIALIZATION - SPACE SCIENCE TECHNOLOGY LOWER LEVEL COURSES - 26 SH SH Grd Trans Equiv EST 3543C Prog Logic Controllers*** 3 CHM 1032/L General Chemistry & Lab*** 4 CET 2364 Systems Applications in C*** 3 EET 3085C/EET3086C Electricity and Electronics*** 4 3 AST 2002 Astronomy*** STA 2023 Statistical Methods*** GEP Approved Lower Level Electives 9 see advisor 3 ***UPPER LEVEL REQUIRED COURSES - 25 SH ETI 4831 Ground System Design 3 3 ETD 3350C Applied CADD 3 3 EMA 4103 Space Environment 3 ETI 4835 Rocket Propulsion Technology 3 ETM 4220 Applied Energy Systems 4 SCIENCE - 8 SH 4 ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310 ETI 4838 Flight Dynamics Technology 3 GEO 1200/ GEO 3370/ GLY 1030 (Lab Required) ETI 4836 Space Systems Technology 3 PHY 2053/L or 2048/L Physics I 3/4 SUS (4 in ENT Core) ETG 4950C Senior Design Project 3 MATHEMATICAL - 6 SH ***UPPER LEVEL ELECTIVES - 12 SH see advisor SUS MAC 1105 College Algebra 3 * (3 in ENT Core) Electives may be taken from any Engineering Select STA 2023 3 Technology course (BSET, BSEET, IST) SUBTOTAL SEM HRS 6 (7 in ENT Core) that you have the prerequisites. GPA Gen Ed Prog = 38 = 31 + (7 in ENT Core) * Indicates "C" minimum required by the Gordon Rule SUBTOTAL SEM HRS ENGINEERING TECHNOLOGY CORE SH Grd Trans Equiv 63 ENC 3241 Writing for Tech Professions 3 GPA ENT Technical Specialization = MAC 1105 College Algebra*** GEP (2.000 minimum) MAC 1114 College Trigonometry*** 3 SUS MAC 2253/2311 Calculus I*** 3/4 Engineering Technology - Space Science Technology is generally an upper MAP 3401/MAC 2312 Calculus II 3/4 division program. Please see an advisor in the ENT Department SUS PHY 2053C College Physics I*** GEP for articulation and transfer equivalents. ETG 3541 Applied Mechanics*** 3 ETI 4635 Technical Administration*** 3 ADVISOR COMMENTS: ETI 3671 Technical Economic Analysis*** 3 ETI 3116 Applied Engnrng Quality Assurance*** 3 ETI 4448 Applied Project Management*** 3 SUBTOTAL SEM HRS 27/29 GPA ENT Core = (2.000 minimum) SUS ***C or better required. Indicates State University System Common Program Prerequisite BSET Space Science Technology Concentration – Check-Sheet BSET ABET Self Study – Criterion 5 – Page 11 BSET ABET Self Study – Criterion 5 – Page 12 2008-2009 ENGINEERING TECHNOLOGY - GEOMATICS COLLEGE OF ENGINEERING AND COMPUTER SCIENCE NAME: GENERAL EDUCATION PROGRAM COMMUNICATION - 9 SH ENC 1101 ENC 1102 SPC 1600 (SPC 1016 Preferred) CULTURAL & HISTORICAL - 9 SH SH 3 3 3 Grd * * 6 * * Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001, HUM 2211, HUM 2230, WHO 2012, WHO 2022 ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120 SOCIAL FOUNDATION - 6 SH ANT 2003/ PSY 2012/ SYG 2000 ECO 2013/ ECO 2023/ POS 2041 SCIENCE - 8 SH ANT 2511/ BSC 1020/ BSC 1030/ BOT 1000 GEO 1200/ GEO 3370/ GLY 1030 (Lab Required) PHY 2053/L College Physics 3 3 3 4 4 Trans Equiv SUS UCF DEGREE REQUIREMENT CHECKSHEET SSN: TECHNICAL SPECIALIZATION - GEOMATICS LOWER LEVEL COURSES - 21 SH SH Grd Trans Equiv SUR 2101C Surveying Graphics 3 SUR 2140C Advanced Surveying or equivalent 3 CGS 1363 Geographic Information Systems or equivalent 3 STA 2023 Statistical Methods*** GEP Approved Lower Level Electives 12 see advisor ***UPPER LEVEL REQUIRED COURSES - 33 SH GIS 3043C Geographic Env Systems I SUR 4930 Cadastral Information Systems ETD 3350C Applied CADD SUR 3530C Geodetic Science SUR 4531 Positioning with GPS SUR 3331 Photogrammetry SUR 4932 Digital Cartography (4 in ENT Core) SUR 4402 Boundary Location (4 in ENT Core) SUR 4463 Land Subdivision & Platting SUR 3641 Geospatial Computations ETG 4950C Senior Design Project MATHEMATICAL - 6 SH SUS MAC 1105 College Algebra 3 * (3 in ENT Core) CGS 1060C/ STA 2014/STA 2023 3 SUBTOTAL SEM HRS 6 GPA Gen Ed Prog = 38=27 + (11 in ENT Core) * Indicates "C" minimum required by the Gordon Rule ENGINEERING TECHNOLOGY CORE SH Grd Trans Equiv ANT 2511/ BSC 1020/ BSC 1030/ BOT 1000 GEP GEO 1200/ GEO 3370/ GLY 1030 ENC 3241 Writing for Tech Professions 3 MAC 1105 College Algebra*** GEP MAC 1114 College Trigonometry*** 3 SUS MAC 2253/2311 Calculus I*** 3/4 MAP 3401/MAC 2312 Calculus II 3/4 SUS PHY 2053C College Physics I*** GEP ETG 3541 Applied Mechanics*** 3 ETI 4448 Applied Project Management*** 3 ETI 3671 Technical Economic Analysis*** 3 ETI 3116 Applied Engnrng Quality Assurance*** 3 ETI 4635 Technology Administration*** 3 SUBTOTAL SEM HRS 27/29 GPA ENT Core = (2.000 minimum) SUS Indicates State University System Common Program Prerequisite ***UPPER LEVEL TECHNICAL ELECTIVES - 12 SH GIS 4035C Remote Sensing of the Environment GIS 4301C Advanced GIS Appli in Envir Studies PCB 5328C Landscape Ecology CET 4583 Web Base Systems I PAD 3330 Urban and Regional Planning FIN 3403 Business Finance REE 3433 Real Estate Law SUR 4831 Global Image Analysis SUR 4380 Satellite Remote Sensing SUBTOTAL SEM HRS GPA ENT Technical Specialization = (2.000 minimum) 3 3 3 3 3 3 3 3 3 3 3 see advisor 3 3 3 3 3 3 3 3 3 66 Engineering Technology - Design is generally an upper division program. Please see an advisor in the ENT Department for articulation and transfer equivalents. ADVISOR COMMENTS: ***C or better is required. BSET Geomatics Concentration – Check-Sheet BSET ABET Self Study – Criterion 5 – Page 13 C. Course Syllabi All course syllabi and outline are provided in Appendix A of this Self-Study. Tables 5-2 (a-e) below provide the curriculum tables for all the BSET program concentrations. In addition, Table 5-3 shows the Course and Section size summary for the 2007-2008 academic year. BSET ABET Self Study – Criterion 5 – Page 14 Year; Semester or Quarter 1, Fall 1, Fall 1, Fall 1, Fall 1, Spring 1, Spring 1, Spring 1, Spring 2, Fall 2, Fall 2, Fall 2, Fall 2, Spring 2, Spring 2, Spring 2, Spring 2, Summer 2, Summer 2, Summer 3, Fall 3, Fall 3, Fall 3, Fall 3, Fall 3, Spring 3, Spring 3, Spring 3, Spring 3, Spring 3, Summer 3, Summer 4, Fall 4, Fall 4, Fall Course (Department, Number, Title) ENC 1101 Composition I MAC 1105 College Algebra Biological science Cultural/Historical Foundation ENC 1102 Composition II CHM 1032 General Chemistry MAC 1114 Trigonometry Social Foundation SPC 1600 Oral Communications PHY 2053C College Physics I Cultural/Historical Foundation MAC 2253 Applied Calc I or MAC 2311 Calc w Anly Geo Cultural/Historical Foundation STA 2023 Statistical Methods MAP 3401 Problem Analysis or MAC 2312 Calculus II or MAC 2254 Applied Calc II ETI 3671 Tech Economic Analysis ETI 3116 App Eng Quality Assur ENC 3241 Writing Tech Pros Lower Level Elective EET 3085C Electricity and Electro Lower Level Elective Social Foundation ETG 3541 Applied Mechanics ETD3350C Applied CADD Upper Level Elective CET 2364 Sys Applications in C ETI 4635 Tech Admin ETI 3690 Technical Sales Lower Level Elective ETI 4700 Occup Safety ETI 4448 Applied Project Mgmt ETI 4205 App Logistics ETI 4640 Operations Mgmt EST 3543C Programmable Logic Cont Upper level elective Upper level elective ETG 4950C Sr. Design Project ETI 4186 Applied Reliability Upper level elective Upper level elective Math & Technical Communications Scienc Content es Social Sciences & Humaniti es 3 3 4 3 3 4 3 3 3 4 3 3 3 3 3 3 3 3 4, Fall 4, Fall 4, Spring 4, Spring 4, Spring 4, Spring TOTALS 12 9.38% Percent of Total Total Credit Hours Required for Completion of the Program 4 4 3 3 3 3 3 3 3 3 4 3 3 3 3 3 35 3 3 3 3 4 4 66 15 27.33% 51.57% 11.72% 128 BSET ABET Self Study – Criterion 5 – Page 15 Other Table 5-2a Curriculum. BSET Program - Operations Year; Semester or Quarter 1, Fall 1, Fall 1, Fall 1, Fall 1, Spring 1, Spring 1, Spring 1, Spring 2, Fall 2, Fall 2, Fall 2, Fall 2, Spring 2, Spring 2, Spring 2, Spring 2, Spring 2, Summer 2, Summer 2, Summer 3, Fall 3, Fall 3, Fall 3, Fall 3, Fall 3, Spring 3, Spring 3, Spring 3, Spring Course (Department, Number, Title) ENC 1101 Composition I MAC 1105 College Algebra Biological science Cultural/Historical Foundation ENC 1102 Composition II CHM 1032 General Chemistry MAC 1114 Trigonometry Social Foundation SPC 1600 Oral Communications PHY 2053C College Physics I Cultural/Historical Foundation MAC 2253 Applied Calc I or MAC 2311 Calc w Anly Geo Cultural/Historical Foundation STA 2023 Statistical Methods MAP 3401 Problem Analysis or MAC 2312 Calculus II or MAC 2254 Applied Calc II ETI 3671 Tech Economic Analysis Lower Level Elective ETI 3116 App Eng Quality Assur ENC 3241 Writing Tech Pros Lower Level Elective EET 3085C Electricity and Electro Lower Level Elective Social Foundation ETG 3541 Applied Mechanics ETD3350C Applied CADD Upper Level Elective CET 2364 Sys Applications in C ETI 4635 Tech Admin EST 3543C Programmable Logic Cont Lower Level Elective ETM 4331 Appl Fluid Mech ETI 4448 Applied Project Mgmt ETI 3421 Materials & Processes ETG3533C Appl Eng Strength Mat Upper level elective Upper level elective EST 4502C Metro & Inst ETG 4950C Sr. Design Project ETM 4220 Energy Systems Upper level elective Math & Technical Communications Scienc Content es Social Sciences & Humaniti es 3 3 4 3 3 4 3 3 3 4 3 3 3 3 3 3 3 3 3 3, Spring 3, Summer 3, Summer 4, Fall 4, Fall 4, Fall 4, Fall 4, Spring 4, Spring 4, Spring 4, Spring TOTALS 12 9.38% Percent of Total Total Credit Hours Required for Completion of the Program 3 4 3 3 3 3 3 3 3 3 3 36 4 3 3 4 3 3 4 3 4 3 65 15 28.12% 50.78% 11.72% 128 BSET ABET Self Study – Criterion 5 – Page 16 Other Table 5-2b Curriculum. BSET Program – Design-Mechanical Year; Semester or Quarter 1, Fall 1, Fall 1, Fall 1, Fall 1, Spring 1, Spring 1, Spring 1, Spring 2, Fall 2, Fall 2, Fall 2, Fall 2, Spring 2, Spring 2, Spring 2, Spring 2, Spring 2, Summer 2, Summer 2, Summer 3, Fall 3, Fall 3, Fall 3, Fall 3, Fall 3, Spring 3, Spring 3, Spring 3, Spring Course (Department, Number, Title) ENC 1101 Composition I MAC 1105 College Algebra Biological science Cultural/Historical Foundation ENC 1102 Composition II CHM 1032 General Chemistry MAC 1114 Trigonometry Social Foundation SPC 1600 Oral Communications PHY 2053C College Physics I Cultural/Historical Foundation MAC 2253 Applied Calc I or MAC 2311 Calc w Anly Geo Cultural/Historical Foundation STA 2023 Statistical Methods MAP 3401 Problem Analysis or MAC 2312 Calculus II or MAC 2254 Applied Calc II ETI 3671 Tech Economic Analysis Lower Level Elective ETI 3116 App Eng Quality Assur ENC 3241 Writing Tech Pros Lower Level Elective EET 3085C Electricity and Electro Lower Level Elective Social Foundation ETG 3541 Applied Mechanics ETD3350C Applied CADD Upper Level Elective CET 2364 Sys Applications in C ETI 4635 Tech Admin EST 3543C Programmable Logic Cont Lower Level Elective Upper Level Elective ETI 4448 Applied Project Mgmt ETC 4241C Construction Mat & Meth ETC 4414C Applied Structural Des I ETC 4242 Const Contracts & Spec Upper level elective ETG3533C Appl Engr Strength Mat ETG 4950C Sr. Design Project ETC 4206 Construction Estimating ETC 4415C Applied Structural Des II Upper level elective Math & Technical Communications Scienc Content es Social Sciences & Humaniti es 3 3 4 3 3 4 3 3 3 4 3 3 3 3 3 3 3 3 3 3, Spring 3, Summer 3, Summer 4, Fall 4, Fall 4, Fall 4, Fall 4, Spring 4, Spring 4, Spring 4, Spring 4, Spring TOTALS 12 9.38% Percent of Total Total Credit Hours Required for Completion of the Program 3 4 3 3 3 3 3 3 3 3 3 36 3 3 3 3 3 3 4 3 3 3 3 65 15 28.12% 50.78% 11.72% 128 BSET ABET Self Study – Criterion 5 – Page 17 Other Table 5-2c Curriculum. BSET Program – Design-Construction Year; Semester or Quarter 1, Fall 1, Fall 1, Fall 1, Fall 1, Spring 1, Spring 1, Spring 1, Spring 2, Fall 2, Fall 2, Fall 2, Fall 2, Spring 2, Spring 2, Spring Course (Department, Number, Title) ENC 1101 Composition I MAC 1105 College Algebra Biological science Cultural/Historical Foundation ENC 1102 Composition II CHM 1032 General Chemistry MAC 1114 Trigonometry Social Foundation SPC 1600 Oral Communications PHY 2053C College Physics I Cultural/Historical Foundation MAC 2253 Applied Calc I or MAC 2311 Calc w Anly Geo Cultural/Historical Foundation STA 2023 Statistical Methods MAP 3401 Problem Analysis or MAC 2312 Calculus II or MAC 2254 Applied Calc II AST 2002 Astronomy Lower Level Elective ETI 3116 App Eng Quality Assur ENC 3241 Writing Tech Pros Lower Level Elective EET 3085C Electricity and Electro Lower Level Elective Social Foundation ETG 3541 Applied Mechanics ETD3350C Applied CADD Upper Level Elective CET 2364 Sys Applications in C ETI 3671 Tech Economic Analysis ETI 4838 Flight Dynamics Tech ETI 4635 Tech Admin ETI 4448 Applied Project Mgmt Upper level elective ETI 4835 Rocket Prop Tech EST 3543C Prog Log Control ETI 4836 Space Systems Tech ETI 4381 Ground Systems Design Upper level elective ETG 4950C Sr Design Proj ETM 4220 Energy Systems EMA 4103 Space Environment Upper level elective Math & Technical Communications Scienc Content es Social Sciences & Humaniti es 3 3 4 3 3 4 3 3 3 2, Spring 2, Spring 2, Summer 2, Summer 3 2, Summer 3, Fall 3, Fall 3, Fall 3, Fall 3, Fall 3, Spring 3, Spring 3, Spring 3, Spring 3, Spring 3, Summer 3, Summer 4, Fall 4, Fall 4, Fall 4, Fall 4, Fall 4, Spring 4, Spring 4, Spring 4, Spring TOTALS 12 9.38% Percent of Total Total Credit Hours Required for Completion of the Program 4 3 3 3 3 3 3 3 3 3 4 3 3 36 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 65 15 28.12% 50.78% 11.72% 128 BSET ABET Self Study – Criterion 5 – Page 18 Other Table 5-2d Curriculum. BSET Program – Space Science Year; Semester or Quarter 1, Fall 1, Fall 1, Fall 1, Fall 1, Spring 1, Spring 1, Spring 1, Spring 2, Fall 2, Fall 2, Fall 2, Fall 2, Spring 2, Spring 2, Spring Course (Department, Number, Title) ENC 1101 Composition I MAC 1105 College Algebra Biological science Cultural/Historical Foundation ENC 1102 Composition II CGS 1363 GIS or equivalent MAC 1114 Trigonometry Social Foundation SPC 1600 Oral Communications PHY 2053C College Physics I Cultural/Historical Foundation MAC 2253 Applied Calc I or MAC 2311 Calc w Anly Geo Cultural/Historical Foundation STA 2023 Statistical Methods MAP 3401 Problem Analysis or MAC 2312 Calc II or MAC 2254 App Calc II Lower Level Elective Lower Level Elective ETI 3116 App Eng Quality Assur ENC 3241 Writing Tech Pros SUR 2101C Surveying Graphics SUR 2140C Adv Surveying Lower Level Elective Social Foundation GIS 3043C Geo Env Systems I ETD3350C Applied CADD Lower Level Elective Upper Level Elective ETI 3671 Tech Economic Analysis SUR 4402 Boundary Location ETI 4635 Tech Admin ETI 4448 Applied Project Mgmt Upper level elective SUR 3331 Photogrammetry SUR 3530 Geodetic Science SUR 4463 Land Subdivision SUR 4932 Digital Cartography SUR 3641 Geospatial Comp ETG 4950C Sr Design Proj SUR 4531 Positioning with GPS ETG 3541 Applied Mechanics Upper level elective SUR 4930 Cadastral Info Systems Upper level elective Math & Technical Communications Scienc Content es Social Sciences & Humaniti es 3 3 4 3 3 3 3 3 3 2, Spring 2, Spring 2, Summer 2, Summer 3 2, Summer 3, Fall 3, Fall 3, Fall 3, Fall 3, Fall 3, Spring 3, Spring 3, Spring 3, Spring 3, Spring 3, Summer 3, Summer 4, Fall 4, Fall 4, Fall 4, Fall 4, Fall 4, Spring 4, Spring 4, Spring 4, Spring 4, Summer 4, Summer TOTALS 12 9.16% % of Total Total Credit Hours Required for Completion of the Program 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 72 15 24.43% 54.96% 11.45% 131 BSET ABET Self Study – Criterion 5 – Page 19 Other Table 5-2e Curriculum. BSET Program – Geomatics Table 5-3. Course and Section Size Summary BSET Program Course No. Title Responsible Faculty Member No. of Sections Offered in Current Year Avg. Section Enrollment Lecture Laboratory Teaching Assignments Fall 2007 CET 2364 SYSTEMS APPLICATION IN C Divo 3 60 100% EST 3543C PROG LOGIC CONT Divo, Sleiti 4 42 75% ETC 4241C CONST MAT & METH Mehrabian 1 19 75% 25% ETD 3350C APPL CAD Osborne 2 40 75% 25% ETG 3541 APPL MECHANICS Micsoni 2 46 100% ETG 4950C SR DESIGN PROJ Mehrabian 3 35 75% ETI 3116 ENG QUALITY ASSR Alvarado 1 65 100% ETI 3421 MATERIALS & PROC Erhart 1 30 100% ETI 4635 TECH ADMIN Morse 2 39 100% ETI 4640 OPERATIONS MGMT Yousef 1 21 100% ETI 4835 ROCKET PROP TECH Misconi 1 15 100% ETI 4836 SPACE SYS TECH Misconi 1 15 100% MAP 3401 PROBLEM ANALYSIS Divo 2 17 100% SUR 3641 GEOSPATIAL COMPUTATIONS Ali 1 5 100% SUR 3331 PHOTOGRAMMETRY Ali 1 5 100% CET 2364 SYSTEMS APLLICATION IN C Divo 3 68 100% EST 3543C PROG LOGIC CONT Divo 4 25 75% 25% 25% Teaching Assignments Spring 2008 BSET ABET Self Study – Criterion 5 – Page 20 25% Other EST 4502C METROLOGY & INSTRUM Erhart 2 33 75% 25% ETC 4206 CONSTUCTION ESTIMATING Mehrabian 1 14 100% ETC 4415C APPL STRUCTURAL DESIGN II Mehrabian 1 12 75% 25% ETD 3350C APPL CAD Osborne 2 28 75% 25% ETG 3533C STRENGTH OF MATERIALS Sleiti 2 39 75% 25% ETG 3541 APPLIED MECHANICS Erhart 2 47 100% ETG 4950C SENIOR DESIGN PROJECT Mehrabian 3 43 75% ETI 3671 TECH ECONOMIC ANALYSIS Yousef 2 59 100% ETI 3690 TECH SALES Osborne 1 30 100% ETI 4205 APPLIED LOGISTICS Alvarado 1 16 100% ETI 4448 APPL PROJECT MGMT Yousef 2 85 100% ETI 4635 TECH ADMIN Morse 2 37 100% ETI 4838 FLIGHT DYNAMICS Misconi 1 9 100% EMA 4103 SPACE ENVIRONMENT Misconi 1 11 100% ETM 4220 APPL ENERGY SYS Sleiti 1 37 100% 25% MAP 3401 PROBLEM ANALYSIS Divo 2 24 100% SUR 4402 BOUNDARY LOCATION Ali 1 7 100% SUR 4531 POSITIONING WITH GPS Ali 1 6 75% CET 2364 SYSTEMS APPLICATION IN C Divo 3 100% EET 3085C ELECT & ELECTRONICS Rahrooh 3 75% 25% 25% 25% Teaching Assignments Summer 2008 ETG 4950C SENIOR DESIGN PROJECT Eaglin 3 75% ETI 3671 TECH ECON ANALYSIS Yousef 2 100% ETI 4448 APPL PROJECT MGNT Yousef 2 100% ETI 4700 SAFETY Yousef 1 100% SUR 4930 CADASTRAL INFO SYS Ali 1 100% SUR 4831 GLOBAL IMAGE ANALYSIS Ali 1 100% BSET ABET Self Study – Criterion 5 – Page 21 CRITERION 6. FACULTY A. Faculty .................................................................................................................................... 2 B. Faculty Competencies............................................................................................................ 3 C. Faculty Size ............................................................................................................................ 3 D. Authority and Responsibility of Faculty ............................................................................. 3 1. Curriculum and Course Changes .......................................................................................... 3 2. Course Oversight................................................................................................................... 3 E. Faculty Development ............................................................................................................. 4 F. Leadership Responsibilities................................................................................................... 4 BSET ABET Self Study – Criterion 6 – Page 1 A. Faculty Faculty Name Rank FT/PT Highest Deg./Field Expertise Ron Eaglin Assoc. Prof. Prof. FT Ph.D./Env. Eng. FT Ph.D./Astronomy PT Ph.D./Ind. Eng. FT Ph.D./Elec. Eng. Database and Software Systems Space Sciences and Rocketry Management Systems Electrical Engineering Education Engineering Education Computational Mechanics Nebil Misconi Lucy Morse Alireza Rahrooh Assoc. Prof. Prof. Classes per term 2 3 1 2 King Osborne Prof. FT Ed.D. Eduardo Divo Assist. Prof. Assist. Prof. FT Ph.D./Mech. Eng. FT Ph.D./Civ. Eng. Structural Analysis 3 Tarig Ali Assist. Prof FT Ph.D./Civ. Eng. 3 Nabeel Yousef FT Ph.D./Ind. Eng. 3 FT Ph.D./Mech. Eng. Energy Systems 3 Karla Alvarado Assist. Prof Assist. Prof. Instr. Geomatics Engineering Software Systems PT Instr. PT Management Systems Biomechanics and Numerical Methods 1 Kevin Erhart M.S./Ind. Eng. (Ph.D. Candidate ’08) M.S./Mech. Eng. (Ph.D. Candidate ’09) Ali Mehrabian Ahmad Sleiti 3 3 1 All full-time faculty teach on a 0.75 FTE standard teaching load. A 3 contact hour course is 0.25 FTE – thus all faculty members are expected to teach 3 course per term. Faculty involved in advising and administrative duties receive a 0.25 FTE release from courses for these duties. Faculty are also able to “buy out” teaching load by supplying 25% of their salary from a funding source – which supplies them with a single course release. In the situation that a faculty member releases from a course, another instructor may pick up the assignment or the course is taught with adjunct faculty. Professional development, research, service, and other scholarly activities make up the other 25% of the faculty assignment. Tremendous opportunities within the University exist for professional development. Faculty resources such as the Faculty Center for Teaching and Learning (FCTL), Office of Instructional Resources, Center for Online and Virtual Education (COVE) exist to assist faculty in teaching based professional development. All of the program faculty members are terminally degreed or working on a terminal degree, and capable of taking advantage of professional development activities. BSET ABET Self Study – Criterion 6 – Page 2 B. Faculty Competencies Because the department encompasses three degree programs, each program is able to draw upon faculty expertise in each area to provide a very well rounded education. Specific expertise in the ET area is provided by the core faculty within the program; Misconi, Morse, Osborne, Divo, Mehrabian, Ali, Yousef, and Sleiti. In addition the surrounding area provides a strong availability of adjuncts with solid experience. Each course has a course coordinator with sufficient expertise in the course area to teach the course or to provide input for evaluating and scheduling appropriate faculty for the course. C. Faculty Size Sufficient core faculty for the program exists to cover all scheduled course offerings under the designated teaching loads. Student interaction and service activities are considered a normal part of the faculty course load. The class sizes (typically less than 40 students per class) along with the assigned FTE (3 courses per semester) are heavy in comparison with Engineering departments, but are fair and typical for a technology program and allow faculty sufficient time for advising, service, research, and development activities. D. Authority and Responsibility of Faculty 1. Curriculum and Course Changes All department programs are reviewed annually for potential revision and improvement. Program revision takes the form of course revisions (individual course content is changed), and program revisions (course requirements for the program are changed). Faculty are charged with reviewing current trends in ET, suggesting changes, and implementing these revisions. Program changes (catalog revisions) are performed through the Program Coordinator and are reviewed by the faculty and the Department Chair. Recommendations are collected throughout the year and are implemented as a program change/catalog revision at the beginning of the Fall term. Input is also reviewed by the Office of Undergraduate Affairs within the college. Course changes requiring a significant change to course material is initiated through a course action request (CAR) which documents the changes made to the course and is reviewed by the Program Coordinator, Chair, and Office of Undergraduate Affairs. Input driving program or class changes comes from faculty, students, and the industrial advisory board. The BSET curriculum is very dynamic and undergoes improvements every year. 2. Course Oversight Every course has a Course Coordinator, made up of a full time faculty member, who is responsible for the content and delivery of a course. Courses are monitored by the Course Coordinator and by the Program Coordinator (and ultimately the Department Chair). BSET ABET Self Study – Criterion 6 – Page 3 After the course is offered The Student Perception of Instruction is collected for the class and reviewed by the Chair. E. Faculty Development All but two faculty members in the program have terminal degrees, and those are working on terminal degrees. As such the expectations for professional activities are the generation of publications and the presentations of those publications at conferences at the National and International levels. This has resulted in presentations of over 40 papers at peer reviewed conferences and over 20 journal papers. Financial support for faculty travel is minimal, and increased faculty financial support would result in more opportunities for attendance and presentation at conferences. Faculty that have active funded research have had more opportunity to travel and present at conferences. F. Leadership Responsibilities The department (consisting of three programs) is under the leadership of the Department Chair. The department chair is the fiscal officer for the department and is responsible for hiring decisions and resource allocation amongst the programs. Program leadership is the responsibility of the Program Coordinator (PC). The PC is responsible for scheduling courses within the program, program maintenance, advising, and identifying directions for concentration development within the program. BSET ABET Self Study – Criterion 6 – Page 4 Table 6-1a. Faculty Workload Summary Engineering Technology Program Faculty Member (name) Ron Eaglin Nebil Misconi Lucy Morse Alireza Rahrooh King Osborne Eduardo Divo Ali Mehrabian Tarig Ali Nabeel Yousef Ahmad Sleiti Karla Alvarado Kevin Erhart 1 2 3 4 FT or Classes Taught (Course No./Credit Hrs.) 4 1 PT AY 2007-2008 FT ETG 4950C (3 CH) (SU) FT ETG 3541 (3CH) (FA), ETI 3825 (3CH) (FA), ETI 3836 (3CH) (FA), ETI 4838 (3CH) (SP), EMA 4103 (3CH) (SP) PT ETI 4635 (3CH) (FA,SP) FT EET 3085 (4CH) (SU) FT ETD 3350C (3CH) (FA,SP), ETI 3690 (3CH) (SP) FT CET 2364 (3CH) (All), EST 3543C (3CH) (FA, SP), MAP 3401 (3CH) (FA,SP) FT ETG 4950C (3CH) (FA, SP), ETC4241C (3CH) (FA), ETC 4206 (3CH) (SP), ETC 4415C (3CH) (SP) FT SUR 3930a (3CH) (FA), SUR 3930b (3CH) (FA), SUR 4932a (3CH) (SP), SUR 4932b (3CH) (SP), SUR 3930c (3CH) (SU), SUR 3930d (3CH) (SU) FT ETI 4640 (3CH) (FA), ETI 3671 (3CH) (SP,SU), ETI 4448 (3CH) (SP, SU), ETI 4700 (3CH) (SU) FT EST 3543C (3CH) (FA), ETG 3533C (4CH) (SP), ETM 4220 (4CH) (SP) PT ETI 3116 (3CH) (FA), ETI 4205 (3CH) (SP) PT ETI 3421 (3CH) (FA), ETG 3541 (3CH) (SP), EST 4502C (4CH) (SP) 2 Teaching 0.50 0.75 Total Activity Distribution Consulting Research 0.00 0.00 0.25 0.50 0.75 0.00 0.00 0.00 0.00 0.50 0.25 0.75 0.00 0.25 0.75 0.00 0.25 0.75 0.00 0.25 0.75 0.00 0.25 0.75 0.00 0.25 0.25 0.25 0.00 0.00 0.00 0.00 Indicate Term and Year for which data apply. Activity distribution should be in percent of effort. Members' activities should total 100%. Indicate sabbatical leave, etc., under "Other." FT = Full Time Faculty PT = Part Time Faculty BSET ABET Self Study – Criterion 6 – Page 5 Other 0.50 0.25 3 Table 6-1b. Faculty Workload Summary Range Average Credit Hours 6-9 9 Contact Hours Per Week 6-9 9 Laboratory Size 20-25 20 Class Size 6-72 20*** Advisees 120* * Program Coordinator and advising staff handle all advising, ** All faculty teach on a 9 hour load except released administrative faculty, *** Typical course size is 20 students for ET courses. Indicate the number of credit and contact hours per week that is considered a normal full teaching load, and explain how a full-time load is determined. Credit Hours 9 Contact Hours 9 BSET ABET Self Study – Criterion 6 – Page 6 Table 6-2. Faculty Analysis AP T P TT, T, NTT Degrees Name Ron Eaglin Nebil Misconi Lucy Morse Alireza Rahrooh King Osborne Eduardo Divo Ali Mehrabian Tarig Ali Nabeel Yousef Ahmad Sleiti Karla Alvarado Kevin Erhart Rank Years of Experience FT or PT Institution from which Degrees Earned & Year Govt./Industry Teachi This Practice ng Institution Professional Registration/ Certification Engineering Technology Level of Activity (high, med, low, none) in: Professi Professiona Work in onal l Develop Industry Society ment FT Ph.D. Env. E. UCF 6 20 12 T FT Ph.D. Astron. SUNY, Albany 1 12 12 low low AP T PT Ph.D. Ind. E. UCF 4 10 10 Med low P T FT Ph.D. Ele. E. Akron University 5 20 14 P T FT Ed.D. Florida Atlantic University 5 30 30 SP TT FT Ph.D. Mec. E. UCF 4 16 10 low low none SP TT FT Ph.D. Civ. E. University of Arizona 3 6 3 low low none SP TT FT Ph.D. Civ. E. Ohio State University 2 5 2 Med low none SP NTT FT Ph.D. Ind. E. UCF 2 3 3 low low none SP NTT FT Ph.D. Mec. E. UCF 2 3 3 low low none D NTT PT M.S. Ind. E. UCF 2 2 2 low High none D NTT PT M.S. Mec. E. UCF 2 2 2 loo High none PE low low none High High none low low none Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years. Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track P – Professor, AP – Associate Professor, SP – Assistant Professor, D - Adjunct BSET ABET Self Study – Criterion 6 – Page 7 CRITERION 7. FACILITIES A. College Resources and Support ..........................................................................................2 1. Classrooms.......................................................................................................................... 2 2. Laboratories ........................................................................................................................ 2 3. Personnel............................................................................................................................. 3 4. CECS Helpdesk and HelpStar ........................................................................................... 5 5. CECS Computing Committee............................................................................................. 6 6. Computing Facilities........................................................................................................... 6 7. Additions/Replacements Made Since 2002 ........................................................................ 7 B. University Resources and Support .....................................................................................7 1. University Computing Facilities for Instruction and Research .......................................... 7 2. Library ................................................................................................................................ 8 C. Major Instructional and Laboratory Equipment ...........................................................14 1. 201- ENGR II - Harris Computer Laboratory ................................................................. 14 2. 101- ENGR II - Manufacturing/R & D Shop ................................................................... 16 BSET ABET Self Study - Criterion 7 – Page 1 A. College Resources and Support 1. Classrooms There are thirty-three classrooms spread across the three CECS buildings. The average classroom size ranges from 30 to 40 students; two of them are larger auditorium style lecture rooms supporting 120 students. One is located in Engineering II and the other in the Harris Corporation Engineering Center (Engineering III). These rooms are outfitted with multimedia teaching consoles supporting document cameras, DLP projectors, audio equipment, PC, and connectivity for laptops or portable media input such as USB flash drives. More than half the classrooms have been upgraded to support the new Clicker audience response system which is integrated with online courseware like WebCT Vista. This interactive device allows students to give electronic feedback during PowerPoint slides, quizzes, or just anonymous responses during classroom sessions. Five classrooms are also equipped with mounted cameras and recording systems connected to a dedicated server for FEEDS/Tegrity/iClass recorded classroom instruction that can be retrieved by students and downloaded as Podcasts for education on demand. (FEEDS is the Florida Engineering Education Delivery System that the Florida Legislature funded in 1982 to meet the needs of Florida citizens for distance learning in engineering and technology and to meet the professional development needs of both the individual, place-bound engineer, and the employer. FEEDS is described in further detail in Appendix D, the Institutional Summary.) The classroom computers are loaded with Windows XP; some with Vista as we are transitioning on a phased schedule. Standard software includes: Office 2003 or 2007 Professional, Visual Studio, Adobe Acrobat, AutoCAD, MATLAB, MathCAD, & Cadence instructional site licenses. Some classrooms are configured with additional software upon request for special course instruction by CECS or other university faculty. Classroom equipment is a high priority and all requests are addressed immediately to avoid any impairment of the educational process. If equipment is needed in a classroom, CECS Technical staff repairs, replaces, or purchases whatever is needed to avoid limitations or impact on students. 2. Laboratories Laboratory equipment planning is specified by two factors, course instruction requirements and research. Directors, Chairs, and faculty; along with technical input from support, meet to design labs and identify the equipment needed to meet the educational goals. Research lab equipment is based on specific grant proposals and research needs. Department, School, or CECS Technical Staff purchasing agents can purchase equipment with next day delivery through university purchasing cards or process expensive equipment ($20K plus) through purchase orders with the online PeopleSoft system. Specialty labs have dedicated technicians assigned for electronic equipment support and are capable of testing and calibrating the equipment. CECS Technical Support interacts with these technicians and the faculty through the helpdesk e-mail system. Outdated, nonfunctional, useless equipment is processed through the UCF Surplus Property system. BSET ABET Self Study - Criterion 7 – Page 2 3. Personnel There are 7 full-time permanent, 4 full-time OPS (no contract), and 5 part-time support staff. The organizational chart below shows the hierarchy of the CECS (full-time) Technical Support Staff. CECS TECHNICAL SUPPORT STAFF Don Harper Assoc. Dir of Technology Merredith Conzonieri Secretary Denise Tjon Systems Pedro Cordero Technology Rob Traub Operations Steve Dick Network/Cluster Specialist Maciej Sobocinski Programmer Kara Harms Tech/Acctg. Secretary (6 mths) Mike Powell Web Designer Donald Scrip Help Desk Mgr Derrick McQuern Help Desk Mgr The qualifications and responsibilities of the full-time permanent support staff are described below: Don Harper, Associate Director, has a Degree in Computer Science along with a strong background in Electrical Engineering. He has 20 years of academic research, systems UNIX systems, network design and management; including router and switch programming, Virtual machine installations and management, programming, robotics, board and circuit design, VLSI, signal processing, avionics, computer vision, mechanics, refrigeration, and cellular systems programming to mention a few. He is instrumental in helping students with senior design projects, faculty course instruction, and research project leadership, direction, and problem solving. Denise Tjon, the head of Systems, holds a Masters Degree in Computer Science and an MBA. She is the Systems Administrator for the School of Electrical Engineering & Computer Science three server rooms which provide classroom software licensing and management, research servers for faculty, departmental data storage and web servers, UNIX research and e-mail servers, Linux research servers, Windows 2003 support servers, UNIX based robot library backups systems, and Microsoft Exchange Servers. She also manages account quotas, system security, network security, and spam and intrusion management. She manages the DHCP and static network addresses and is the primary point of contact with the university Network Operations Center (NOC). Pedro Cordero, the head of Technology, holds a Degree in Computer Science along with MCP & MCSA Certifications. He manages a fourth server room within the Harris Lab in Engineering II which houses the CECS infrastructure Windows 2003 servers; Active Directory BSET ABET Self Study - Criterion 7 – Page 3 servers for staff, faculty, and student Windows account and space storage; and backups, web, FEEDS, and additional research servers . Additional duties include the oversight of one of the two college technical support teams, OPS support staff payroll projections, budgeting, and management of HelpStar online support portal, Leapfrog electronics door lock system in Engineering I & II, CECS television information broadcast system implementation and management, off-site technical support management for the R.O.T.C units, and UCF Research Park labs and at Kennedy Space Center CECS support. Rob Traub, the head of Operations, is a retired U.S. Army Officer who holds a Degree in Management, A+, MCP, MCSA, & MCSE certifications, and has 23 years experience in PC maintenance, repair, and instruction. He provides faculty with the latest system information technology for the planning and purchasing of computer equipment for instruction, student labs, and research projects. He coordinates with both the head of Systems and Technology in the management of the second of two college technical support teams. He represents the college in the monthly university information technology managers meeting and disseminates critical information. He oversees the daily operation of the technical support team to ensure upgrades, new lab equipment, and infrastructure changes and improvement in a timely and seamless manner. Additional duties include: senior computer repair tech trainer, technical purchasing, software site licensing and hardware maintenance contract management, lab equipment update schedules, alteration and improvement work orders, and point of contact for problem resolution. Meredith Conzonieri, the Secretary, provides administrative and clerical support for the director and section heads. Steve Dick, the Network/Cluster Specialist, has a Degree in Engineering. He installs, administers, maintains, and repairs the college high performance student and research clusters. There are two general access student (128 node and 32node) and six research clusters and access grids along with three SGI graphics servers in a dedicated server room in the Harris Corporation Engineering Center (Engineering III). This Specialist also provides UNIX and Linux support to students and faculty in setting up labs and office systems to augment research. He monitors the performance, health, and job distribution of the systems to maintain peak performance. Maciej Sobocinksi, the Programmer, has s a Degree in Computer Engineering. He designs programs for the CECS infrastructure servers, writes programs for automation of support services such as SMS, remote installations, lab image distribution, and performs server administration in the absence of the head of Technology. He also provides programming support for the Dean’s office, Academic Affairs web apps, and the FEEDS servers. The qualifications and responsibilities of the full-time OPS (no contract) staff are described below: Kara Harms, Technical Secretary, has a Juris Doctorate Degree. Besides being a member of the helpdesk team, she provides technical purchasing support services for the head of Operations. She provides equipment purchase record management, verification, property control decal records, computer and equipment warranty management and dispute resolution, returns (RMA), BSET ABET Self Study - Criterion 7 – Page 4 and generates electronic copies and manages those documents for State, UCF, and internal auditing. She acts as a receiver and inspector for equipment deliveries and shipment for quality assurance. Mike Powell, the Web Designer, has a Degree in Management Information Systems. He is the acting Web Master for CECS. He coordinates with the Associate Director of Technology and the head of Systems in the updates and management of the current college website while simultaneously designing and developing the new webpage. He receives daily requests from all departments and executes changes and updates on a daily basis. The web designer is also responsible for the full site redesign, so that a content management system can be put in to place to help make the site more efficient. He meets with a College Web Design committee which includes the college’s account executive and liaison with UCF marketing, a designer from the UCF Marketing department, and other members from the CECS Technical Support team on design ideas for the new site. Donald Scrip and Derrick McQuern, the two Help Desk Managers, are Dell Certified Technicians who constantly monitor the helpdesk e-mail screens and either perform or task the part-time support staff to assist the students, staff, faculty, or administration immediately. The Managers determine the complexity of help requests and will escalate to upper management when needed. They are directly responsible for the management of the part-time or full-time OPS staff. They perform new equipment installations, existing equipment upgrades and repairs, and are able to perform direct parts replacement orders for next day delivery of Dell systems to reduce downtime. They provide PC, Mac, Linux, printer, and networks troubleshooting, repairs, and installations for classrooms, labs, and offices. The responsibilities of the part-time staff are described below: The Student Support Staff are primarily UCF students who have experience with hardware and networks and work part-time flexible schedules while attending college. They report to the Help Desk Managers and are part of our rapid response tech support team. They help student, staff, and faculty with all computer assistance requests. 4. CECS Helpdesk and HelpStar Technical support is available to the college through several means: by email, phone, or HelpStar. All members of the Tech Support Organization are responsible for monitoring the [email protected] e-mail address and are required to ensure that a rapid response and dispatch of available personnel occurs without delay. HelpSTAR (CECS Helpdesk system) is a software tool that provides helpdesk services thru a web site client or computer application, so the user can request services to anyone within the CECS Technical Support group and be able to track, update, and manage their request and account, also facilitating for CECS Technical Support, the tracking of requests, equipment, time, reports, etc. HelpStar helps managers optimize service delivery. BSET ABET Self Study - Criterion 7 – Page 5 5. CECS Computing Committee The college’s Computing Committee is comprised of technical support staff and faculty. The committee members for 2007-2008 are: • Dr. Arthur Tang (IEMS) • Dr. Alfred Ducharme (CECS and ENT) • Dr. Chengying Xu (MMAE) • Dr. Art Weeks (ECE) • Dr. Hassan Foroosh (CS) • Rob Traub (CECS Technical Support) • Don Harper (CECS Technical Support) • Pedro Cordero (CECS Technical Support) 6. Computing Facilities In addition to the central Computer Services facilities provided by the university, the College of Engineering and Computer Science maintains an impressive array of computer hardware and software. The College sponsored resources include a large central computing facility, wireless connectivity, Internet2 access, and a host of web servers. The College infrastructure is continuously upgrading and maintaining their network backbone. The Engineering I, II, and the Harris Corporation Engineering Center (Engineering III) buildings are fed from 1 Gbps optical interconnects from the main university backbone. The College, in conjunction with UCF Computer Services, operates a wireless network throughout the entire Engineering I , II, and III buildings and facilities. The College is equipped with topof-the-line hardware and software for managing the wireless LAN, which consists of more than 30 Wireless Access Points located in specific locations throughout the buildings for optimal reception. The College operates many computerized laboratories and classrooms. One such room is located in Engineering I Room 428. This computerized classroom has 40 Intel based PC systems, including the instructor’s console system, each with a Intel Pentium 4 CPU, 3.2Ghz microprocessor, 1014MB RAM, 16 MB ram video Card, 80 GB hard drive, DVD+/- RW, 17” LCD Monitor, SoundMAX Integrated Digital Audio, and a 100 Mbps network card. The classroom has a Lexmark Optra-R+ printer and a UMAX 2000P scanner located next to the instructor’s console. The instructor’s system is connected to a ceiling mounted projection system capable of projecting graphics with a resolution up to 1024 x 768 onto a front-room mounted projection screen. When needed the instructor can write on a wall-mounted white board. The software installed with each system includes the following: Operating Systems (OS) with Windows XP and Vista; MS-Office 2003; Adobe Acrobat and Creative Suite, Dreamweaver, MatLab 2007a; MathCad 14; AutoCad 2008; Solidworks; Pro/E; MS-Visual Studio; JGrasp; Netbeans; OpenOffice; MS-Publisher; Mozilla Firefox; Internet Explorer (IE 7.0); etc. The room is used for regularly scheduled classes and laboratories, software training, software hands-on workshops, and seminars conducted by college faculty. The CECS Harris Computer Laboratory (Harris Lab) opened its doors to Engineering and Computer Science students in August 2001. It is one of the most advanced student computer BSET ABET Self Study - Criterion 7 – Page 6 resources at the University of Central Florida. The Harris Lab is described in more detail elsewhere in this section 7. Additions/Replacements Made Since 2002 New upgrades for Engineering I and II include: Computer systems, network, printers and other devices (scanners, terminals, etc) at $400K+. The new Harris Corporation Engineering Center (Engineering III) has top-of-the line multimedia equipment for classrooms; seminar rooms; 2 large server rooms with one dedicated to Clusters and Access Grids and another to department and individual research servers; 3D CAVE for advanced 3D simulation, and 3D programming classes; new computers, servers, network devices (IP Phones, routers, Wireless APs, etc), and printers for ENGR III at $1M+. (Harris Corporation [NYSE: HRS], an international communications technology company headquartered in Central Florida, gifted the UCF College of Engineering and Computer Science with a $3 million donation in 2005. The gift, along with an additional $3 million in state matching funds, was used to equip research laboratories in the new four-story, Harris Corporation Engineering Center [Engineering III building]). In addition to the above computer-related equipment, another $1M has been invested in projects and facilities such as an RF Microwave lab, Power Electronics Lab, ESD Protection of Microchips project equipment, and Architecture & VLSI Lab, special power supplies, scopes, meters, and test equipment. B. University Resources and Support 1. University Computing Facilities for Instruction and Research The university’s network plays a central role in linking students, faculty members, and staff members with learning and information resources and with each other. Beginning with a 10Gbps (ten gigabits, or billions of bits per second) core, the UCF network fans out with 1Gbps connections to academic and administrative buildings, and then to 10-100Mbps connections to faculty and staff desktop computers, all residence hall rooms (one port per student), public spaces, computer labs, the library, the Student Union, and all regional campus sites. Overlaying this wired network infrastructure is a wireless network that serves all academic and administrative buildings and many outdoor areas with 10Mbps 802.11b and 54Mbps 802.11g service. The UCF network is a “converged” network, in that it supports access to data, voice (voice over IP), and video (H.323) services. External connections to the UCF network include the commodity Internet, Internet2, and Florida LambdaRail, a 10Gbps research and education network. Through these connections, UCF students, faculty members, and staff members have access to global learning and information resources. UCF research centers have addressed high-performance computing needs through the development of parallel processing clusters. The Institute for Simulation and Training and the School of Computer Science currently employ three such parallel clusters dedicated to research in parallel and distributed computing: a 16-node, 32 processor Beowulf cluster, a 192-node cluster located at the institute, and a 192 node cluster located at the Science and Technology Testing Center. The Institute for Simulation and Training is currently installing a new two teraflop high performance computer that will be made available to campus researchers. BSET ABET Self Study - Criterion 7 – Page 7 Central Academic Computing Support provides resources and services to support student access to and use of technology. Public computer labs provide access and support to students for UCFspecific applications and all major computer applications. Currently, there are twenty public access labs with a total of 1,047 computer workstations, and 148 department-specific labs with a total of 2,565 computer workstations located on the main and regional campuses. Unix computing is available in all public-access labs for programming and statistical computing. Access is obtained by using CygwinX to connect to the Olympus Sun Unix server. All labs are connected to the campus network. Lab assistants also provide backup Help Desk telephone support during evening and weekend hours. Access for students with disabilities is available in each lab. 2. Library The main University Library has a collection of over 1.8 million volumes, including 13,000 current serial subscriptions. UCF is a partial depository for both United States and Florida government publications. The library selects materials that support curricula and research needs of the students and faculty. These materials include books, manuals, and journals and magazines. • The UCF Libraries acquired more than 4,900 books during fiscal years 2001-2002 through 2005-2006. In addition, the library provides access to over 13,000 current periodicals and 377 databases. • Table 7-1 shows a view of library acquisitions for the College of Engineering & Computer Science. A list of acquisitions for the noted period that support these programs is included as an addendum to this report. • Table 7-2 shows the resources available at the UCF library for the College of Engineering & Computer Science. • All engineering technology materials are housed in the main library. They are arranged by the Library of Congress (LC) classification in open stacks. Books and bound journals are inter-shelved together by LC classification. Online databases can be accessed in the library or at any computer terminals on campus. For off campus access, online databases are accessed through EZproxy for authentication. • The library is open to all students, faculty, staff, and members of the community. The library is open seven days, 105 hours a week. These hours are extended during final examination week. Reference assistance is provided 76 hours per week. Quick reference is available through the “Ask a Librarian” service using one of the following services, telephone, live chat, or email. The library is an open stack. Most services are available when the library is open. Interlibrary loan office is open till 5 pm, MondaysFridays but request for books, articles, and proceeding papers not held at UCF is available online, 24 hours a day from the Interlibrary Loan homepage. The library’s seating capacity is 1,750. BSET ABET Self Study - Criterion 7 – Page 8 • The Reference Department Staff includes 12 librarians, 3 Senior Library Technical Assistants, an office manager, and a number of student assistants. Along with the librarians in Reference Department also four Information Literacy & Outreach (ILO) Librarians serve at the Reference Desk. The Reference Department Staff are available to the engineering unit in the same manner they are to all units of the university. Reference librarians assist faculty and students with searching and interpreting ALEPH, the online library catalog, which serves as the OPAC for the SUS libraries. Faculty and students may make appointments with a librarian through Research Consultations for in-depth conferences for research assistance and online searches. Faculty may also request for a specialized library instruction for their classes. Two state-of-the-art instructional classrooms are available for customized hands-on library instruction. Quick reference service is available through the “Ask a Librarian” Service using one of the following services, by telephone, live reference chat, and by email. • One librarian with collection development responsibilities in Engineering Technology (ET) is assigned primarily to assist the ET unit. This librarian serves as a liaison and works with the faculty representative from the department for the selection of materials to support curricula and research needs. Also, the approval plan assures that appropriate and current books are received in a timely manner. These books are shipped as published according to a profile developed by the liaison and faculty representative, are available for faculty review, and retained for the library, or returned if they are not deemed suitable for the collection. The OCLC WorldCat collection analysis tool and the North American Title Count (NATC) are used to compare the UCF engineering collection with those of selected peer libraries. Results guide the selection of materials to fill in gaps in the collection. The library has access to IEEE Xplore, which provides full-text access to IEEE/IEE transactions, journals, magazines and conference proceedings published since 1988 and all current IEEE Standards, a standing order for all SPIE proceedings, and access to the NTIS Database through Cambridge Scientific Abstracts. During 2006-2007, IEEE was accessed 39,342 times and Engineering Village/Compendex 26,865. ACM was searched 8,744 times. • There are 53 FTE librarians in the library. All librarians have a minimum of a Master in Library Science degree. In addition, others possess certain degrees of subject specialty such as a Master’s degree, or have substantial experience in the field. • Examples of training workshops provided by library staff in 2007 for CECS faculty and students include: o “Overview of Library Resources and Services” for Engineering Graduate Students, 08.28.2007, 10:00a.m.-11:00a.m. o “Overview of Library Resources and Services” for New Engineering and Computer Science Faculty, 09. 04.2007, 2:00p.m.-3:00p.m. • The library staff supports faculty in preparing their portfolio for tenure and promotion. InfoSource supports the College of Engineering & Computer Science faculty members. The faculty receives the total number of citations and a list of the most cited items in a results letter. This service is always available to all faculty members. BSET ABET Self Study - Criterion 7 – Page 9 • Other learning resources include: United States document depository collection; Florida documents depository collection, U.S. patents, 1790+, and Florida Geological Survey quadrangle maps. Videotaped classes from the Florida Engineering Education Delivery System (FEEDS) through 2006 are available for viewing in the Library as well, current content is online. There are several important written materials in the historical development of engineering and technology, with major emphasis on engineering education. They are available for library use only in the Special Collections section of the library. • Library’s role in supporting UCF’s SACS QEP plan on Information Fluency: UCF was initially accredited in 1970 by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) and was last reaffirmed in 2006 as a Level 6 institution (4 or more doctoral degrees). UCF received the full accreditation by SACS without any interim report requirements, a status not often achieved by many large institutions. (UCF is the sixth largest university in the nation in terms of student enrollment). As part of the SACS re-affirmation in 2006, UCF is required to submit a Quality Enhancement Plan (QEP) based on the self-selected theme of Information Fluency. What if? A Foundation for Information Fluency is a pilot effort to establish a foundation for information fluency at UCF. The process of choosing and developing the QEP involved all appropriate constituencies across the UCF campuses including academic and library faculty, administrators, professional staff, and students. Funding will total more than $4 million over the life of the QEP initiative, with almost $3 million in new funds and over $1 million of in-kind funding. • The library supports the university's SACS QEP plan on Information Fluency by: o Providing support to all faculty and programs that have received grants designed to increase information fluency skills of students. o Designating an Information Literacy Librarian, Andy Todd, to provide weekly hours at the Faculty Center for Teaching and Learning (FCTL) to support faculty information fluency projects. o Designing and creating online Information Literacy modules to be used by faculty and students to increase their information literacy skills. • Self-assessment: The Library’s most important strength is a quality collection developed in partnership between faculty and librarians. Funding has permitted acquisition of significant new materials to support graduate programs. The Library is now routinely included in planning for funding new programs. • Students in the College of Engineering & Computer Science consistent rate the quality of the library services positively as shown in Table 7-3. BSET ABET Self Study - Criterion 7 – Page 10 Table 7-1: College of Engineering & Computer Science Library Acquisitions 2006-07 $6,107,793 $669,139 2005-06 $5,582,758 $586,719 2004-05 $5,226,595 $526,944 2003-04 $5,030,670 $530,354 2002-03 $5,501,054 $588,688 2001-02 $5,101,297 $505,272 Engineering Reference and Regionals Civil & Environmental & Construction Monographs Online Periodicals Print Periodicals $14,801 $45,757 $15,658 $12,378 $41,875 $17,895 $11,266 $38,558 $19,838 $8,345 $2,686 $51,331 $20,014 $0 $53,705 $13,915 $0 $50,669 Computer Monographs Online Periodicals Print Periodicals $38,809 $54,530 $19,643 $1,635 $12,765 $7,860 $141 $10,097 $11,290 $9,341 $11,974 $19,739 $5,148 $9,640 $28,513 $4,334 $0 $25,568 $45,716 $91,995 $0 $60,194 $21,281 $84,995 $0 $74,911 Total Library Expenditure Total Engineering Expenditure Electrical Monographs Database (IEL)* Online Periodicals Print Periodicals $36,790 $41,268 $36,000 $163,947 $16,407 $155,259 $16,058 $149,844 $21,448 $36,063 $97,995 $2,665 $61,139 Industrial Monographs Online Periodicals Print Periodicals $12,627 $9,002 $20,729 $12,322 $9,003 $18,460 $7,647 $7,652 $16,525 $8,100 $0 $22,783 $13,732 $0 $21,326 $9,859 $0 $20,034 $13,169 $116,078 $55,583 $19,193 $105,045 $53,176 $15,047 $96,400 $52,113 $18,094 $15,295 $102,300 $35,037 $0 $119,742 $21,497 $0 $102,151 $26,345 $5,752 $3,512 $22,980 $4,230 $3,176 $18,830 $3,998 $4,254 $22,979 $0 $8,867 $25,125 $0 $9,066 $24,111 $0 $8,163 $32,141 $5,996 $30,658 $49,735 $43,784 Mechanical (Includes Aerospace) Monographs Online Periodicals Print Periodicals Technical Monographs Online Periodicals Print Periodicals Engineering Reference and Regionals *2004/05 became part of online periodicals 2001-2004 extra funding for Materials Science MS/PhD BSET ABET Self Study - Criterion 7 – Page 11 Table 7-2: Engineering & Computer Science Resources Available at UCF Library GENERAL DATABASES Compendex Web from Engineering Village Engineering Index Applied Science and Technology Web of Science SPECIALIZED DATABASES AEROSPACE SCIENCES Aerospace & High Technology Database EARTH & ENVIRONMENTAL Biological Abstracts Biotechnology & Bioengineering Abstracts Chemical Abstracts Environmental Sciences & Pollution Mgmt Geo Ref TOXLINE Water Resources Abstracts Environmental Engineering Abstracts Toxicology Abstracts MECHANICAL ENGINEERING Mechanical Engineering Abstracts Mechanical & Transportation Engineering Abstracts ELECTRICAL, ELECTRONICS & COMPUTER TECHNOLOGY Computer & Information Systems Abstracts Encycl. of Electrical & Electronics Engr. IEEE Xplore Internet & Personal Computing Abstracts INSPEC Computer Database MATERIALS SCIENCE Advanced Polymers Abstracts Aluminum Industry Abstracts Ceramic Abstracts/World Ceramic Abstracts Copper Data Center Databases Corrosion Abstracts Engineered Materials Abstracts Materials Business File Materials Research Database METADEX Solid State & Superconductivity Abstracts WELDASEARCH MULTIDISCIPLINARY FULL TEXT SCIENCE EJOURNALS ACM Digital Library American Chemical Society American Institute of Physics American Mathematical Society Journals Emerald Library (MCB University Press) Science Direct (Elsevier) Springer LINK Wiley InterScience INDUSTRIAL ENGINEERING AND MANAGEMENT SYSTEMS International Abstracts in Operations Research ABI Inform BSET ABET Self Study - Criterion 7 – Page 12 Table 7-3: College of Engineering & Computer Science, Graduating Seniors Survey Please indicate the QUALITY of the Library services you received. COLLEGE QUALITY 1 Percent Positive 8.1 Visit Main Campus Library 8.2 UCF Electronic Library Resources 8.3 UCF Library @ Brevard, Daytona, or South Orlando 2002-03 2003-04 2004-05 2005-06 2006-07 Avg. # 2 All Respondents 95.2% 96.3% 96.4% 97.9% 97.5% 682 90.7% 92.7% 90.4% 92.3% 89.8% 465 93.5% 92.1% 83.6% 94.3% 85.2% 60 1 % Responded "excellent," "very good," and "good" (response choices were excellent, very good, good, fair, poor) 2 Number of students averaged over 5 years who responded to this item by choosing either "excellent," "very good," "good," " fair," or "poor." BSET ABET Self Study - Criterion 7 – Page 13 C. Major Instructional and Laboratory Equipment 1. 201- ENGR II - Harris Computer Laboratory (i) Staffing and Support Services The Harris Computer Laboratory opened its doors to Engineering and Computer Science students in August 2001. Two students are seated throughout the hours of operation of the lab at the Harris Laboratory Student Monitor Help Desk (SMHD) to offer advice and help to those students that need it. The CECS Computer Support team, located behind the Harris Computer Lab, fully maintains and supports the facilities. (ii) Access The Harris lab is open Mondays thru Fridays, from 8AM to 8PM ; Saturdays and Sundays from 9AM to 6PM. The college operates a smartcard and database controlled building access system, which replaces the traditional keyed door locks throughout the Engineering I and II buildings. This system assists in managing access to each and every door in the buildings and providing for transaction logs in each and every door, for a more secure work place. It also has other features for a more reliable and modern system that can be managed with the touch of a button. The smart card key contains an integrated circuit in it that can save account and access information for each individual key user. This information helps trace each and every user in the system. (iii) Description of Equipment The Harris lab is 5,000 square feet and has equipment valued at $250,000. The main resource for students is 30 Dell PC systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel microprocessors, 1GB RAM memory modules, 256 MB Video Cards, 80 GB hard drives, SoundMax Integrated audio, and a 100 Mbps Network Card. In addition, the laboratory has a HP Laserjet B&W 9000 and a HP Laserjet 4650 Color volume, and one HP-5000 LaserJet Printer, which provides for both black and color high-resolution document printing. It also has a sunray terminal system, which includes 80 sunray terminal clients and 2 sun servers that connect thru Windows Terminal Services to 4 Dell PowerEdge 2650 servers. The Harris Computer Laboratory is one of the most advanced student computer resources at the University of Central Florida. Some of the software packages provided by the College and installed on each system include: MathCad 14, MatLab 2007a, AutoCAD 2008, MS-Office 2003, MSVisual Studio, Internet Explorer, Firefox, Pro/E, Solidworks, Visio, etc. At the Lab Monitor desk, there are several useful peripheral devices which include 2 digital scanners that provide full color digital scanning, a couple of digital senders to provide document scanning for rapid electronic email capabilities, and 1 Fujitsu M4099D black and white High Volume Image scanner with a SCSI interface, a 1000 page loading tray, capable of scanning up to 24 pages per minute. These resources are there to offer needed capabilities to Engineering and Computer Science students and are controlled from the Lab monitor desk. The Harris Computer Laboratory also offers a separate area for students that have laptops capable of connection to the CECS wireless LAN, as well as two areas for studying. Located at the back of the Harris Computer Laboratory is the server control room, which contains 3 Dell server racks with 25+ servers (Sun, Dell, Apple), to provide services for the Harris Lab, CECS Administration and other college services (Web, etc). The control room also provides a quiet BSET ABET Self Study - Criterion 7 – Page 14 area where CECS network support personnel perform their maintenance and server administration functions. (iv) Harris Seminar Room The Harris Seminar Room is located at the rear of the Harris Computer Laboratory and has 20 Dell Intel based systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel microprocessors, 1GB RAM memory modules, 256 MB Video Cards, 80 GB hard drives, SoundMax Integrated audio, and a 100 Mbps Network Card. The room includes a state-of-theart instructor’s console that contains a VCR for video capabilities, and a computer system (PC) that is linked to a ceiling mounted projection and sound system. The software and hardware used in the seminar room are similar to those used in the main laboratory. The seminar room is used for special seminars, lectures, training and demonstrations for which the computers can be specially configured easily for each use. This room is not scheduled for classes so that its availability may be provided to the faculty and staff throughout the semester. In conjunction with faculty needs, outside companies and instructors can rent and use this room to offer training and workshops. (v) Safety Safety policies for the Harris Lab are: Safety Do NOT plug one power strip into another. Do NOT use extension cords. Do NOT place any object within 18 in. of the ceiling. Do NOT lift more than you can handle. Do NOT prop lab doors open. Do NOT clutter walkways. Do NOT remove college property from the lab. Evacuation In the event of a fire or other emergency requiring evacuation, please take your coat and/or purse and immediately leave the building using the stairs at either end of the building. Emergency In case of emergency contact campus police at (407) 823-5555 or dial 911. First Aid kits can be found in rooms 246, 346, and 435. Ergonomics There are ergonomics evaluation checklists available for workstations and laboratories. Software Copyrights At no time should software belonging to UCF be copied and transferred to other computers. Several sets of data that are used within the group, have limited site licenses and cannot be copied or used for any other purposes other than those intended here at UCF. BSET ABET Self Study - Criterion 7 – Page 15 (vi) Additions/Replacements Made Since 2002 The college replaced all Dell GX1100 computers (1Ghz Processor, 512MB RAM, etc) with 40 new Dell Optiplex SX280 (3.4Ghz Pentium 4 Processors, 1GB RAM, etc) at a cost of $45K+; and 80 Sunrays terminal servers and 2 sun servers that connect thru Terminal services to 4 Dell PowerEdge 2650 servers, $120K+. The college is also in the process of upgrading the memory for all Dell Optiplex computers to 2GB RAM at a cost of $10K+. 2. 101- ENGR II - Manufacturing/R & D Shop (i) Staffing and Support Services The Advanced Manufacturing Laboratories offer more than 6,000 sq. ft. for machining, fabricating, prototyping, and measuring equipment. These laboratories are jointly operated by the Mechanical, Materials, & Aerospace Engineering Department, the Engineering Technology Department, and the Industrial Engineering & Management Systems Department. They serve as a teaching-learning Center where engineering students can design, build, fabricate, measure, and test products, developing skills reinforced by hands-on experience. In courses supported by the Center, students learn the significance of engineering specifications, design, and methods needed for precision in manufacturing. Students use the facility to design, specify, prepare and fabricate senior design projects. For example, the shop provides support to student projects in design, to student professional society competitions such as the Mini-Baja vehicle and the human powered vehicle and to experimental research. It also is used for the teaching of EIN 4391C, Manufacturing Engineering, a three credit approved elective course with approximately 75 students per semester and limited to fifteen students in the lab at a time necessitating multiple lab sections. This CECS facility is supervised by an Electrical Engineer with 40 years experience in manufacturing, metal fabrication, and machine work. (ii) Description of Equipment The facility is also a R&D Center where skills and industrial machinery can be demonstrated. Equipment valued at $800,000.00 is housed in the Center. The equipment list is as follows: I. II. III. IV. V. VI. VII. VIII. IX. X. Manual lathes (quan. 5): Allows a range of working diameters from .05” to 12”, and 6 ‘in length. EDM (electrical discharge machine): used for student teaching in Manufacturing Engineering Class on student required projects. Manual Mill (quan 3): Student use for project use, senior design and class instruction. CNC 4 axis VMC – Vertical machining center. (quan 2): Research support, student project fabrication and support of university wide projects, including Physical Plant.. CNC lathe: Support for student teaching and university wide projects. Welding equipment, Arc, Tig, and gas available. Starrett Rapid Check 2 CMM, full range of calipers and micrometers, PC based CAD stations with graphics to CNC software. Saws include; Chop saw (quan 2): vertical Band Saw: (quan 2): Horizontal Saw: (1) Grinding capabilities: Surface grinder: (quan 2): Automatic X-Y grinder. Full software support of graphic import to part fabrication in house. BSET ABET Self Study - Criterion 7 – Page 16 The Advanced Manufacturing Center, Room 101, is located adjacent to the Rapid Prototyping Lab and the Metrology Lab operated by the Industrial Engineering and Management Systems Department. These labs are equipped with stereolithography and thermojet rapid prototyping equipment and advanced surface measurement equipment. The above named facility supports all university activities from departments located through out the campus. Small business is also welcomes to avail them selves of the expertise and equipment of the Manufacturing center. The University of Central Florida Manufacturing Area is also certified to teach Feature CAM software, in conjunction with, EGS (Engineering Geometry Systems). (iii) Safety State Fire Marshall safety inspections, in the Manufacturing area, are conducted routinely four times a year. The inspection schedule for other labs in the university is a maximum of two times a year. On site UCF Health and Safety inspections are conducted at random times through out the year. This redundant policy of inspection, allows potential safety problems to be immediately resolved and corrected. A University wide safety manual is also issued to anyone needing access to the area and students doing any type of work in the shop area. BSET ABET Self Study - Criterion 7 – Page 17 CRITERION 8. SUPPORT A. Program Budget Process and Sources of Financial Support....................................2 B. Sources of Financial Support.......................................................................................2 C. Adequacy of Budget .....................................................................................................2 D. Support of Faculty Professional Development...........................................................2 E. Adequacy of Equipment...............................................................................................3 F. Adequacy of Support Personnel and Institutional Services......................................3 G. Program Advisement ...................................................................................................3 BSET ABET Self Study – Criterion 8 – Page 1 A. Program Budget Process and Sources of Financial Support Budgeting of all academic programs at University of Central Florida is done through a model that is driven by student credit hour generation and is called the Pegasus Model. This model sets a standard for the amount of funds received from the University to each college based on the SCH generation of the College. Factors for different salaries of faculty in the colleges, and for lower level, upper level, and graduate SCH generation are applied to the model. Pegasus funding supplies the college with a base budget. A modified version of the Pegasus model is then used by the College to allocate funding to the individual academic departments. This becomes the base E&G budget for department funding. Additional funding for faculty members are supplied by branch campus funding. This funding is supplied in exchange for delivery of programs and courses to the branch campuses. B. Sources of Financial Support In addition to the funding supplied through the budgeting process described above, additional funding is provided through contracts and grants (C&G). When a contract or grant is funded, the faculty member receives a portion of the overhead (typically 43% is the overhead rate). This portion typically runs between 5 and 10% of the overall grant funding. C. Adequacy of Budget The current budget does not provide sufficient funds for department operation and faculty travel. The University, does however, provide programs to assist faculty with travel funds. In addition, faculty can use funds from research overhead to fund travel and to purchase items required by the faculty. The expenditures of operational funds are to provide OPS support to faculty for classes and ensure all equipment and classroom needs are met. D. Support of Faculty Professional Development All faculty members in the program have terminal degrees. As such the expectations for professional activities are the generation of publications and the presentations of those publications at conferences at the National and International levels. This has resulted in presentations of papers at peer reviewed conferences, and journal papers. Financial support for faculty travel is minimal, and increased faculty financial support would result in more opportunities for attendance and presentation at conferences. Faculty that have active funded research have had more opportunity to travel and present at conferences. To provide opportunities for professional development there are many opportunities within the University, many of which ENT faculty have taken full advantage. The lecture series presented by the engineering departments (Civil, Mechanical, and Electrical Engineering all have regular BSET ABET Self Study – Criterion 8 – Page 2 invited speakers to campus) provide the opportunity to meet and learn from internationally recognized leaders in each of those fields. The University operates a faculty professional development organization called the Faculty Center for Teaching and Learning (FCTL). The FCTL mission is to support excellence in teaching and learning, successful research, creative endeavors and the professional fulfillment of faculty and staff in the local and global environment. The website contains detailed information about the FCTL services (http://www.fctl.ucf.edu/) E. Adequacy of Equipment Equipment needs are identified by the individual faculty and report to the program coordinator. Program coordinators list equipment needs to the department chair who prioritizes needs and obtains funds to meet these needs. Faculty can also directly fund equipment needs through University equipment grants, which allow faculty to go through a competitive process to obtain special equipment to support research and classroom needs. ENT faculty members have been successful in securing equipment through this program. To date all equipment needs are being met for the department. There is equipment that is desired to improve instruction and access to classes. Funding for this equipment is attempted on an annual basis, and typically these equipment needs are met within a few years. F. Adequacy of Support Personnel and Institutional Services College support personnel and level of support for classroom needs has been excellent. Department support consists of one full time technician (Larry Bales), one full time office manager (Ronee Trantham) and two part time clerical assistants (June Wingler, Andrea McClure). Support personnel are able to supply all needed support functions. It is recognized that having a single full time office clerical support person does represent a significant risk in maintaining the level of service and all necessary clerical needs. G. Program Advisement The department has an individual Industrial Advisory Board for each of its three academic programs. Each of these three IAB’s has the mission of advising the department in respect to the needs of the graduates. The IAB reviews objectives and outcomes, curriculum, and department operation. The IAB is made up of selected members of the industrial community that hires program graduates. Each program IAB is made up of 8-12 members and meets each academic semester (Fall and Spring). BSET ABET Self Study – Criterion 8 – Page 3 CRITERION 9. PROGRAM CRITERIA There are no specific BSET program criteria as described in the Program Outcomes section in Criterion 2. BSET ABET Self Study – Criterion 9 – Page 1 APPENDIX A – COURSE SYLLABI ENT Core: • • • • • • MAP 3401 ..................................................................................................................3 ETG 3541 ...................................................................................................................7 ETI 4448...................................................................................................................10 ETI 3671...................................................................................................................14 ETI 3116...................................................................................................................17 ETI 4635...................................................................................................................20 Lower-Level Common (except for Geomatics): • • • CET 2364 .................................................................................................................23 EST 3543C ...............................................................................................................26 EET 3085C...............................................................................................................30 Upper-Level Required (Operations): • • • • • ETI 4640...................................................................................................................33 ETI 3690...................................................................................................................36 ETI 4186...................................................................................................................39 ETI 4700...................................................................................................................42 ETI 4205...................................................................................................................46 Upper-Level Required (Design-Mechanical): • • • • • EST 4502C ...............................................................................................................49 ETG 3533C ..............................................................................................................52 ETI 3421...................................................................................................................55 ETM 4220 ................................................................................................................58 ETM 4512C..............................................................................................................61 BSET ABET Self Study – Appendix A – Page 1 Upper-Level Required (Design-Construction): • • • • • • ETG 3533C ..............................................................................................................52 ETC 4206 .................................................................................................................64 ETC 4241C ..............................................................................................................68 ETC 4242C ..............................................................................................................73 ETC 4414C ..............................................................................................................78 ETC 4415C ..............................................................................................................82 Upper-Level Required (Space Science): • ETI 4381...................................................................................................................86 • EMA 4103 ................................................................................................................89 • ETI 4835...................................................................................................................92 • ETM 4220 ................................................................................................................58 • ETI 4838...................................................................................................................95 • ETI 4836...................................................................................................................98 Upper-Level Required (Gemoatics): • SUR 3331................................................................................................................101 • SUR 3530C.............................................................................................................103 • SUR 3641................................................................................................................106 • SUR 4402................................................................................................................108 • SUR 4531................................................................................................................110 • SUR 4932................................................................................................................112 Upper-Level Common: • ETD 3350C ............................................................................................................115 • ETG 4950C ............................................................................................................118 BSET ABET Self Study – Appendix A – Page 2 MAP 3401 – Problem Analysis Standard Course Outline (Updated: Spring 2008) Catalog Description: Goals/Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbook: References: MAP 3401 – Problem Analysis – 3(3,0). Application of Calculus in Solving Engineering Technology Problems. This course will reinforce calculus concepts learned earlier and introduce additional techniques to better provide the Engineering Technologist with mathematics skills for use throughout his or her professional career. CO1 • Students will have the capability to solve complex numbers and linear algebra problems. CO2 • Students will have the capability to apply and implement the concepts of limits and derivatives. CO3 • Students will have the capability to implement integration techniques in engineering applications. CO4 • Students will be able to analyze series and perform series expansions. CO5 • Students will have the capability to classify, formulate, and solve first and second order ordinary differential equations. MAP3401 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X CO2 X X X X CO3 X X X X CO4 X X X X CO5 X X X X - Ewen, Gary, and Trefzger, Technical Mathematics with Calculus, Prentice Hall, 2005, ISBN: 0-13-048822-4. - R. Silverman, Essential Calculus with Applications, Dover, New York, 1989, ISBN: 0-486-66097-4. Packed and Wagon, Animating Calculus, Springer-Verlag, Santa Clara, CA, 1997, ISBN: 0-387-94748-5. BSET ABET Self Study – Appendix A – Page 3 Topics Covered: Computer Usage: Laboratory Exercises: - Complex Numbers - Matrices - The Derivative - Applications of the Derivative - Derivatives of Transcendental Functions - Partial Derivatives - The Integral - Applications of Integration - Methods of Integration - Double Integrals - Series - First Order Differential Equations - Second Order Differential Equations Computer software such as MathCAD will be used for solving complex numbers, linear algebra, series, and calculus problems. Homework will be assigned on a weekly basis in the form of math exercises following the course material. A computer lab will be made available for weekly tutoring sessions with the instructor and students. Required Equipment: Computer. Access to the Internet. Access to WebCT. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: • CO1: Homework and Traditional Exams. • CO2: Homework and Traditional Exams. • CO3: Homework and Traditional Exams. • CO4: Homework and Traditional Exams. • CO5: Homework and Traditional Exams. All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. BSET ABET Self Study – Appendix A – Page 4 Additional Course Information, Policies and Expectations: Exams Excusal from Course Assignments and Exams Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments must be submitted via WebCT, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Attendance is mandatory not only by university regulations but also by new immigration policies. All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date BSET ABET Self Study – Appendix A – Page 5 Makeup Assignments and Examinations Course Coordinator: and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Eduardo Divo, Assistant Professor, [email protected] BSET ABET Self Study – Appendix A – Page 6 ETG 3541 – Applied Mechanics Standard Course Outline (Updated: Spring 2008) Catalog Description: Goals/Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbook: References: Topics Covered: ETG 3541: Applied Mechanics -3 (3,0) Coplanar, parallel, concurrent, and non-current force systems. Centroids, CG's, moments of inertia. Principles of dynamics, rectilinear motion and rotation, work, energy, power, impulse, momentum, and impact. Students will develop an understanding of engineering mechanics, including vector mathematics, static equilibrium, analysis of structures (trusses and frames), kinematics, and basic kinetics principles. CO1 • Students will have a thorough understanding of trigonometry and vectors and their applicability to engineering mechanics CO2 • Students have proficiency in analyzing 2D engineering structures, including trusses and frames, and in the determination of reaction forces CO3 • Students will have an understanding of the application of static equilibrium to 3D parallel and coplanar force systems CO4 • Students will have an understanding of kinematics for general plane motion applications CO5 • Students will have proficiency in kinetic analysis of dynamic systems using both inertia (Newton’s 2nd Law) and work-energy methods ETG 3541 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X X CO2 X X X X X X CO3 X X X X X CO4 X X X X X CO5 X X X X X Keith M. Walker, "Applied Mechanics for Engineering Technology," 7th Edition, 2000, Prentice Hall (ISBN: 0-13-093375-9). R.C. Hibbeler, Engineering Mechanics-Statics and Dynamics, 11th Edition, Prentice Hall Publishing Company, 2006. Beer, Johnston, and Clausen, Vector Mechanics for Engineers - Dynamics, 8th Edition, McGraw-Hill, 2007. Math Review Forces and Vectors Moments and Couples Equilibrium Structures and Members Friction Centroids and Center of Gravity Moment of Inertia Kinematics Place Motion Kinetics BSET ABET Self Study – Appendix A – Page 7 Computer Usage: Laboratory Exercises: Required Equipment: Work, Energy, and Power Students are required to use internet for assignments and submissions. No laboratory component to this course. Computer and internet access is required to view course assignments and announcements on WebCT. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Weekly Homework Problems and Traditional Exams. • CO2: Weekly Homework Problems and Traditional Exams. • CO3: Weekly Homework Problems and Traditional Exams. • CO4: Weekly Homework Problems and Traditional Exams. • CO5: Weekly Homework Problems and Traditional Exams. Grading Objections: Course Policies: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of and Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for Ethics: further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. WebCT and e-mail will be used to communicate with students and disseminate Additional materials and assignments throughout the course. So LIVE and FEEDS students Course should check WebCT and their e-mail at least once per day. Information, Policies and Reading assignments are to be completed prior to class discussion. The Expectations: example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances • All assignments are due on or BEFORE the scheduled due date and time. Course Assignme Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. nts • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been BSET ABET Self Study – Appendix A – Page 8 designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be taken in class or at a local UCF campus/testing center. Both the instructor and testing center must be notified of the location of where the student will take the exam with at least one week notice. Online exams may be possible for distance students with prior arrangement. Any questions about the exams should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 48 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments or exam given, except in the cases listed above. Course Coordinator: Instructor: Kevin Erhart Email: [email protected] BSET ABET Self Study – Appendix A – Page 9 ETI 4448: Applied Project Management Standard Course Outline (Updated: Spring 2008) Catalog Description: ETI 4448: Applied Project Management –3(2, 2). Course includes statement of work, milestones, activity decisions, timelines, scheduling, and resource allocation methods. The course will examine projects within the framework of planning, organizing, managing, and control. Techniques are appropriate for a full range of management approaches including large and small projects within commercial, academic, or non-profit organizations. The course is applications oriented using Microsoft Project 2003 or 2007 as a tool to assist in applying the project techniques. To provide students with an understanding of managing or participating in a project Goals/Objectives of the course: CO1 Course • Outcomes: Students will have the capability to apply fundamental concepts of project management CO2 • Students will be able to use project management tools. CO3 • CO4 • Relationship to BSET Program Outcomes: Textbook: Students will be able to identify project risk and uncertainty. ETI 4448 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X X X X CO3 X X X X CO4 X X X X X • • References: Students will be able to function as project management team member. - Wysocki, Robert K. Effective Project Management: Traditional, Adaptive, and Extreme. Fourth Edition. Wiley Publishing, Inc. 2003. ISBN: (978-0-470-04261-8) Applied Project Management , Best Practice on Implementation, by Kerzner, Wiley, ISBN (0-471-36352-9) BSET ABET Self Study – Appendix A – Page 10 Topics Covered: • • • • • • • • • Computer Usage: Overview and background Organizational structure Project planning Project organization Network scheduling Computer use Managing the project Controlling Case studies o o o o o Electronic mail Word processing WebCT Visio 2003 or 2007 Microsoft Project 2003 or 2007 Laboratory Exercises: Replacement for lab work actual project Required Equipment: Computer. Access to the Internet. Access to WebCT. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • Four assignment that covers all objectives • Two exams midterm and a final Team project (find project for your team to work on), result should be reported and presented All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. • Course Policies: BSET ABET Self Study – Appendix A – Page 11 Additional Course Information, Policies and Expectations: Exams Excusal from Course Assignments and Exams Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments must be submitted via WebCT, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Attendance is mandatory not only by university regulations but also by new immigration policies. All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date BSET ABET Self Study – Appendix A – Page 12 Makeup Assignments and Examinations Course Coordinator: and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Nabeel Yousef, Visiting Assistant Professor, [email protected] BSET ABET Self Study – Appendix A – Page 13 ETI 3671: Technical Economic Analysis Standard Course Outline (Updated: Spring 2008) Catalog Description: ETI 3671: Technical Economic Analysis –3(3,0). Course includes Application of principles of engineering economy for establishment of equipment and system feasibility. The course emphasize on economic evaluation of engineering alternatives. Primarily course concern is calculating project costs, incorporating interest rates, tax implications, and additional variables to assess the relative worth of engineering and generic investment alternatives. To Provide students with an understanding of analysis of cost elements in technical operations and the basis for comparison of alternatives. Goals/Objectives of the course: CO1 Course Outcomes: • CO2 • CO3 • CO4 • Relationship to BSET Program Outcomes: Textbook: Students will have the capability to Formulate and solve time value of money problems. Students will be able to identify sources of data and apply appropriate techniques to solve economic problems. Students will be able to understand the importance of making appropriate economic decisions. Students will be able to recognize the impact of engineering economics decisions in a global and societal context. ETI3671 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X X X X CO3 X X X X CO4 X X X X X • Fundamentals of Engineering Economics, (ISBN 0130307912) by Park, Chang S. Pearson, Prentice Hall Publishing, Inc. References: - Capital Investment Analysis for Engineering and Management, by J. Canada, W. Sullivan and J. White. Prentice Hall, ISBN (0-13-311036-2) BSET ABET Self Study – Appendix A – Page 14 Topics Covered: • • • • • Computer Usage: Cost accounting and time value of money relationships. Comparing mutually exclusive and independent projects. Including taxes in economy studies. Including inflation in economy studies. Risk and uncertainty. o o o o Electronic mail Word processing WebCT Excel Laboratory Exercises: Lab work is replaced by case studies that can be discussed by the class teams. Required Equipment: Computer. Access to the Internet. Access to WebCT. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • Four assignment that covers all objectives • Two exams midterm and a final Team assignment (case studies to be discussed between the team members) All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. • Course Policies: Additional Course Information, Policies and Expectations: Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. BSET ABET Self Study – Appendix A – Page 15 Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinator: All assignments must be submitted via WebCT, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Attendance is mandatory not only by university regulations but also by new immigration policies. All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Nabeel Yousef, Visiting Assistant Professor, [email protected] BSET ABET Self Study – Appendix A – Page 16 ETI 3116- Applied Quality Standard Course Outline (Updated: Fall 2007) Catalog Description: ETI 3116 Applied Quality (3 credits) Fundamentals of Industrial Quality Control, Technical Specifications, Measurement Standards, Inspection and Gaging, and Process Control Techniques. Course prerequisites: STA 2013 Goals/Objectives Applied Quality is a core class for all BSET students in the Engineering Technology Department. This course will provide students with fundamentals of Industrial Quality of the course: Control, Technical Specifications, Measurement Standards, Inspection and Gaging, and Process Control Techniques. CO1 Course Outcomes: • Students will be proficient in determining fundamentals of quality control. CO2 • Student will have an understanding technical specifications and measurement standards. CO3 • Students will have an understanding inspections and gaging techniques CO4 • Students will be able to apply Statistics Process Control tools CO5 • Students will be able to understand professional, ethical, and social responsibilities CO6 • Students will be knowledgeable about the need for engineering methods, problem solving, benchmarking, and quality systems Relationship to PO1 PO2 PPO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 BSET Program CO1 X X X Outcomes: CO2 X X CO3 X CO4 X CO5 X CO6 X Quality Control, 7th Edition. Dale H. Besterfield Textbook: ISBN 0-13-113127-3 1. Management and Control of Quality by James R. Evans and William M. Lindsay, 5th References: Edition, 2001. 2. Modern Methods for Quality Control and Improvement by Harrison M. Wadswoth, Kenneth S. Stephens, and A. Blanton Godfrey. 2nd Edition, 2001. 3. Statistics for Engineering and the Sciences by William Mendenhall and Terry Sincich. 4th Edition, 1994. 4. Introduction to Statistical Quality Control by Montgomery, Wiley, 4th Edition, 2004. 5. Quality by Donna Summers, Prentice Hall, 2003 6. Principles for Quality Control by Jerry Banks Wiley 1989 Topics Covered: Intro to Quality Total Quality Management (TQM) Continuous Process Improvement Fundamental of Statistics Central Tendency and Dispersion The Normal Curve Fundamental of Probability BSET ABET Self Study – Appendix A – Page 17 Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Library Usage: Course Assessment: Course Policies: Additional Course Information, Policies and Expectations: The Binomial Distribution The Poisson Distribution Control Charts for Attributes and Variables Acceptance Sampling Reliability concept Management and planning tools Students are required to use word processing, spreadsheets, and statistical analysis tools N/A N/A Course Grading Policies are left to the discretion of the individual instructor Students are encouraged to consult library and Internet references to aid in researching course material, complete written projects, and prepare oral presentations. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Individual Assignment • CO2: Traditional Exams • CO3: Case studies and Traditional Exams • CO4: Case studies, Traditional Exams, and Project • CO5: Case studies • CO6: Case studies, Traditional Exams, and Project Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So students should check WebCT and their e-mail at least once per day. • When sending e-mail to the instructor, please begin the “Subject:” of the message with the following: ETI<space>3136:<space> - <space> means insert a space. • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with a spreadsheet application BSET ABET Self Study – Appendix A – Page 18 (e.g., Microsoft Excel) as some assignments will require its use. Course Assignments • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be online. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: Karla Alvarado, Researcher, [email protected] BSET ABET Self Study – Appendix A – Page 19 ETI 4635- Technical Administration Standard Course Outline (Updated: Fall 2007) Catalog Description: ETI 4635 ECS-ENT 3(3,0) Technical Administration: PR: Junior Standing. Techniques of applying management principles to professional positions held by Engineering Technologists. Management functions of planning, organizing, motivating, and controlling, production, sales, and service. Fall, Spring. Goals/Objectives Technical Administration is a required course for all students in the BSET of the course: degree. This course provides an overview of the techniques of applying management principles to professional positions held by Engineering Technologists and Engineers. The management functions of planning, organizing, leading, and controlling are discussed with their role in managing technology. Course Outcomes: CO1: Define and apply the basic management functions CO2: Describe concepts, practices, and ethical responsibilities involved in the practice and management of technology. CO3: Function as a member of a team CO4: Demonstrate competence in written work CO5: Demonstrate a respect for diversity and global issues CO6: Understand the importance of lifelong learning Relationship to BSET Program Outcomes: ETI 4635 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X CO2 X X CO3 X X CO4 X CO5 X CO6 X X Managing Engineering and Technology, Lucy C Morse and Daniel L Babcock, 4th Edition, Prentice Hall. ISBN: 0131994212 Non-textbook Books covering the topics in the field and approved by the Instructor. Planning Decision Making Organizing Leadership Financial Controls Research Engineering Design Planning Production Activity Managing Production Quality Customer Project Management Ethics Textbook: References: Topics Covered: BSET ABET Self Study – Appendix A – Page 20 Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Lifelong Learning Diversity Globalization Professional Activities Students are required to use word processing, and PowerPoint N/A N/A Course Grading Policies are left to the discretion of the individual instructor Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material, complete written projects, and prepare oral presentations. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Traditional Exams • CO2: Traditional Exams and Team Project • CO3: Traditional Exams • CO4: Case studies and Traditional Exams • CO5: Team Project • CO6: Traditional Exams Course Policies: Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Additional Computer Skills/Usage Course • WebCT and e-mail will be used to communicate with students and Information, disseminate materials and assignments throughout the course. So LIVE and Policies and FEEDS students should check WebCT and their e-mail at least once per day. Expectations: • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. Course Assignments • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified BSET ABET Self Study – Appendix A – Page 21 otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written, including good English and spelling and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments, with the exception of the project, MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be live and on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments given. • There will be no makeup exams given. Course Coordinator: Lucy Morse, Associate Professor , [email protected] BSET ABET Self Study – Appendix A – Page 22 CET 2364 - System Applications in C/C++ Standard Course Outline (Updated: Spring 2008) Catalog Description: Goals/Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbook: References: CET 2364 - System Applications in C/C++ 3(3,0). Use of C language in control of system processes, DOS and BIOS interrupts, and interfacing with assembly language. Introduction to programming techniques and the C/C++ programming languages. This course will cover the basic concepts of programming, structured program organization, and the C/C++ programming languages. Topics covered will include software design and planning techniques, data types, variables, operators, control statements, pointers, functions, and basic data structures. Additionally, the course will provide an introduction to Object-Oriented programming techniques. CO1 • Students will have the capability to plan and flowchart a software development project. CO2 • Students will be able to setup a programming environment to undertake a software development project. CO3 • Students will be able to generate the C/C++ code and control structures to handle an intermediate programming project. CO4 • Students will understand and be able to implement pointers and data structures in the C/C++ programming language. CO5 • Students will be able to plan a programming project using ObjectOriented programming techniques in the C/C++ programming language. CET2364 contributes the following to the BSET program outcomes: CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X X CO2 X X X X X CO3 X X X X X CO4 X X X X X CO5 X X X X X - Deitel and Deitel. Simply C++: An Application-Driven Tutorial Approach. Pearson-Prentice Hall. - Topics Covered: Deitel and Deitel. C++ How to Program. 4th and 5th Editions. Prentice Hall. Johnston. C++ Programming Today. Prentice Hall. Hanly and Koffman. C Program Design for Engineers. Second Edition. Addison Wesley. Kerninghan and Ritchie. The C Programming Language, Second Edition. Prentice Hall. Introduction: What is C? What is C++? What is a program? Compilers and compiling. Good source code. BSET ABET Self Study – Appendix A – Page 23 Computer Usage: Laboratory Exercises: Programming Techniques: Algorithm design. Debugging. Basics: Data types. Variables. Operators. Program Flow: Control statements. Loops. Pointers (part 1): Memory organization and allocation. Addressing/Indirection. Functions: Program structure. Returning values. Passing parameters. Scope of variables. Call by reference. Call by value. Advanced Topics: Arrays. Data structures. Dynamic data structures. Object oriented programming. Microsoft Visual C++ will be provided for software development. Students will be expected to use WebCT for online assignments and tests. Computer projects will be assigned on a weekly basis in the form of programming exercises. A computer lab will be made available for weekly tutoring sessions with the instructor and students. Required Equipment: Computer. Access to the Internet. Access to WebCT. Access to a compiler. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: Additional Course Information, Policies and Expectations: • CO1: Programming Projects and Traditional Exams. • CO2: Programming Projects and Traditional Exams. • CO3: Programming Projects and Traditional Exams. • CO4: Programming Projects and Traditional Exams. • CO5: Programming Projects. All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments must be submitted via WebCT, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and BSET ABET Self Study – Appendix A – Page 24 Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinator: written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Attendance is mandatory not only by university regulations but also by new immigration policies. All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Eduardo Divo, Assistant Professor, [email protected] BSET ABET Self Study – Appendix A – Page 25 EST 3543C - Programmable Logic Applications and Device Integration Standard Course Outline (Updated: Spring 2008) EST 3543C: Programmable Logic Applications and Device Integration –3(2,2). This course presents logic fundamentals, programming technologies, integrated circuits, and number systems to operate and test systems using programmable logic protocol. Use of program control instructions and Data Manipulation with I/O instructions and addresses in laboratory exercises. Goals/Objectives To be able to understand and use Logic Controls and Programmable Technologies. To be able to design, install, and program PLCs. To have the ability to plan and of the course: conduct efficient experiments with Input/Output and Device Integration. CO1 Course Outcomes: • Students will have the capability to plan an automation process. CO2 • Students will be able to setup the input and output devices to undertake the control of an automation process. CO3 • Students will be able to generate the Ladder Logic diagrams to program the steps of an automation process. CO4 • Students will be able to integrate programmable logic technologies with the input/output devices necessary to control an automation process. CO5 • Students will have the capability to generate intermediate to advanced PLC programs that include timing, counting, sequencing, and math control. Catalog Description: Relationship to BSET Program Outcomes: Textbook: References: EST3543C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X X X X CO3 X X X X CO4 X X X X X CO5 X X X X - PROGRAMMABLE LOGIC CONTROLLERS Third Edition, (ISBN 0-07829852-0) by Frank D. Petruzella, McGraw Hill Publishing Company. - PROGRAMMABLE LOGIC PLDs AND FPGAs by R.C. Seals and G.F. Whapshott Published by McGraw Hill Publishing Company (ISBN 0-070572607). Manufacturers Documentation: Allen Bradley and others. Control Logix by Allen Bradley and Rockwell Corporation. BSET ABET Self Study – Appendix A – Page 26 Topics Covered: Computer Usage: Laboratory Exercises: Programmable Logic Controllers (PLC): Principles and Applications. PLC Hardware Concepts: I/O Modules and Specifications. CPU, Memory Design, and Recording/Retrieving Data. Number Systems and Codes: Comprehensive Review of Number Systems. Logic Fundamentals: Comprehensive Review of Logic, Hard Wired versus Programmed Logic. Word-Level Logic Instructions. PLC Programming: Processor Memory Organization. Relay Instructions and Ladder Diagrams. PLC Languages. PLC Wiring and Ladder Type Programs: Control Relays, Motor Starters, and Switches. Transducers and Sensors. Connecting Relay Ladder Diagrams into PLC Ladder Programs. Programming Timers and Counters: Instructions and Incremental Encoder-Counter Applications. Timer Instructions. Counter Instructions. Combining Functions. Program Control Instructions and Data Manipulation: I/O Instructions, Addresses, Safety, and Fault Routines. Selectable Timed Interrupts. Transfer Compare and Set-Point Control. Data Compare and Data Manipulation. Math, Sequence and Shift Register Instructions: Device Integration with Lab Applications. Industrial Processes and Data Acquisition Systems. Computer Integrated Devices and Data communications. Use of internet to perform inquiries for added information. Use of computer development software for programmable logic devices, testing of components, feedback analysis, and report preparation. Lab assignments are scheduled by topic. Logic and Boolean algebra applications, hardware setup, software configuration, logic programming, and timers, counters, and math programming, are some of the topics to be applied in Lab sessions. Required Equipment: Computer. Access to the Internet. Access to WebCT. PLC equipment and PLC programming software (available in the lab). Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: • CO1: Programming Projects and Traditional Exams. • CO2: Programming Projects and Traditional Exams. • CO3: Programming Projects and Traditional Exams. • CO4: Programming Projects and Traditional Exams. • CO5: Programming Projects and Traditional Exams. All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made BSET ABET Self Study – Appendix A – Page 27 Additional Course Information, Policies and Expectations: Exams Excusal from Course Assignments and Exams after this period has elapsed will NOT be considered, no exceptions. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments must be submitted via WebCT, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Attendance is mandatory not only by university regulations but also by new immigration policies. All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the BSET ABET Self Study – Appendix A – Page 28 Makeup Assignments and Examinations Course Coordinator: instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Eduardo Divo, Assistant Professor, [email protected] BSET ABET Self Study – Appendix A – Page 29 Catalog Description: Goals/Objectives of the course: Course Outcomes: EET 3085C- Electricity and Electronics Standard Course Outline (Updated: Spring 2007) EET3085C- Electricity and Electronics Basic theorems and circuit analysis techniques. Instruments and measurements. Introduction to integrated circuits. Prerequisites: MAC 1500 This course is a comprehensive treatment of traditional topics in dc and ac analysis, suitable for electrical/nonelectrical engineering technology majors. While the course emphasizes the development of analysis skills, some examples and exercises that can be used to teach practical applications and troubleshooting will be given. Since most practical circuit analysis is performed in support of one of those two activities, it is certainly appropriate for technology students to gain experience developing the mental processes needed for that kind of problem solving. CO1: Students will be able to state and utilize the current-voltage relationships of resistors, capacitors, inductors, and independent and dependent current and voltage sources in solving dc circuits and calculating power and energy. CO2: Students will be able to apply the fundamental laws and theorems of electric circuits such as Kirchoff’s voltage and current law, Thevenin, Norton and Superposition theorems to analyze complex dc and ac linear circuits. CO3: Students will be able to prove and explore through hands-on experimentation fundamental laws and circuit theorems. CO4: Relationship to BSET Program Outcomes: Textbook: Reference: Topics Covered: Computer Usage: Students will be able to operate adequately basic instruments such as the Multimeters, Power Supplies, Oscilloscope, Ammeters, Voltmeters, Signal Generators and Simulators. EET 3085C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X CO3 X X X X CO4 X X X X Essentials of Circuit Analysis by Robert L. Boylestad, Prentice Hall, 2004, Basic Engineering Circuit Analysis by J. David Irwin, 5th Edition, 1996 TOPICS CHAPTER Introduction 1 Current and voltage (dc) 2 Resistance 3 Ohm’s law, power, and energy 4 Series dc circuits 5 EXAM I Parallel dc circuits 6 Series-parallel dc circuits 7 Method of analysis (dc); mesh and nodal 8 Network theorems; superposition, Thevenin, 9 and maximum power transfer EXAM II Capacitors 10 Inductors 11 Sinusoidal alternating waveforms 12 The Basic Elements and Phasors 13 FINAL EXAM Wednesday April 24 We will be using PSPICE for circuit simulation and word processing for Lab notebook. WebCT and e-mail will be used to communicate with students and disseminate BSET ABET Self Study – Appendix A – Page 30 Laboratory Exercises: instructional materials and some assignments throughout the course. Students should check WebCT and their e-mail at least once per day. The use of the discussion board is highly encouraged. Please limit the use of the discussion board strictly to class issues. Lab session will take place every week to review and apply experimentally the material covered in the lectures. All information regarding the labs will be available in WebCT. The laboratory experiments are intended to help the student develop skills for test circuit design and set up as well as for obtaining useful data, interpreting the data, and reporting the results. The course involves 10 laboratory projects utilizing major equipment and instrumentation; Multimeters, Power Supplies, Oscilloscope, Ammeters, Voltmeters, Signal Generators. Laboratory sessions will consist of experiments based on written instructions provided in advance. For the most part, each experiment is designed to be performed in one lab session. All lab work will be recorded using the guidelines posted in WEBCT. Throughout the course, the lectures are supported by experimental works that make use of the hardware and computer-aided facilities available in the department. Tentatively, the following projects are considered in this course. 1. Ohm’s law and power relationship 2. Resistive dc series circuit and resistive parallel circuit 3. DC series-parallel circuit and combined parallel-series circuit 4. Voltage divider and Kirchhoff’s voltage postulate 5. Current divider rule and Kirchhoff’s current postulate 6. Introduction to Electronics Workbench 7. Maximum power transfer and the superposition theorem 8. Thevenin/Norton theorem and source conversion theorem 9. Time constant in an RC circuit, use of the oscilloscope and RC ac circuit 10. RL and RLC ac circuits. Course Grading: Exam 1 20% Exam 2 20% Assignments 10% Labs 15% Final Exam 35% Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: • CO1: Homework exercises, exams and laboratory experiments. • CO2: Homework exercises, exams and laboratory experiments. • CO3: Laboratory experiments. • CO4: Laboratory experiments. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will BSET ABET Self Study – Appendix A – Page 31 Additional Course Information, Policies and Expectations: Course Assignments Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinator: be asked to leave the classroom immediately so as to not disrupt the learning environment. Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So students should check WebCT and their e-mail at least once per day. • All assignments must be turned in at the beginning of the class on the due date. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments and exams MUST be completed individually. All exams will be given in class. Any other question about the exam should be directed to the instructor. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • Make-up labs, homework and exams will only be permitted under extreme circumstances. • Makeup labs and exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. DR. A. RAHROOH BSET ABET Self Study – Appendix A – Page 32 ETI 4640 Operations Management for Technologists Standard Course Outline (Updated: Fall 2007) Catalog Description: ETI 4640 Operations Management for Technologists (3 credits) Scheduling techniques (PERT), (CPM), are presented. Time Study Methods, Work Sampling and MTM are covered. Course pre-requisites: ETI 4635 (or equivalent), or CI Goals/Objectives The objective of this course is to present a broad introduction to the field of operations in realistic, practical hands on fashion. Operations management includes a blend of of the course: topics from accounting, industrial engineering, management, management science, and statistics. The course will help on the understanding of how Operations Management affects the society. Course Outcomes: CO1: • CO2 • CO3 • CO4 • Relationship to BSET Program Outcomes: Textbook: References: Topics Covered: Computer Usage: Laboratory Students will be able to understand the fundamentals of Operations Management Students will be able to learn and utilize different scheduling techniques. Students will be able to use PERT Charts, and CPM. Students will be able to use time study methods and Method Time Measurements. ETI 4640 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X X X CO2 X X X X X X CO3 X X X X X X CO4 X X X X X X th Operations Management, By Jay Heizer and Barry Render, 8 Edition, Prentice Hall An introduction to Management Science, 10th Edition, by Anderson Sweeny Williams, South Western 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Operations and Productivity Operations Strategy in a Global Environment Forecasting Design of Goods and Services Process Strategy Locations Strategies Layout Strategy Work Measurement Supply Chain Management Inventory Management Material Requirements Planning (MRP) and ERP Students are required to use Word Processing, Spreadsheets, MS Project, MS Visio Case Studies BSET ABET Self Study – Appendix A – Page 33 Exercises: Required Equipment: Course Grading: Personal Computer Course Grading Policies are as follows: an average of 90 or more for the course will earn an A, 87 or more a B+, 83 or more a B, 80 or more a B-, 77 or more a C+, 73 or more a C, 70 or more a C-, and 65 or more a D. Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material, complete written projects, and prepare oral presentations. Course Assessment: Assignments Case Studies Exam 1 Final Exam Course Policies: Additional Course Information, Policies and Expectations: 40% 30% 15% 15% Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So LIVE and FEEDS students should check WebCT and their e-mail at least once per day. • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with windows operating systems (XP, Server 2003), and how to install and uninstall software packages Course Assignments • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. BSET ABET Self Study – Appendix A – Page 34 Exams All exams will be online. If students have problems taking the exam for any reason, they need to get in touch with instructor via email or provided phone number in the syllabus document. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: Nabeel Yousef, Visiting Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 35 ETI 3690 ECS-ENT 3(3,0) Technical Sales Standard Course Outline. 4/02/08 First Draft Catalog Description: ETI 3690 ECS-ENT 3(3,0) Technical Sales Description: PR: Junior standing or C.I. Application of technical knowledge to sales and service. Relationship of technical sales organization to production, customers, and competitors. This is the old catalog description. Our courses change with time, so description may be changed effective end of Sp08 term. Goals/Objectives How to find relevant information helpful in Tech Sales now and in the future via the web and web forums. Master use of more than seven powerful search engines. of the course: Course Outcomes: CO1: Able to (a) find, (b) understand, and (c) summarize relevant information on all aspects of Tech Sales.. CO2: Master web search engines and forum search engines. Relationship to BSET Program Outcomes: ETI 3690 contributes the following to the program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 a b c d e f g h i j CO1 X X CO2 X X Textbook: Textbook: Web and forum sites. Tutorial and other information. PO11 k X X Lab Manual: Step-by-step eTutorials on finding relevant useful information on web via advanced searching and 10 different search engines. References: Internet, eHandouts, Department avi files, and websites. Topics Covered: Research List 1 to Research List 4 for Test1 to Test4 See attached brief summary. Two pages. Examples 1. Google Advanced Searching. Ten other powerful search engines. 2. Fundamentals of Sales 3. Usergroups (Forums) for Sales 4. Personal Traits for Sales Success 5. Sale Differences--Equipment, Services, Consumer, ... 6. Referral (Affiliate) commissions BSET ABET Self Study – Appendix A – Page 36 7. Tech Sales as a gateway to success. 8. Closing Techniques See posting 381 9. Building a Clientele. 10. Customer Complaints Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: 11. etc This course is a hands-on computer usage course, using web search engines, four browsers, and powerful documentation software such as web pages to annotated pdf files. Classes are hands-on use of browsers and search engines. See Topics attached. PC with fast internet connection. 25 percent each for four hands-on lab-oriented tests. Requires researching web and webct postings and attachments.. Library Usage: Physical paper library--minimal or none. Internet used as textbook. Webct eHandouts and avi files are an electronic library. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: CO1: Online tests 1 to 4. Three hour online tests. Webct postings of summaries of research. Research1 to Research4 notebooks. CO2: Online tests 1 to 4. Three hour online tests. Webct postings of summaries of research. Research1 to Research4 notebooks. Course Policies: Additional Course Information, Policies and Expectations: Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. 1Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So LIVE and FEEDS students should check WebCT and their e-mail at least once per day. 2Course Assignments 0• All assignments must be submitted via WebCT, unless specified otherwise. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all WebCT assignments and exams MUST be completed individually. Exams BSET ABET Self Study – Appendix A – Page 37 All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations 1• Make-up labs, homework and exams will only be permitted under extreme circumstances. • Makeup labs and exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: King Osborne, [email protected] BSET ABET Self Study – Appendix A – Page 38 ETI 4186- Applied Reliability Standard Course Outline (Updated: Fall 2007) Catalog Description: ETI 4186 Applied Reliability (3 credits) Practical application of reliability concepts and the analysis applicable to design, development, production, logistic, and operation phases of system components. Course prerequisites: ETI 3116 Goals/Objectives Applied Reliability is an elective course for the students in the Engineering Technology Operations Concentration. This course will provide students with an of the course: introduction to ensure reliable system design though prediction, testing, maintainability, and redundancy. CO1 Course Outcomes: • Students will be proficient in determining probabilities and confidence limits CO2 • Student will be proficient in determining reliability for series and parallel components CO3 • Students will have be proficient in applying reliability methods and analysis CO4 • Students will have an understanding of designing reliable system through prediction, testing, maintainability, and redundancy CO5 • Students will be able to understand professional, ethical, and social responsibilities CO6 • Students will be knowledgeable about the need for engineering methods, problem solving, benchmarking, and quality systems Relationship to PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 BSET Program CO1 X X X Outcomes: CO2 X X CO3 X X CO4 X X CO5 X CO6 X nd Reliability for the Technologies, 2 Edition by Leonard A. Doty Textbook: ISBN 0-83-113024-5 1. Practical Reliability Analysis by Ken Neubeck, 2004. References: 2. Productivity and Reliability – Based Maintenance Management by Matthew P. Stephens. 3. Statistics for Engineering and the Sciences by William Mendenhall and Terry Sincich, 4th Edition, 1994. Topics Covered: Intro to Quality Total Quality Management (TQM) Reliability Concepts Fundamental of Statistics The Normal Distribution Fundamental of Probability The Binomial Distribution The Poisson Distribution Component Reliability System Reliability BSET ABET Self Study – Appendix A – Page 39 Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Library Usage: Course Assessment: Course Policies: Additional Course Information, Policies and Expectations: Confidence Limits Maintainability and Availability Sampling Plans Lean Six Sigma and Reliability Control Charts Reliability and Design Safety Reliability Management Product Liability Students are required to use word processing, spreadsheets, and statistical analysis tools N/A N/A Course Grading Policies are left to the discretion of the individual instructor Students are encouraged to consult library and Internet references to aid in researching course material, complete written projects, and prepare oral presentations. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Individual Assignment • CO2: Traditional Exams • CO3: Case studies and Traditional Exams • CO4: Case studies and Traditional Exams • CO5: Case studies • CO6: Case studies and Traditional Exams Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So students should check WebCT and their e-mail at least once per day. • When sending e-mail to the instructor, please begin the “Subject:” of the message with the following: ETI<space>4186:<space> - <space> means insert a space. • Students are expected to have access to and be familiar with a word processing BSET ABET Self Study – Appendix A – Page 40 application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with a spreadsheet application (e.g., Microsoft Excel) as some assignments will require its use. Course Assignments • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be online. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments given. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: Karla Alvarado, Researcher, [email protected] BSET ABET Self Study – Appendix A – Page 41 ETI 4700- Occupational Safety Standard Course Outline (Updated: Summer 2007) Catalog Description: Objectives of the Course: Course Outcomes: Relationship to BSET Program Outcomes: Textbooks: References: ETI 4700- Occupational Safety (3 credits) Accident prevention and the operation of an industrial safety program. Basic requirements of the occupational safety and Health Act standards. Course prerequisites: Junior Standing This course provides students with fundamentals of occupational safety and accident prevention. After satisfactory completion of this course, the student should have the ability to plan and conduct a safety evaluation, be knowledgeable about occupational safety, and have an understanding of occupational health related issues. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in the course. Students are also encouraged to share their first hand experiences with the class. CO1: • Students will be able to demonstrate mastery of the knowledge of the fundamentals of occupational safety as used in today’s industry. CO2: • Student will be able to demonstrate ability to apply current industry standards of accident prevention techniques, methods and procedures. CO3: • Students will be able to demonstrate understanding of the state-of-the-art procedures and techniques to analyze and conduct safety evaluation of a small to medium size industrial plant. CO4: • Students will be able to demonstrate understanding of the occupational health-related issues. ETI 4700 contributes the following to the BSET program outcomes: CO1 CO2 CO3 CO4 PO1 PO2 PO3 X X X X X X X X X PO4 X X X PO5 PO6 PO7 X X X X PO8 X X PO9 PO10 PO11 X X Occupational Safety Management and Engineering (5th Edition) by Willie Hammer and Dennis Price, Prentice Hall, 2001, ISBN: 0-13-896515-3. 1. Occupational Safety and Health for Technologists, Engineers, and Managers (5th and 6th Edition) by David L. Goetsch, Prentice Hall. 2. Industrial Safety and Health Management (5th Edition) by C. Ray Asfahl 3. Handbook of Occupational Safety and Health by Louis J. DiBerardinis (Editor), Published by John Wiley. 4. Fire Prevention: Inspection and Code Enforcement by David Diamantes 5. Ergonomics: How to Design for Ease and Efficiency (2nd Edition) by K.H.E. Kroemer. BSET ABET Self Study – Appendix A – Page 42 Topics Covered: 1. Introduction to Occupational Safety and Accident Losses 2. Liabilities and Safety Legislation 3. Workers’ Compensation 4. OSHAct and Its Administration 5. Standards, Codes, and Other Safety Documents 6. Engineers and Safety 7. Management and its Responsibilities 8. The Changing Role of Safety Personnel 9. Promoting Safe Practices 10. Appraising Plant Safety 11. Hazards and Their Controls 12. Work-Related Musculoskeletal Disorders 13. Heat and Temperature Computer Usage: Projects: 14. Case Studies Most assignments involve utilization of computers and spreadsheet using MS Word and Excel for assignments and projects. The use of the discussion board is highly encouraged. Please limit the use of the discussion board strictly to class issues. A total of 3 projects are conducted throughout the term to review and apply the stateof-the-art of steel design method to enhance the material covered in the lectures. All information regarding the projects is available in class WebCT site. Library Usage: Students are encouraged to consult library and Internet references as needed to aid in learning and researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Technology Requirements E-mail: WebCT: Special tools: • CO1: Assignments, case studies and exams. • CO2: Assignments, case studies and exams. • CO3: Assignments, case studies and exams. • CO4: Assignments, case studies and exams. Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time BSET ABET Self Study – Appendix A – Page 43 Tape recording: Calculators: Cellular and Mobile Phones and devices: Oral and Written Communication: Calculus Usage: Course Policies and Guidelines: Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments and projects must be presented in a format that is clear, concise, and professional. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. Such cases require valid and provable documentation before the student is eligible for the make up exam. Such documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, off-site students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all video-streamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the class if required by the professor. 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct BSET ABET Self Study – Appendix A – Page 44 Course Grading Policy: policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Case Studies and Assignments 40% Mid-term Exam 30% Final Exam 30% Total Grading Scheme: Disability Access: Course Faculty 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 45 ETI 4205- Applied Logistics Standard Course Outline (Updated: Spring 2008) Catalog Description: ETI 4205 Applied Logistics (3 credits) Introduction to Logistics. Emphasis on practical applications. Includes systems engineering, supply chain, cost effectiveness, reliability, maintainability, systems functional analysis, logistics support analysis, and life-cycle cost analysis. Goals/Objectives Applied Logistics is an elective course for the students in the Engineering Technology Operations Concentration. This course will provide students with an introduction to the of the course: Logistics field. CO1 Course Outcomes: • Students will be proficient in applying basic logistics methods and analysis CO2 • Student will be proficient in insuring reliable system design and development through systems engineering, supply chain, cost effectiveness, reliability, systems functional analysis, logistics, support analysis, and life-cycle cost analysis. CO3 • Students will be knowledgeable about the need for engineering methods, problem solving, benchmarking, and quality systems Relationship to PO1 PO2 PPO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 BSET Program CO1 X X X X X Outcomes: CO2 X X X X X X CO3 X X Logistics Engineering and Management, 6th Edition by Benjamin S. Blanchard Textbook: ISBN 0-13-142915-9 1. Besterfield, Dale H. “Quality Control”, 7th Edition References: 2. Mendenhall, William and Sincich, Terry. “Statistics for Engineering and the Sciences”, 4th Edition, 1994. 3. Leonard A. Doty, “Reliability for the Technologies,” 2nd Edition. Topics Covered: Intro to Logistics Logistics Management Reliability Supply Chain Operational Reference Model (SCOR) Measures of Logistics and System Support System Engineering Process Logistics and Supportability Analysis Logistics in System Design and Development Logistics in the production/construction phase Logistics in the system utilization, sustaining support, and retirement phases Product Liability Students are required to use word processing, spreadsheets, and statistical analysis tools Computer Usage: Laboratory N/A Exercises: Required N/A Equipment: Course Course Grading Policies are left to the discretion of the individual instructor Grading: Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material, complete written projects, and prepare oral presentations. BSET ABET Self Study – Appendix A – Page 46 Course Assessment: Course Policies: Additional Course Information, Policies and Expectations: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Individual Assignments • CO2: Group Project • CO3: Individual Assignments and Group Projects Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So students should check WebCT and their e-mail at least once per day. • When sending e-mail to the instructor, please begin the “Subject:” of the message with the following: ETI<space>4205:<space> - <space> means insert a space. • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with a spreadsheet application (e.g., Microsoft Excel) as some assignments will require its use. Course Assignments • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be online. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. BSET ABET Self Study – Appendix A – Page 47 Excusal from Course Assignments • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. Makeup Assignments • There will be no makeup assignments given. Course Coordinator: Karla Alvarado Moore, Researcher, [email protected] BSET ABET Self Study – Appendix A – Page 48 EST 4502C- Metrology and Instrumentation Standard Course Outline (Updated: Spring 2007) Catalog Description: Goals/Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbook: References: Topics Covered: EST 4502C: Metrology and Instrumentation-4 (3,2) An introduction to the basic concepts and terminology of metrology and instrumentation. Theory, procedures, and techniques essential to industrial measurement and laboratory practice are covered. Students will develop an understanding of engineering measurements and measurement systems, including error and uncertainty, the role of statistics, and the various instruments used in experiments. CO1 • Students will have an understanding of measurement errors and uncertainties and their importance in experimental design CO2 • Students will gain an understanding of statistics and the role they play in measurement systems CO3 • Students will have an understanding various measurement instruments, including: strain gages, manometers, displacement gauges, and thermocouples CO4 • Students will gain understanding of transport properties (viscosity, thermal conductivity, etc) and experiments used to obtain their values CO5 • Students will develop abilities to read engineering tables and charts needed for use of various measurement devices EST 4502C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X X X X CO2 X X X CO3 X X X X X X X CO4 X X X CO5 X X X Experimental Methods for Engineers, 7th edition, by Jack Holman, (ISBN 0-07366055-8), McGraw Hill Publishing Company, NY. Figliola, R.S., Beasley, D.E., Theory and Design for Mechanical Measurements, 3rd edition, 2000. Evans, J., Lindsay, W., Management and Control of Quality, 3rd edition, 1996. Leitnaker et. al, The Power of Statistical Thinking – Improving Industrial Processes, 1996. Evans, D.H., Probability and Applications for Engineers, 1992. Groover, Mikell, Fundamentals of Modern Manufacturing – Materials, Processes, and Systems, 1996. Standards Basic Concepts in Measurement Systems Uncertainty and Probability Regression Analysis Displacement and Area Measurements Micrometers and Vernier Calipers BSET ABET Self Study – Appendix A – Page 49 Computer Usage: Laboratory Exercises: Dimensional Measurements and Gage Blocks Force and Torque Measurements Stress-Strain Measurements Electrical Measurements and Sensing Devices Temperature Measurements Pressure and Flow Measurements Thermal and Transport Properties Motion and Vibration Thermal and Nuclear Radiation Air Pollution Sampling Data Acquisition and Processing Students are required to use word processing and spreadsheets. Students are required to complete a weekly Lab/Homework assignment which relates to the material covered each week in the lectures. Required Equipment: Computer and internet access is required to view course assignments and announcements on WebCT. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Weekly Homework/Labs and Traditional Exams. • CO2: Weekly Homework/Labs and Traditional Exams. • CO3: Weekly Homework/Labs and Traditional Exams. • CO4: Weekly Homework/Labs and Traditional Exams. • CO5: Weekly Homework/Labs and Traditional Exams. Grading Objections: Course Policies: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of and Ethics: Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. WebCT and e-mail will be used to communicate with students and disseminate Additional materials and assignments throughout the course. So LIVE and FEEDS students Course should check WebCT and their e-mail at least once per day. Information, Policies and Reading assignments are to be completed prior to lab/discussion. The Expectations: example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be BSET ABET Self Study – Appendix A – Page 50 Course Assignments Exams given only under justifiable circumstances • All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. All exams will be taken in class or at a local UCF campus/testing center. Both the instructor and testing center must be notified of the location of where the student will take the exam with at least one weeks notice. Online exams may be possible for distance students with prior arrangement. Any questions about the exams should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 48 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments or exam given, except in the cases listed above. Course Coordinator: Kevin Erhart, [email protected] BSET ABET Self Study – Appendix A – Page 51 ETG 3533C – Applied Engineering Strength of Materials Standard Course Outline (Updated: Spring 2007) ETG 3533C: Applied Engineering Strength of Materials – 4(3,2). Relationship between external forces and action of members of a structure. Topics include stress, shear, moment, deflections, columns, connections, and Mohr's circle. Goals/Objectives To gain an understanding of fundamental analysis and design techniques used throughout engineering including stress, strain, torsion, beam analysis, and column of the course: analysis. Using these techniques the students will be able to determine the best course of action for a typical engineering problem and apply what they have learned in this course to complete an appropriate analysis. CO1 Course • Students will learn the basic relationship between loading and internal Outcomes: stresses and strains. CO2 • Students will learn how material and geometric properties affect the strength of structures. CO3 • Students will learn how to analyze the basic engineering structures including torsional bars, beams, and columns. CO4 • Students will learn how the combined effect of stresses can change how a complex structure will behave. CO5 • Students will begin to gain awareness and experience as to how complex engineering problems should be approached in real-world settings. ETG 3533C contributes the following to the BSET program outcomes: Relationship to BSET Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Outcomes: CO1 X X CO2 X X CO3 X CO4 X CO5 X X X X Textbook: − APPLIED STATICS AND STRENGTH OF MATERIALS Fourth Edition, (ISBN 0-13-093826-2) by Spiegel & Limbrunner, Pearson Prentice Hall References: − APPLIED STRENGTH OF MATERIALS (ISBN 0-02-4149705) by Spiegel & Limbrunner, Macmillian College Publishing Company. − INTRODUCTION TO SOLID MECHANICS, Third Edition, (ISBN 0-13897323-7) by Shames & Pitarresi, Prentice Hall. Topics Covered: Stresses and Strains: Understanding how stress and strain are related to material properties and external loadings. Catalog Description: Properties of Materials: Basic overview of material properties including the notion of stress-strain relationship. Centroids and Moment of Inertia: Understanding how cross-section properties affect strength and how to analyze typical cross-sections. Torsion: Applying the concept of stress and strain to analyze circular cross-sections placed under torsional loads. Beam Analysis: Understanding how to create shear and moment diagrams for beams BSET ABET Self Study – Appendix A – Page 52 under various loading conditions. Beam Stress: Using the previous beam analysis knowledge to relate the shear and moment diagrams to internal stress. Deflection: Understanding how to find the deflection in beams and how beam deflection can be used to estimate more complex problems. Combined Stresses: Determining how unlike stresses can be combined to produce an equivalent stress that can be used during analysis. Computer Usage: Laboratory Exercises: Columns: Introduction to buckling and basic underlying concepts that govern column analysis. Use of internet to perform inquiries for required class and additional information. Students are required to use basic word processing and spreadsheets, and any additional knowledge can be used for assignments. Weekly problem solving exercises on the current material will be assigned and expected to be completed during laboratory time. Required Equipment: Course Grading: Computer with access to the Internet and to WebCT. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: Additional Course Information, Policies and Expectations: Three exams of equal weight (25% each) Weekly homework assignments (25% total) • CO1: Lecture material and assigned reading • CO2: Lecture material and assigned reading • CO3: Lecture material and weekly assignments • CO4: Weekly assignments and exams • CO5: Weekly assignments and exams All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely BSET ABET Self Study – Appendix A – Page 53 NO late assignments will be accepted. All assignments may be submitted via WebCT or in person, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and complete homework assignments, though copying will not be tolerated. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinators: Three exams will be given throughout the semester. Each exam will consist of an in class portion which will cover the pertinent material from the current lectures as well as some review material from previous lectures. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards at a time appropriate and acceptable for both the professor and involved student. The makeup exams may be different and more challenging than those administered on the original date. Dr. Eduardo Divo, [email protected] Salvadore Gerace, [email protected] BSET ABET Self Study – Appendix A – Page 54 ETI 3421- Materials and Processes Standard Course Outline (Updated: Fall 2006) Catalog Description: Goals/Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbook: References: Topics Covered: ETI 3421: Materials and Processes -3 (3,0) A study of fundamental properties of materials. Current industrial practices in founding, forming, joining and shaping processes Students will develop an understanding of engineering materials, including ferrous and non-ferrous metals, polymers, composites, and ceramics, as well as the processes used in manufacturing of products using these materials CO1 • Students will have an understanding of basic properties of engineering materials, including, ferrous and non-ferrous metals, polymers, composites, and ceramics CO2 • Students will have an understanding of metallic alloys and phase diagrams CO3 • Students will have an understanding of several material processing techniques such as casting, glass working, machining, heat treatment, etc. CO4 • Students will gain proficiency at developing metal forming process design specs, including rolling and extruding procedures CO5 • Students will gain an understanding of material joining and assembly methods such as welding and fasteners ETI 3421 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X CO2 X CO3 X X X CO4 X X X CO5 X X X Fundamentals of Modern Manufacturing: materials, processes, and systems by M.P. Groover. 3rd Edition. John Wiley and Sons publish. W.D. Callister, Jr. Materials Science and Engineering: An Introduction. Sixth Edition. John Wiley and Sons. 2003. M.F. Ashby and D.R.H. Jones. Engineering Materials Volume 1: An Introduction to their Properties and Applications. Second Edition. Butterworth-Heinemann. 1996. M.F. Ashby and D.R.H. Jones. Engineering Materials Volume 2: An Introduction to Microstructures, Processing, and Design. Second Edition. ButterworthHeinemann. 1998. Material Properties Engineering Materials Solidification Processes Particulate Processing of Metals Ceramics Metal Forming Sheet Metalworking Material Removal Processes Property Enhancing Surface Processing Operations BSET ABET Self Study – Appendix A – Page 55 Joining and Assembly Processes Special Processing Technologies Computer Usage: Laboratory Exercises: Required Equipment: Students are required to use word processing and spreadsheets. No laboratory component to this course. Course Grading: Course Grading Policies are left to the discretion of the individual instructor. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Computer and internet access is required to view course assignments and announcements on WebCT. • CO1: Weekly Homework Problems and Traditional Exams. • CO2: Weekly Homework Problems and Traditional Exams. • CO3: Weekly Homework Problems and Traditional Exams. • CO4: Weekly Homework Problems and Traditional Exams. • CO5: Weekly Homework Problems and Traditional Exams. Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of and Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for Ethics: further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. WebCT and e-mail will be used to communicate with students and disseminate Additional materials and assignments throughout the course. So LIVE and FEEDS students Course should check WebCT and their e-mail at least once per day. Information, Policies and Reading assignments are to be completed prior to class discussion. The Expectations: example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances • All assignments are due on or BEFORE the scheduled due date and time. Course Absolutely NO late assignments will be accepted. Assignments • All assignments must be submitted via WebCT, unless specified otherwise. • All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up Course Policies: BSET ABET Self Study – Appendix A – Page 56 individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be taken in class or at a local UCF campus/testing center. Both the instructor and testing center must be notified of the location of where the student will take the exam with at least one weeks notice. Online exams may be possible for distance students with prior arrangement. Any questions about the exams should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 48 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be no makeup assignments or exam given, except in the cases listed above. Course Coordinator: Instructor: Kevin Erhart Email: [email protected] BSET ABET Self Study – Appendix A – Page 57 ETM 4220 – Applied Energy Systems Standard Course Outline (Updated: Spring 2007) ETM 4220 – Applied Energy Systems –4(4,0). Introduction to energy, work, and thermal systems and processes. Applications of heat energy with emphasis on solar energy. Goals/Objectives This course is designed to help the students develop knowledge on energy in its thermal, solar and nuclear forms. Several industrial applications and systems will be of the course: discussed for each form of energy. In-class and out-of-class interaction between the instructor and students will be highly promoted. Homework assignments will be set up in a fashion that effectively increases the students analytical, problem reading and problem solving skills. CO1 Course Outcomes: • Students will have the understanding and knowledge on the thermal, solar, and nuclear energy. CO2 • Students will be familiar with the operation of various thermal, solar and nuclear energy systems commonly found in the industry. CO3 • Students will be educated on current topics of interest related to energy by working on an assigned research project. CO4 • Students will improve their analytical, problem perception and problem solving skills. CO5 • Students will earn more confidence in their engineering judgment and in communicating their ideas. Catalog Description: Relationship to BSET Program Outcomes: Textbook: ETM 4220 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X CO2 X X X CO3 X X X X CO4 X X X CO5 X X R.A. Henrichs and M. Kleinbach, Energy, Its Its Use and the Environment, Fourth Edition, Thomson Brooks/Cole. 2006; ISBN 0-495-01085-5. References: Topics Covered: - Y. Cengel, Introduction to Thermodynamics and Heat Transfer, First Edition, McGraw-Hill, 1996. D. Bodansky, Nuclear Energy: Principles, Practices, and Prospects. Second Edition, Springer, 1996. Motion, Energy, Work and Power principles The Ideal Gas and Phase Charts The First Law of Thermodynamics Control Volume Analysis of Energy The Second Law of Thermodynamics and Heat Engines Power Cycles and Aero-Propulsion Systems Combustion and Thermo-chemistry Heat Transfer Principles BSET ABET Self Study – Appendix A – Page 58 - Computer Usage: Projects: Required Equipment: Course Grading: Library Usage: Course Assessment: Course Policies: Cheating Exams Excusal from Course Assignments and Exams Solar Collectors and Heating Systems Photovoltaic Cells The Atom and Its Nucleus Fission and Fusion Nuclear Processes and Reactors Students are expected to use WebCT to download materials and submit assignments. Also, they are encouraged to use the internet for course-related and independent research. One research project will be assigned for the students to widen their knowledge on current topics of interest concerning energy. Computer. Access to the Internet. Access to WebCT. The final grade consists of a 60% load from the exams and a 40% load from the assignments. The research project counts towards an extra grade. Students are encouraged to visit the library and check out the references that are relevant to the course materials. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Conceptual questions on assignments and exams. • CO2: Conceptual questions on assignments and exams. • CO3: Solving assignments and exam problems. • CO4: The research project. • CO5: Class participation and communication with the instructor. All complaints about grades should be made IN WRITING WITHIN TWO WEEKS upon the grade reception date. Complaints made after the one-week period will be dismissed. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. All the exams are paper-based. Each exam comprises of a conceptual questions part plus a problem solving part. The exam dates are specified at the beginning of the semester. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Long distance learning students are not supposed to take any exam in-class, rather they are responsible of scheduling their exams at off-campus testing centers. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN BSET ABET Self Study – Appendix A – Page 59 Makeup Assignments and Examinations Course Coordinator: 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given if at least five or more students have missed a particular exam. Otherwise, the missed exam grade will be averaged out from the other exams. Zaher El Zahab, Adjunct Instructor, [email protected] BSET ABET Self Study – Appendix A – Page 60 ETM 4512C – Applied Design of Machine Elements Standard Course Outline (Updated: Fall 2007) ETM 4512C: Applied Design of Machine Elements – 3(2,2). Design of basic machine elements, including cams, gears, bearings, and coupling, taking into account loads, stresses, and strength of materials. Goals/Objectives To gain an understanding of fundamental machine elements used throughout engineering. To be able to both analyze and design complex parts and features using of the course: the basic machine elements covered in this course. To gain a better understanding of how to approach complex engineering design problems. CO1 Course • Students will have the understanding necessary to assess engineering Outcomes: problems and determine the best course of analysis CO2 • Students will gain a better understanding of how basic machine elements can be combined to complete complex tasks CO3 • Students will learn how their previous course material can be applied to many different engineering disciplines and applications CO4 • Students will gain awareness and experience as to how complex engineering problems should be approached in real-world settings CO5 • Students will undertake several design problems using engineering computational tools ETM4512C contributes the following to the BSET program outcomes: Relationship to BSET Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Outcomes: CO1 X CO2 X X CO3 X X X X CO4 X X X CO5 X X X X X X Textbook: − MECHANICAL ENGINEERING DESIGN Seventh Edition, (ISBN 0-07252036-1) by Shigley, Mischke & Budynas, McGraw Hill Publishing Company. References: − MECHANICS OF MATERIALS Fifth Edition, (ISBN 0-471-58644-7) by Riley, Sturges, & Morris, John Wiley & Sons Publishing Company. Topics Covered: Properties of Materials: Basic review of previous course material including the notions of stress and strain. Catalog Description: Stresses and Strains: Understanding how stress and strain effect material properties, and the role they play in machine design. Torsion: Relating previous knowledge of torsion to applications in shafts, power transmission, gears, etc. Deflection: Demonstrating how deflection causes material and part failure, and demonstrate new ways to treat these problems. Columns: Review of Euler Buckling, and introduction of additional column constraints. Failure from Static Loading: Various static failure theories including maximumBSET ABET Self Study – Appendix A – Page 61 shear-stress, distortion-energy, and Coulomb-Mohr. Failure from Dynamic Loading: Covering of various fatigue failure theories including fatigue-life methods, and endurance limit methods. Design of Non-Permanent Joints: Design and analysis of screws, fasteners, rivets, and other non-permanent joints. Design of Permanent Joints: Design and analysis of welds, bonds, and other permanent joints. Computer Usage: Laboratory Exercises: Bearing Design and Selection: Selection and analysis of bearings from strength, effectiveness, and lifetime perspectives. Gear Design and Selection: Design of complex gear and power transmission systems, and proper gear selection. Use of internet to perform inquiries for required class and additional information. Students are required to use basic word processing and spreadsheets, and any additional knowledge can be used for assignments. Weekly problem solving exercises on the current material will be assigned and expected to be completed during laboratory time. Required Equipment: Course Grading: Computer with access to the Internet and to WebCT. Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: Additional Course Information, Policies and Expectations: Four exams of equal weight (20% each) Weekly homework assignments (20% total) • CO1: Design based take home exams • CO2: Exams and course material presented in lecture • CO3: Weekly assignments and lecture material • CO4: Design based take home exams All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. BSET ABET Self Study – Appendix A – Page 62 All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments may be submitted via WebCT or in person, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and complete homework assignments, though copying will not be tolerated. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the problems should be clearly stated. Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinator: Three exams will be given throughout the semester, with a final, cumulative exam given during exam week (four exams in total). Each exam will consist of two parts, an in class (during lab time) portion and a take home portion. Both parts will be graded equally so that your total grade for each exam is an average of in class and take home portions. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards at a time appropriate and acceptable for both the professor and involved student. The makeup exams may be different and more challenging than those administered on the original date. Salvadore Gerace [email protected] and Dr. Ahmad Sleiti [email protected] BSET ABET Self Study – Appendix A – Page 63 ETC 4206- Construction Estimating Standard Course Outline (Updated: Spring 2008) Catalog Description: Objectives of the course: Course Outcomes: ETC 4206- Construction Estimating (3 credits) Techniques of making estimates and computations of materials, labor, equipment, overhead costs and profits. Software packages are utilized. Course prerequisites: MAC 1114 & EGN 1111 or equivalent & ETC 4241 all with grades of C or better. This course provides students with an in-depth understanding of fundamentals of estimating the costs of various construction projects, using both modern and traditional construction materials and methods, used in today’s construction industry. Topics included but not limited to cost estimating of construction materials such as steel, reinforced concrete, wood, masonry, and nonstructural components such as doors and windows. The students will also learn about labor cost-estimating and calculations and cost-reduction techniques. As a result of successfully completing this course, students will be able to describe and effectively use procedures to estimate the cost of a construction project, devise take-offs for a variety of components of building construction, use Rules of Thumb for construction cost estimating, prepare basic estimates using commercial cost estimating software programs, and approximate overhead and profit. Students will have five hands-on projects on project cost estimation including the latest materials and construction techniques to enhance their learning. From time to time, guest speakers are invited to the class to present practical aspects and to provide first-hand implementation of the techniques and their applications. CO1: Students will be able to demonstrate mastery of the knowledge of construction cost-estimating of construction materials, techniques, skills, and labor. CO2: Student will be able to demonstrate ability to apply current construction costestimating business practices in analyzing the back-bone of diverse construction projects, and adapt to applications of construction cost-estimating techniques and technology to design residential and commercial structures. CO3: Students will be able to demonstrate understanding of the state-of-the-art procedures to estimate the cost of a construction project and devise take-offs for a variety of components of building construction for earthmoving operations, building foundations, reinforced masonry construction, construction of metal buildings, and wood construction for simple construction projects. CO4: Students will be able to apply basic construction techniques according to the latest version of standard codes for construction such as Florida Building Code. CO5: Students will be able to describe and use Rules of Thumb for construction cost estimating and labor-saving techniques, planning, scheduling, and construction economics of simple construction operations. CO6: Students will be able to demonstrate and apply fundamental principles and basic knowledge to prepare basic estimates using commercial cost estimating software programs, and approximate overhead and profit. BSET ABET Self Study – Appendix A – Page 64 Relationship to BSET Program Outcomes: ETC 4206 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X X X X X CO3 X X X X CO4 X X X X X CO5 X X X X CO6 X X X X X Estimating in Building Construction by F. Dagostino and L. Feigenbaum, Sixth Edition, Published by Prentice Hall, ISBN: 0-13-060405-4 1. Book: Construction Equipment Guide (2nd Edition) by David A. Day and Neal References: B. H. Benjamin, Published by Wiley (ISBN: 0-471-88840-0) 2. Book: Fundamentals of Construction Estimating by David Pratt, Delmar Publishers, Albany, NY, 1995. 3. Book: Construction Estimating and Bidding in Building Construction, 2nd Edition, by the Associated General Contractors of America, 2005. 4. Book: Construction Graphics: A Practical Guide to Interpreting Working Drawings, by K. A. Bisharat, Published by Wiley (ISBN: 0-471-32438-8) 5. website: http://www.construction.com (McGraw Hill Company) 1. Introduction to Estimating & Spec’s Topics Covered: 2. The Estimate 3. Overhead and Contingencies 4. Labor and Equipment 5. Excavation 6. Concrete 7. Masonry 8. Metals 9. Wood 10. Thermal and Moisture Protection 11. Doors and Windows 12. Finishes All assignments involve utilization of computers and spreadsheet using MS Word Computer and Excel. The use of the class discussion board is highly encouraged. Usage: Projects: A total of 5 projects are conducted throughout the term to help with teaching students the mastery of the knowledge of construction estimating and quantity takeoffs. All information regarding the projects is available via class website. Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material. Course Useful methods for assessing the success of this course in achieving the intended Assessment: outcomes listed above: Textbook: • CO1: Assignments, projects • CO2: Assignments, projects • CO3: Assignments, projects • CO4: Assignments, projects • CO5: Assignments, projects BSET ABET Self Study – Appendix A – Page 65 Technology Requirements E-mail: WebCT: Special tools: Tape recording: Calculators: Cellular and Mobile Phones: Oral and Written Communication: Calculus Usage: Policies and Guidelines: • CO6: Assignments, projects Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments must be presented in a format that is clear, concise, and grammatically correct. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, off-site students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all video-streamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application BSET ABET Self Study – Appendix A – Page 66 of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the class if required by the professor. Course Grading Policy: 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Projects 50% 50% Assignments Total Grading Scheme: Disability Access: Course Faculty 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 67 ETC 4241C- Construction Materials and Methods Course Outline (Updated: Fall 2007) Catalog Description: Objectives of the Course: Course Outcomes: ETC 4241C- Construction Materials and Methods (3 credits) Construction principles, details, materials, and methods used as related to the construction of buildings and other facilities. Course prerequisites: ETG 3541 – Applied Mechanics, with a grade of C or better This course provides students with an in-depth understanding of materials and methods, both modern and traditional, used in today’s construction industry. Topics included but not limited to construction materials such as steel, reinforced concrete, wood, masonry, construction organizations, effective management and cost-reduction techniques, and construction methods and machinery. Students will have projects on structural damage detection techniques, construction automation, and application of latest materials and construction techniques to enhance their learning. From time to time, they visit nearby construction sites to witness first hand the implementation of these construction techniques and their applications and report on them in details. CO1: • Students will be able to demonstrate mastery of the knowledge of construction materials, techniques, skills, and the application of modern tools used in today’s construction industry. CO2: • Student will be able to demonstrate ability to apply current construction business practices in analyzing the back-bone of diverse construction companies and teams, and adapt to applications of construction engineering techniques and technology to design residential and commercial structures. CO3: • Students will be able to demonstrate understanding of the state-of-the-art soil stabilization techniques, analyze and design earthmoving operations, excavating, lifting, loading and hauling, and compacting and finishing for simple to complex construction projects. CO4: • Students will be able to apply basic construction quality control techniques according to the latest version of codes such as UBC, AASHTO, and Florida Building Code. CO5: • Students will be able to describe, analyze, and design fundamental principles of planning, scheduling, and construction economics of simple construction operations. CO6: • Students will be able to demonstrate and apply fundamental principles and basic knowledge of foundations design, wood construction, reinforced concrete form design and shoring, reinforced concrete and steel construction, and masonry construction. BSET ABET Self Study – Appendix A – Page 68 Relationship to BSET Program Outcomes: Textbook: References: Topics Covered: Computer Usage: Projects: ETC 4241C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 CO1 X X CO2 X X X X X X CO3 X X X X CO4 X X X X CO5 X X X X X CO6 X X X X PO11 X X X Construction Methods and Management by S.W. Nunnally, Seventh Edition 6. Construction Equipment Guide (2nd Edition) by David A. Day and Neal B. H. Benjamin, Published by Wiley (ISBN: 0-471-88840-0) 7. Construction Project Management (4th Edition) by Richard H. Clough, Glenn A. Sears, S. Keoki Sears, Published by Wiley (ISBN: 0-471-32438-8) 8. Construction Planning, Equipment, and Methods (7th Edition) by Robert L. Peurifoy, et al., Published by McGraw Hill (ISBN: 00-729-64-200) 9. Project Management in Construction (5th Edition) by Sidney M. Levy, Published by McGraw Hill (ISBN: 0071464174) 10. Professional Construction Management (3rd Edition) by Donald S. Barrie, Published by McGraw Hill (ISBN: 0070038899) i. Introduction to construction materials, technology, and construction teams ii. iii. Earthmoving Excavating and lifting iv. Loading and hauling v. Compacting and finishing vi. Foundations vii. Wood construction viii. Concrete construction ix. Concrete form design x. Steel construction xi. Masonry construction xii. Building Codes xiii. Planning and scheduling xiv. Construction economics Most assignments involve utilization of computers and spreadsheet using MS Word and Excel for assignments and projects. The use of the discussion board is highly encouraged. Please limit the use of the discussion board strictly to class issues. A total of 3 projects are conducted throughout the term to review and apply the state-of-the-art of construction automation techniques and damage detection and rehabilitation techniques to enhance the material covered in the lectures. All information regarding the projects is available in class WebCT site. Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended BSET ABET Self Study – Appendix A – Page 69 outcomes listed above: Technology Requirements E-mail: WebCT: Special tools: Tape recording: Calculators: Cellular and Mobile Phones and devices: Oral and Written Communication: Calculus Usage: Policies and Guidelines: • CO1: Assignments, projects and exams. • CO2: Assignments, projects and exams. • CO3: Assignments, projects and exams. • CO4: Assignments, projects and exams. • CO5: Assignments, projects and exams. • CO6: Assignments, projects and exams. Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments must be presented in a format that is clear, concise, and grammatically correct. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. Such cases require valid and provable documentation before the student is eligible for the make up exam. Such documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional BSET ABET Self Study – Appendix A – Page 70 format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, off-site students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all video-streamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the class if required by the professor. 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. Course Grading Policy: 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Reports and Assignments 40% Exam 1 20% Exam 2 20% Final Exam 20% Total Grading Scheme: Course Coordinator: 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F Dr. Ali Mehrabian, Assistant Professor: [email protected] Office: ENG I, Rm. 213 BSET ABET Self Study – Appendix A – Page 71 Phone: (407)823-4754 Disability Access: Course Faculty Office Hours: TU and TR 6:00-7:30 pm and or by appointment. The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 72 ETC 4242C- Construction Contracts and Specifications Standard Course Outline (Updated: Spring 2007) Catalog Description: Objectives of the course: Course Outcomes: ETC 4242C- Construction Contracts and Specifications (3 credits) The role of construction contracts, architectural specifications, product specifications, industry standards and building codes in the process of building construction. Course prerequisites: None This course provides students with an in-depth understanding of construction laws, contracts, and specifications. The role of construction contracts, architectural specifications, product specifications, industry standards and building codes in the process of building construction will be covered in this class. Engineering and engineering technology students should be well aware of the laws and regulations governing their field of interest. Practical examples from construction industry will enhance students’ hands-on learning of the world of construction and its legal challenges. The class is accompanied by live and remote discussions and case studies to provide the students with enhanced hands-on application of what they learn in class. CO1: Students will be able to demonstrate mastery of the knowledge of construction laws, contracts, and specifications used in today’s construction industry. CO2: Student will be able to demonstrate ability to apply current construction business practice laws in analyzing the back-bone of diverse construction industry litigations, and adapt to build better construction documents to shield against costly litigations. CO3: Students will be able to demonstrate understanding of the recent construction legal issues for simple to complex construction projects. CO4: Students will be able to apply basic construction contracts using the latest version of American Institute of Architects (AIA) documents. CO5: Students will be able to examine, describe, analyze, and argue legal cases using fundamental principles of construction law used in planning, scheduling, and construction. CO6: Students will be able to demonstrate understanding of the role of construction contracts, architectural specifications, product specifications, industry standards and building codes in the process of building construction. CO7: Students will be able to read, examine, comprehend, and write professional legal papers and reports. BSET ABET Self Study – Appendix A – Page 73 Relationship to BSET Program Outcomes: ETC 4242C contributes the following to the BSET program outcomes: CO1 CO2 CO3 CO4 CO5 CO6 CO7 PO1 X X X X X X X PO2 X X X X X X PO3 X X X PO4 PO5 PO6 PO7 PO8 X PO9 PO10 PO11 X X X X X X X X X X X X X X X Legal Aspects of Architecture, Engineering, and Construction by Sweet and Schneider (7th Edition, 2004, Thompson, ISBN 0-534-46467-X) 11. Book: Construction Contracting by Clough and Sears, 7th Edition, John Wiley References: and Sons 12. Book: Project Management in Construction (5th Edition) by Sidney M. Levy, Published by McGraw Hill (ISBN: 0071464174) 13. Website: http://www.aia.org/docs_newtitles_2005 (American Institute of Architects) 14. Website: http://www.construction.com (McGraw Hill Company) 15. website: http://www.asce.org (American Society of Civil Engineers) Topics Covered: 1. Introduction to Introduction to Construction Process and Teams 2. Forms of Association 3. Agency 4. Contract Formation 5. Compensation and Organization 6. Contract Documents 7. Contract Interpretation 8. Changes 9. Performance Problems 10. Defects 11. Owner Contractor Agreement 12. General Conditions 13. Performance Bonds 14. Subcontractors All assignments and projects involve utilization of computers and spreadsheet using Computer MS Word and for assignments and projects. The use of the discussion board in Usage: class website is highly encouraged. Projects: A total of 7 Case Studies are conducted throughout the term to review, examine, argue, and apply the latest and classical construction legal cases to enhance the material covered in the lectures. Library Usage: Students are highly encouraged to consult library and other references to aid in researching course material. Course Useful methods for assessing the success of this course in achieving the intended Assessment: outcomes listed above: Textbook: • CO1: Assignments, projects and exams. • CO2: Assignments, projects and exams. • CO3: Assignments, projects and exams. • CO4: Assignments, projects and exams. BSET ABET Self Study – Appendix A – Page 74 Technology Requirements E-mail: WebCT: Special tools: Tape recording: Calculators: Cellular and Mobile Phones and devices: Oral and Written Communication: Calculus Usage: Policies and Guidelines: • CO5: Assignments, projects and exams. • CO6: Assignments, projects and exams. • CO7: Assignments, projects and exams. Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments must be presented in a format that is clear, concise, and grammatically correct. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. Such cases require valid and provable documentation before the student is eligible for the make up exam. Such documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the BSET ABET Self Study – Appendix A – Page 75 Course Grading Policy: Grading Scheme: Disability Access: assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, off-site students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all video-streamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the class if required by the professor. 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Case Studies and Assignments 50% Exam 1 15% Exam 2 15% Final Exam 20% Total 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, BSET ABET Self Study – Appendix A – Page 76 Course Faculty Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 77 ETC 4414C- Applied Structural Design I – Steel Standard Course Outline (Updated: Fall 2006) Catalog Description: Objectives of the course: Course Outcomes: Relationship to BSET Program Outcomes: Textbooks: References: ETC 4414C- Applied Structural Design I – Steel (3 credits) Introduction to indeterminate analysis, design of steel members, components and connections using current code and specification requirements. Course prerequisites: ETG 3533 – Strength of Materials, with a grade of C or better. This course provides students with fundamentals of steel design and an in-depth understanding of steel as a construction material, both modern and traditional, used in today’s construction industry. Topics included but not limited to review of determinate and indeterminate methods of structural analysis as they pertain to multi-span, multi-story structural design, design of steel members, components, connection, and structures using the latest version of LRFD method. Students are required to have projects on designing steel structures and their members depending on the class time. CO1: • Students will be able to demonstrate mastery of the knowledge of the fundamentals of steel design as used in today’s construction industry. CO2: • Student will be able to demonstrate ability to apply current LRFD design method to design steel residential and commercial structures and their components. CO3: • Students will be able to demonstrate understanding of the state-of-the-art steel design techniques to analyze and design structures and their components. CO4: • Students will be able to apply basic structural analysis techniques, methods, and tables for analysis of indeterminate and determinate structures. CO5: • Students will be able to analyze and design steel tension members, compression members, beams, beam-columns, and steel connection design. CO6: • Students will be able to demonstrate and apply fundamental principles and basic knowledge of lessons learned from failures of steel connections to new designs. ETC 4414C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X X CO2 X X X X X X CO3 X X X X X X CO4 X X X X CO5 X X X X X CO6 X X X X X X X LRFD Steel Design by W. T. Segui, 3rd Edition LRFD Steel Design Manual Published by AISC, 3rd Edition 16. Metal Building Systems: Design and Specifications by Alexander Newman BSET ABET Self Study – Appendix A – Page 78 Topics Covered: Computer Usage: Projects: Published by McGraw Hill Companies. 17. Steel Structures: Design and Behavior by Charles G. Salmon, John E. Johnson, Published by Harper Collins College Publishers. 18. Advanced Analysis and Design of Steel Frames by Gougiang Li, Published by John Wiley. 19. Simplified Design of Steel Structures, 8th Edition, by James Ambrose, Patrick Tripeny, Published by John Wiley (ISBN: 0-470-08631-9). i. Introduction ii. Concepts in Steel Design iii. Review of Structural Analysis iv. Tension Members v. Compression Members vi. Beams vii. Beam-Columns viii. Connections Most assignments involve utilization of computers and spreadsheet using MS Word and Excel for assignments and projects. The use of the discussion board is highly encouraged. Please limit the use of the discussion board strictly to class issues. A total of 3 projects are conducted throughout the term to review and apply the state-of-the-art of steel design method to enhance the material covered in the lectures. All information regarding the projects is available in class WebCT site. Library Usage: Students are encouraged to consult library and Internet references as needed to aid in learning and researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Technology Requirements E-mail: WebCT: Special tools: • CO1: Assignments, projects and exams. • CO2: Assignments, projects and exams. • CO3: Assignments, projects and exams. • CO4: Assignments, projects and exams. • CO5: Assignments, projects and exams. • CO6: Assignments, projects and exams. Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time BSET ABET Self Study – Appendix A – Page 79 Tape recording: Calculators: Cellular and Mobile Phones and devices: Oral and Written Communication: Calculus Usage: Course Policies and Guidelines: Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments and projects must be presented in a format that is clear, concise, and professional. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. Such cases require valid and provable documentation before the student is eligible for the make up exam. Such documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, off-site students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all video-streamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the class if required by the professor. 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct BSET ABET Self Study – Appendix A – Page 80 Course Grading Policy: policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Reports and Assignments 40% Exam 1 20% Exam 2 20% Final Exam 20% Total Grading Scheme: Disability Access: Course Faculty 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 81 ETC 4415C- Applied Structural Design II – Concrete Standard Course Outline (Updated: Spring 2007) Catalog Description: Course Objectives: Course Outcomes: Relationship to BSET Program Outcomes: Textbooks: ETC 4415C- Applied Structural Design II – Concrete (3 credits) Strength design of reinforced concrete members, foundations, slabs, and walls. Current code and specification requirements. Course prerequisites: ETG 3533 – Strength of Materials, with a grade of C or better. This course provides students with an in-depth understanding of design of reinforced concrete structural members, foundations, slabs, and walls. Strength design method is used in a practical approach to the design and analysis of reinforced concrete structural members using numerous examples and a step-by-step solution format. Reference is made throughout the course to the latest Building Code Requirements for Structural Concrete (ACI 318) of the American Concrete Institute (ACI) and Florida Building Code to familiarize students with concrete design codes of standard practice. Application of concrete as a construction material, both modern and traditional, used in today’s construction industry is discussed. The class is accompanied by practical design project (s) to provide the students with a hands-on application of what they learn in class. Students may also visit nearby construction sites to witness first hand the implementation of reinforced concrete construction techniques and their applications. Students will present their projects and reports to the class if required by the instructor. CO1: • Students will be able to demonstrate mastery of the knowledge of the fundamentals of concrete as a construction material as used in today’s construction industry. CO2: • Students will be able to demonstrate understanding of the state-of-the-art reinforced concrete design techniques to analyze and design structures and their components such as beams, slabs, columns, foundations (footings) and walls. CO3: • Student will be able to demonstrate the ability to apply current ACI Code design method to design reinforced concrete residential and commercial structures and their components. CO4: • Students will be able to apply basic structural analysis techniques, methods, and tables for analysis of continuous (indeterminate) and determinate slabs, beams, girders, and frames. ETC 44415C contributes the following to the BSET program outcomes: CO1 CO2 CO3 CO4 PO1 X X X X PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 X X X X X X X X X X X X X X X X Reinforced Concrete Design by G.F. Limbrunner and Abi Aghayere, 6th Edition (2007), Published by Prentice Hall, ISBN: 0131187678. Strongly Recommended: BSET ABET Self Study – Appendix A – Page 82 References: Topics Covered: Computer Usage: Projects: 1. ACI Code 318-02 - Building Code Requirements for Structural Concrete with Commentary (31802) & Notes on ACI 318-02 by ACI Committee 318 & Portland Cement Association (Year of Publication: 2002, 1323 pages). 2. Florida Building Code (2001 Edition) – Available online at http://www2.iccsafe.org/florida_building_code/ 20. Book: Design of Reinforced Concrete by J.C. McCormac (According to ACI 318-05 Code), 2006 Edition, Published by Wiley, ISBN: 978-0-471-76132-7 21. Book: Design of Concrete Structures” by Nilson, Darwin, Dolan, “13th edition, McGraw Hill, ISBN 0-07-248305-9 22. website: http://www.aci-int.org (American Concrete Institute) 23. website: http://www.cement.org (The Portland Cement Association) 24. website: http://www.asce.org (American Society of Civil Engineers) ix. Introduction x. Materials and Mechanics of Bending xi. Beams and Slabs (Tension) xii. xiii. T-Beams Shear in Beams xiv. Development Length xv. xvi. Review of basic structural analysis Continuous construction Design xvii. Serviceability xviii. Walls and columns xix. Footings and foundations xx. Detailing Most assignments involve utilization of computers and spreadsheet using MS Word and Excel for assignments and projects. The use of the discussion board is highly encouraged. Please limit the use of the discussion board strictly to class issues. A total of 3 projects are conducted throughout the term to review and apply the stateof-the-art of steel design method to enhance the material covered in the lectures. All information regarding the projects is available in class WebCT site. Library Usage: Students are encouraged to consult library and Internet references as needed to aid in learning and researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Technology Requirements E-mail: • CO1: Assignments, lab projects and exams. • CO2: Assignments, lab projects and exams. • CO3: Assignments, lab projects and exams. • CO4: Assignments, lab projects and exams. Expectations for Use WebCT course mail and discussion board are used in this course. All mails and discussions should be directly related to the course content or they will be removed from the site. Use common sense and good judgment when posting, and avoid BSET ABET Self Study – Appendix A – Page 83 WebCT: Special tools: Tape recording: Calculators: Cellular/Mobile Phones: Oral and Written Communicatio n: Calculus Usage: Course Policies and Guidelines: personal messages on the course site. Use the discussion board if you would like to discuss a topic among your classmates. Professor’s email address should be used for direct contact. Emails will be answered as soon as possible. Students are encouraged to learn more about effective use of WebCT tools from the available resources. WebCT will be used in this course for both live and remote classes. Students are expected to login to their account as often as possible but no less than three times a week for the latest updates and information. Projects, activities, organizations, and their due dates will be posted on WebCT and discussed during the class. None at this time Each class is video streamed, tape-recorded and is available via the internet. Calculators are allowed in the classroom and are used in this course if necessary. However, appropriate formulas and calculations must be defined and clearly presented to receive proper credit. Please make sure that they are completely off (no vibration mode) during the class time. All assignments and projects must be presented in a format that is clear, concise, and professional. No calculus is used in this course. 1. Exams: All exams are conducted online for this class. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at [email protected]. Please consult the course WebCT site. Make-up exams are not permitted. However, please consult with the instructor only if you have missed an exam under unforeseen circumstances, such as the death of an immediate family member. Such cases require valid and provable documentation before the student is eligible for the make up exam. Such documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. 2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up assignments. Assignments are assigned randomly in advance and due via WebCT, unless specified otherwise, on or before the due date. Consult the class WebCT site for the due dates. All assignments must be typed using MS Word in a high-quality and professional format. They should be well-written, clear, and concise. The steps/methods of solving the problems should be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all assignments MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Off-site FEEDS students MAY have some assignment modifications because of logistics and resource availability. However, offsite students must meet the due dates that are given to them. If these dates cannot be met, the instructor must be notified immediately. Please be mindful that assignments can be submitted BEFORE the due date. 3. Students are responsible for reading the textbook and other supplemental materials assigned by the professor. Students are also responsible to attend all live classes and or view all videostreamed live and taped lectures remotely. The class is accompanied by live and remote discussions and case studies to provide the students with hands-on application of what they learn in class. Students are also encouraged to share their first hand experiences with the class. Students may require to present their assignments, projects, and reports of case studies to the BSET ABET Self Study – Appendix A – Page 84 class if required by the professor. Course Grading Policy: 4. Due to the nature of this course, there is always materials, examples, etc. covered in class that is not from the text book. Therefore, to enhance their learning process, the students should take and keep well-documented notes. 5. Academic Conduct: Students are subject to federal and state laws and local ordinances as well as regulations prescribed by the University of Central Florida and the Florida Board of Governors. The breach or violation of any of these laws or regulations may result in disciplinary action. Detailed conduct regulations and procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A person applying for admission to UCF who has declared a violation of conduct policies at a previous college or university or has been charged with a violation of the law (including traffic violations that resulted in a fine of $200 or more) may have circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to consider eligibility for admission. 6. Students should only present material that they can demonstrate they have studied and learned from course documents and approved activities. Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. Lab Projects and Assignments 40% Exam 1 20% Exam 2 20% Final Exam 20% Total Grading Scheme: Disability Access: Course Faculty 100% 90 - 100 = A 80 – 89.9 = B 70 – 79.9 = C 60 – 69.9 = D 59.9 and below = F The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 8232116, before requesting accommodations from the professor. Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 85 ETI 4381: Ground System Design Standard Course Outline (Updated: Spring 2008) Catalog Description: Goals/Objectives of the course: ETI 4381: Ground System Design – 3(3,0). Introduction to Ground System elements, functions, abilities, theories and operations. To teach the students the Communications needed for ground space systems, the students the Ground System Architecture, the Ground System Elements, Subsystems, System & Functional Requirements, Ground System Networks, Ground System / Mission Operations, Hardware, Software & Operational Concerns, PLC’s and Future of Ground Systems. Course Outcomes: CO1 Students will learn the history of Ground Space Systems Design and Communications needed for ground space systems CO2 Students will be familiar with Ground System Architecture and Ground System Elements CO3 Students will learn how to analyze Subsystems and System & Functional Requirements CO4 Students will learn the Ground System Networks and Ground System / Mission Operations CO5 Students will begin to gain awareness and experience on Hardware, Software & Operational Concerns, PLC’s and their use for ground space design and the The Future directions of Ground Systems Relationship to BSET Program Outcomes: ETI 4381 contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X CO3 X CO4 X CO5 X X X X Textbook: − References: − Topics Covered: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. “Understanding Space, Introduction to Astronautics ," by Jerry John Sellers, McGrawInc. 1994, ISBN 0-07-057027-5 “Cost-Effective Space Mission Operations,” by Suibb, Boden and Larson, McGraw-Hill Inc. 1996, ISBN 0-07-331321-1” The history of Ground Space Systems Design Communications needed for ground space systems Ground System Architecture Ground System Elements Subsystems System & Functional Requirements Ground System Networks Ground System / Mission Operations Hardware, Software & Operational Concerns PLC’s and their use for ground space design 11. The Future directions of Ground Systems BSET ABET Self Study – Appendix A – Page 86 Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Use of internet to perform inquiries for required class and additional information. Students are required to use basic word processing and spreadsheets, and any additional knowledge can be used for assignments. Bi Weekly problem solving exercises on the current material will be assigned.. Computer with access to the Internet and to WebCT. Three exams of equal weight (25% each) Bi Weekly homework assignments (25% total) Library Usage: Students are encouraged to consult library and internet references to aid in researching course material. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: Additional Course Information, Policies and Expectations: • CO1: Lecture material, assignments and assigned reading • CO2: Lecture material, assignments and assigned reading • CO3: Lecture material and weekly assignments • CO4: Weekly assignments and exams • CO5: Weekly assignments and exams All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Reading assignments are to be completed prior to class discussion. The example problems and study questions in the text should be studied and understood as part of the reading assignment. All exams are specified in the preliminary course schedule. Any change to the schedule will be notified at least two weeks in advance. Make-up exams will be given only under justifiable circumstances. All assignments are due on or BEFORE the scheduled due date and time. Absolutely NO late assignments will be accepted. All assignments may be submitted via WebCT or in person, unless specified otherwise Students are encouraged to collaborate outside of class to discuss and complete homework assignments, though copying will not be tolerated. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. All assignments must be submitted in a high-quality and professional manner. They should be well-written and understandable. The steps/methods of solving the BSET ABET Self Study – Appendix A – Page 87 problems should be clearly stated. Exams Excusal from Course Assignments and Exams Makeup Assignments and Examinations Course Coordinator: Three exams will be given throughout the semester. Each exam will consist of an in class portion which will cover the pertinent material from the current lectures as well as some review material from previous lectures. • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. • There will be no makeup assignments given. • Makeup exams will be given towards at a time appropriate and acceptable for both the professor and involved student. The makeup exams may be different and more challenging than those administered on the original date. Dr. Ahmad Sleiti, [email protected] BSET ABET Self Study – Appendix A – Page 88 Catalog Description: EMA 4103 Space Environment Technology Standard Course Outline (Updated: Spring 2007) EMA 4103 Space Environment Technology The space environment and how it affects manufacturing of space elements to withstand the harsh space environment. Elements of the space environment: microgravity, hard vacuum and outgassing, radiation, thermal gradients, magnetic moments, hazards of orbital debris, and micrometeoroids. Goals/Objectives of the To train the students in understanding the laboratory environment in which space hardware must be manufactured. Instruct them on how to carry out transportation of course: space hardware to the launch pad. Also they should be able to calculate the view factors of space hardware when outgassing occurs in space. Students will be able to understand the effects of the elements of the space environment and how to prevent their damage to spacecraft. Instruct the students on the characteristics of the solar wind and high-energy particles; solar radiation degrading spacecraft elements, and shielding methods. The students will learn the dangers posed by possible impacts from orbital debris and micrometeoroids. CO1: Students will be able to calculate view factors related to outgassing of material in space CO2: Students will have an understanding of all the elements of the harsh space environment CO3: Students will have an understanding of the basic methodologies of hardening space hardware to withstand the space environment CO4: Students will have an understanding on how to test space hardware for withstanding launch vibrations and stage separations during space flights, and deployment of spacecrafts in space Relationship to BSET EMA 4103 contributes the following to the BSET program outcomes: Program Outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X CO2 X X X CO3 X X X CO4 X X X The Space Environment; Implications for Spacecraft Design, Alan C. Tribble; Princeton Textbook: Course Outcomes: University Press, Princeton NJ, 2003. . References: 1. Understanding Space: An Introduction to Astronautics, Jerry Jon Sellers, Third Edition, McGraw Hill, 2005. 2. Space Vehicle Design, Michael D. Griffin and James R. French, AIAA Education Series, American Institute of Aeronautics and Astronautics, Inc., 2001. BSET ABET Self Study – Appendix A – Page 89 Topics Covered: 1. Introduction to the Space Environment (0.5 hr) 2. Instructor’s Notes on various space environment topics (1.5 hr) 3. The Vacuum Environment (2.0 hr) 4. The Neutral Environment (1.5 hr) 5. The Plasma Environment (1.0 hr) 6. The Radiation Environment (1.5 hr) 7. The Micrometeoroid/Orbital Debris Environment (2.0 hr) 8. Conclusions (1.5 hr) Computer Usage: Microsoft Excel. Laboratory Exercises N/A or projects: Required Equipment: N/A There will be two exams: Course Grading: Midterm Exam (02/27/07) Final Exam (04/25/07) Homework 40% 40% 20% Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material and complete written projects. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: CO1: Traditional exam and assignments CO2: Traditional exam and assignments CO3: Traditional exam and assignments CO4: Traditional exam and assignments Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Course Policies: BSET ABET Self Study – Appendix A – Page 90 Additional Course Information, Policies and Expectations: Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So LIVE and FEEDS students should check WebCT and their e-mail at least once per day. • When sending e-mail to the instructor and/or GTA, please begin the “Subject:” of the message with the following: ETI<space>4838<space> - <space> means insert a space. • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with Microsoft Excel Course Assignments • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all projects if assigned MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be proctored in class or at FEEDS sites. Students will be given a time window during which the exam can be taken. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be makeup assignments given if a student needs to improve his grade in the course. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: Nebil Misconi, Professor, [email protected] BSET ABET Self Study – Appendix A – Page 91 ETI 4835 Rocket Propulsion Technology Standard Course Outline (Updated: Fall 2006) ETI 4835 Catalog Description: Engineering aspects of current rocket propulsion technology, including among many aspects, design, propellant types, flight performance, engine controls, no designs, and testing. The course also includes such topics as rocket classification definitions and fundamentals, combustion and thermodynamics relations, types propulsion (monopropellant, bipropellant, and hybrids), and other current and future exotic propulsion. 3(3,0) Course prerequisites: PHY 3053C or equivalent Goals/Objectives of the course: (1) Provide students with a broad view of the essential elements in the technical aspects of rocket mechanics, design, and rocket system engineering, and a basi’ foundation in propulsion, flight performance, and engine performance. (2) Provide sufficient in depth understanding of the physics and engineering aspects of rocket propulsion and the skills needed to accomplish a rocket system design. (3) Bring the students to a level of understanding of the intricacies of rocket mission design and the current propulsion technologies being used to the degree where they can grasp the design of a specific component of currently used rock which includes: definitions of mission requirements, making decisions on hardware specifications, understanding of tradeoffs involved in analysis and decision making on technology of a rocket system to be used in a mission. (4) Provide the students with some experience in rocket construction and testing and introduce them to the use of some laboratory equipment. Course Outcomes: COl: • Students will be able to solve problems related to rocket propulsion for liquid, solid, and hybrid rockets CO2: • Students will be introduced to the rocket propulsion equations and how to apply them to chemical rockets as well as electromagnetic propulsion and other exotic means of propulsion CO3: • Students will have an understanding of the basic elements of propulsion such as combustion chambers, various nozzles designs, turbo-pumps, and cryogenics CO4: • Students will have an understanding of how to calculate thrust power, impulse and specific impulse, and efficiency ratings of rocket engines BSET ABET Self Study – Appendix A – Page 92 Relationship to BSET Program Outcomes: ETI 4835 contributes the following to the BSET program outcomes: P01 CO1 X CO2 X CO3 X CO4 X Textbook: P02 P03 X X X X P05 P06 P07 X X X X P08 P09 P010 P011 X X X X Rocket Propulsion Elements," by George P. Sutton and Oscar Biblarz, Seventh Edition, John Wiley References: PO4 & Sons Inc. 2001. Understanding Space, Introduction to Astronautics," by Jerry John Sellers, Third Edition; McGraw-Hill Inc. 2005 Topics Covered: 1. Rocket Science 2. Propulsion Systems 3. Launch Vehicles 4. Propulsion Classifications 5. Definitions and Fundamentals 6. Nozzle Theory and Thermodynamics 7. Relations 8. Flight Performance 9. Liquid Propellants Rocket Engine 10. Fundamentals 11. Thrust Chambers 12. Hybrid Propellant Rockets 13. Selection of Rocket Propulsion Systems 14. Rocket Testing Computer Usage: None. Laboratory Exercises or projects: Required Equipment: Course Grading: N/A N/A There will be three exams: Exam I (10/3/06) Exam II (11/02/06) Final Exam (12/07/06) Homework 33% 33% 33% 20% BSET ABET Self Study – Appendix A – Page 93 Course Coordinator: Nebil Misconi, Professor, [email protected] BSET ABET Self Study – Appendix A – Page 94 ETI 4838 Flight Dynamics Technology Catalog Description: Standard Course Outline (Updated: Spring 2007) ETI 4838 Flight Dynamics Technology Orbit description and determination; orbital trajectory design; analysis of vehicle sustained gforces; vehicle vibration analysis; orbital maneuvering; atmospheric reentry; launch windows; rocket apogee and down range computations; wind correction and launch angles. Goals/Objectives of the To train the students in doing basic orbit calculations for Earth orbiting satellites in Low Earth Orbit (LEO) and the Geosynchronous Orbit (GEO). Instruct them on how to do course: orbital maneuvers and orbital rendezvous. Also they should be able to calculate transfer orbits for lifting satellites to the GEO orbit, and calculate the Hohmann Transfer orbit for interplanetary travel. Students will be able to calculate trajectories for gravity assists by making flybys by planets, and calculate launch angles and windows. Instruct the students on how to stabilize satellites in their orbits and pointing them in space using gyroscopes, momentum wheels etc., and how to dampen their spin and vibrations. The students will learn how to maneuver during spacecrafts atmospheric reentry. Course Outcomes: CO1: Students will be able to calculate satellites orbits and orbital maneuvers CO2: Students will have an understanding of interplanetary travel trajectories CO3: Students will have an understanding of basic methods to stabilize satellites in their orientations and pointing CO4: Students will have an understanding of how to carry out gravity assists using planet flybys. Relationship to BSET ETI 4838 contributes the following to the BSET program outcomes: Program Outcomes: CO1 CO2 CO3 CO4 Textbook: References: Topics Covered: PO1 X X X X PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 X X X X X X X X Introduction to Spaceflights. Francis J. Hale, Prentice Hall, 1994. . Understanding Space : An Introduction to Astronautics, Jerry Jon Sellers, Third Edition, McGraw Hill, 2005. 1. Introduction (0.5 hr) 2. Two-Body Orbital Mechanics 3. Geocentric Orbits and Trajectories (2.0 hr) 4. Time of Flight (0.5 hr) 5. Interplanetary Transfers (1.0 hr) 6. Vehicle and Booster Performance (0.5 hr) 7. Atmospheric Entry (1.0 hr) 8. Orbital Elements and Earth Tracks (1.5 hr) 9. The Ballistic Missile (1.0 hr) 10. Attitude Dynamics and Control (1.5 hr) BSET ABET Self Study – Appendix A – Page 95 Computer Usage: Orbit View Software. Laboratory Exercises N/A or projects: Required Equipment: N/A There will be three exams: Course Grading: Exam 1 (02/13/07) Exam 2 (03/27/07) Final Exam (04/24/07) Homework 25% 25% 40% 10% Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material and complete written projects. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: CO1: Traditional exam and assignments CO2: Traditional exam and assignments CO3: Traditional exam and assignments CO4: Traditional exam and assignments Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Course Policies: Additional Course Information, Policies and Expectations: Computer Skills/Usage • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So LIVE and FEEDS students should check WebCT and their e-mail at least once per day. • When sending e-mail to the instructor and/or GTA, please begin the “Subject:” of the message with the following: ETI<space>4838<space> - <space> means insert a space. • Students are expected to have access to and be familiar with a word processing application (e.g., Microsoft Word) as all assignments will require its use. • Students are expected to have access to and be familiar with Microsoft Excel BSET ABET Self Study – Appendix A – Page 96 Course Assignments • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all projects if assigned MUST be completed and written up individually. Each student is required to turn in his or her own solutions. If the assignment has been designated a team assignment by the instructor, one copy of the assignment solutions containing the names of all team members is required. Exams All exams will be proctored in class or at FEEDS sites. Students will be given a time window during which the exam can be taken. Excusal from Course Assignments and Exams • Excusal from submitting an assignment on-time: - If an emergency arises and a student cannot submit the homework on or before the due date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations • There will be makeup assignments given if a student needs to improve his grade in the course. • Makeup exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: Nebil Misconi, Professor, [email protected] BSET ABET Self Study – Appendix A – Page 97 BSET ABET Self Study – Appendix A – Page 98 BSET ABET Self Study – Appendix A – Page 99 BSET ABET Self Study – Appendix A – Page 100 SUR 3331 Photogrammetry Catalog Description: Course covers history of photogrammetry, principles of aerial imaging, digital imagery, geometry of aerial photography, image and object spaces, stereoscopy and parallax, and topographic mapping Goals/Objectives To introduce the basics of photogrammetry and data measurements from aerial photography. of the course: CO1: Course Outcomes: • Students will have understanding of the principles of aerial imaging, digital imagery, and geometry of aerial photography. CO2 • Students will be able to apply current photogrammetric knowledge and adapt to emerging geospatial technology. CO3 • Students will be able to professionally comply with established topographic mapping standards. Relationship to BSET Program Outcomes: This course contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X CO3 X X CO4 X X Textbook: Introduction to Modern Photogrammetry, Edward Mikhail, James Bethel, and J. Chris McGlone, John Wiley and Sons, Inc., ISBN: 0-471-30924-9. Topics Covered: History of photogrammetry Stages of developments of photogrammetry Intro to metric, aerial, terrestrial, and extra-terrestrial photogrammetry Elementary photogrammetry Vertical and titled aerial photography Sources of distortion and displacement in photogrammetry Photogrammetric sensing systems Elements of analytical photogrammetry Aerial triangulation Digital photogrammetry None Computer Usage: Required Equipment: Course Grading: Library Usage: N/A Final grades are based on the following: 90-100%: A 80-89%: B 70-79%: C 60-69%: D Below 60%: F Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. BSET ABET Self Study – Appendix A – Page 101 Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Homework assignments and exams • CO2: Homework assignments and exams • CO3: Homework assignments Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Course Coordinator: Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 102 SUR 3530C Geodetic Science Course covers spherical trigonometry, basic topics in geodesy including geodetic reference systems and earth models, state plane coordinates, astronomic observations, time systems, and satellite orbits. Goals/Objectives To provide students with a foundation of geodesy, state plane coordinates basic astronomy, time systems, and satellite orbits. of the course: CO1: Course Outcomes: • Students will have basic understanding of the theory and practice of geodetic science needed by surveyors and mappers, GIS professionals, and photogrammetrists. CO2 • Students will be able to apply current geodetic science knowledge practically and adapt to emerging geospatial technology. CO3 • Students will be able to perform astronomic observations for Latitude, Longitude, and Azimuth in the field. Catalog Description: Relationship to BSET Program Outcomes: This course contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X CO3 X Textbook: Jekeli, Christopher (2005) Geometric Reference Systems in Geodesy, Ohio State University (available for free download from the website https://kb.osu.edu/dspace/handle/1811/24301). References: Torge, Wolfgang (2001), Geodesy 3rd Ed. deGruyter. Topics Covered: Introduction to Geodesy Spherical Trigonometry Geometry of Sphere and Ellipsoid Computation on the Ellipsoid Geodetic-Cartesian transformations Reference systems and frames Basic astronomy Astronomical coordinates Time systems Determination of Azimuth Gravity Satellite orbits N/A Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Exercises include but are not limited to angular measurements using astronomic observations for Latitude, Longitude, and Azimuth. Theodolite and solar filter (will be provided by instructor) Final grades are based on the following: Quizzes: 10% BSET ABET Self Study – Appendix A – Page 103 Homework exercises: One midterm exam: Final exam: 30% 20% 40% Library Usage: Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: Course Policies: • CO1: Homework assignments, quizzes and exams. • CO3: Homework and field assignments • CO3: Field assignments Class policy: 1. Students are expected to attend class, take notes, be ready for discussion, and turn in labs on time. Attendance will be taken each class, and three absences without the instructor’s permission will result in an immediate F grade. 2. Students are responsible for and may be tested on material covered in reading assignments, even if material is not covered in lecture. 3. Assignments are to be submitted in the format outlined in Homework Format and Policy. 4. Any student having a disability or needing special accommodations is advised to inform the instructor as early as possible. 5. The use of cell phones and/or pagers in the classroom is strictly prohibited. Any student violates this policy will be asked to leave the classroom for that session resulting in an absence for the class and zero grade on all due assignments. 6. Final Exam is to be given at the official scheduled time established and published by the University. 7. Note: it is expected that an average student put in an additional 2-3 hours of work for every credit hour of this course. This means some students will have to put in even more time to learn the material presented in this course. Homework Policy: In order to facilitate the grading of submitted homework assignments, the following must be adhered to. Failure to comply with these requirements will result in a zero grade on the homework. 1. Use 8.5 x 11 inch engineering paper (National 5 square or similar) or special graph paper as required. Large plots, computer output, etc., are acceptable when necessary. No torn out sheets. 2. The first sheet of your work shall have the following information across the top: Course number, Course Title, H.W. number and Name (last, first). 3. Keep each homework set separate and staple each set at the upper left hand corner. If you submit a homework set unstapled, you will receive an immediate zero grade on the homework. 4. All work is to be submitted in dark pencil, written on one side of the paper, with clean erasures (not scratched out work). Colored pencils or computer-generated graphs can be used if you feel they will clarify presentations. 5. Keep problems in the order assigned and separate each problem by a heavy line across the entire sheet. Identify answers by underlining or boxing. 6. All written text should use lower case and capital letters as per the English BSET ABET Self Study – Appendix A – Page 104 language. Do not write in all capitals except for headings, titles, etc., if you so desire. 7. Label all plots completely as to title and axes, including dimension and scales. 8. Present your work in a neat and orderly manner being sure to include details on computations, schematics on how charts were used, reference to tables or charts employed. Complete or partial credit will only be given if work can be followed. 9. Include the proper complete units associated with the quantities calculated. Use the standard nomenclature of the S.I. or English system unless others are specified. 10. Homework is due on the assigned date at the beginning of the lecture. Late submittals will not be accepted unless legitimate hardship can be shown. All assignments are to be turned in. Failure in submitting any assignment will result in an F grade in the course. 11. Strict adherence to this rule permits homework to be graded consistently and returned quickly. 1. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Course Coordinator: Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 105 SUR 3641 Geospatial Computations Catalog Description: Course covers nature of measurement, statistical analysis of random errors in measurements, propagation of errors, analysis of errors and mistakes in indirect measurement, mathematical methods used in surveying sciences, weights of observations, precision of indirectly determined quantities, least squares adjustments of survey data with applications to observed data with redundant measurements. Goals/Objectives The objective of this course is to give the students the mathematical tools necessary for geospatial analysis. of the course: Course Outcomes: CO1: • CO2: • CO3: • CO4: • Students will have understanding of the fundamentals of geospatial computations. Students will be able to perform pre-analysis of surveying measurements. Students will be able to perform statistical analysis of random errors as well as propagation of errors in geospatial measurements. Students will also be able to analyze errors and mistakes in indirect measurement. Students will be able to use/apply least squares adjustments approaches to observed geospatial data with redundant measurements. Relationship to BSET Program Outcomes: This course contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X CO3 X X X CO4 X X X X Textbook: Adjustment Computations: Spatial Data Analysis, Charles Ghilani and Paul Wolf, Wiley. Topics Covered: Nature of measurement Statistical analysis of random errors in measurements Propagation of errors Analysis of errors and mistakes in indirect measurement Mathematical methods used in surveying sciences Weights of observations Precision of indirectly determined quantities Least squares adjustments of survey data with applications to observed data with redundant measurements. Computer Usage: Required Equipment: Course Students will use matrix software that comes with text book. N/A Final grades are based on the following: BSET ABET Self Study – Appendix A – Page 106 Grading: Library Usage: Course Assessment: Professionalism and Ethics: Course Coordinator: 90-100%: A 80-89%: B 70-79%: C 60-69%: D Below 60%: F Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Homework assignments & traditional exams. • CO2: Homework assignments & traditional exams. • CO3: Homework assignments & traditional exams. • CO4: Homework assignments & traditional exams. Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 107 SUR 4402 Boundary Location Course covers professional liability, ethics, boundaries creation, property surveying and ownership, retracement surveys, evidence & preservation of evidence, easements, and role of surveyor in court. Goals/Objectives To provide students with a background and basic understanding of the laws and procedures relating to the practice of boundary surveying. of the course: CO1: Course Outcomes: • Students will have solid understanding of the basics, laws and procedures relating to the practice of boundary surveying. CO2: • Students will be able to carry out good root of title through property records search and understand the importance of public recording of property records. CO3: • Students will be able to establish the location of section corners of sectionalized lands. CO4: • Students will be able to professionally comply with established surveying standards, and understand the role of surveyor in court. This course contributes the following to the BSET program outcomes: Relationship to BSET Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Outcomes: CO1 X X CO2 X X X CO3 CO4 X X Brown, Robillard and Wilson, Evidence and Procedures for Boundary Location, 4th Ed, John Wiley & Sons, Inc. 1994 Textbook: Catalog Description: Topics Covered: Computer Usage: Homework assignments: Brown, Robillard and Wilson, Boundary Control and Legal Principles, 4th Ed, John Wiley & Sons, Inc. 1995 Professional liability & ethics Professional statute & role of the surveyor How boundaries are created Courthouse research History of property surveying History of property ownership Creation of non-sectionalized boundaries Sequential & simultaneous conveyances Riparian & littoral boundaries Retracement surveys Evidence & preservation of evidence Easements & writing of legal descriptions The role of surveyor in court Students are required to use ArcView 3.3, MS Word, and MS Excel. Courthouse research: students will complete a historical research project of the assigned property utilizing the county courthouse. The research is to include a reverse and forward search of the property for a 100-year period. BSET ABET Self Study – Appendix A – Page 108 Boundary plat: utilizing the information that will be provided by the instructor, students are to complete a boundary plat of the property. Project should meet the minimum requirements of the Florida Board of Examiners of Surveyors and Mappers. Additionally, the student is to complete the courthouse research for the project. Legal briefs: these consist of review of a case assigned in class pertaining to the topic of the lecture. Students will complete the assignment in a format that will be provided during the lecture. Legal Description: utilizing the information provided by the instructor, students are to compile a complete and accurate description of the property. Once the description is returned, the student will make correction to the document and return to the instructor at the next class meeting. Sectionalized lands: assuming that they are engaged to do a survey in a section located in a public land survey system, students will be given a township info within which this section to be subdivided under instructions that set closing corners on one boundary of the township. Students are to set the corners of lots on the specified boundary of the township. Required Equipment: Course Grading: Library Usage: Course Assessment: N/A Final grades are based on the following: 90-100%: A, A80-89%: B+, B, B70-79%: C+, C, C60-69%: D+, D Below 60%: F Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Homework assignments & traditional exams. • CO2: Homework assignments • CO3: Homework assignments • CO4: Homework assignments & traditional exams. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Course Coordinator: Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 109 SUR 4531 Positioning with GPS Catalog Description: Goals/Objectives of the course: Course Outcomes: Course covers history of GPS, Reference System, GPS Signals, GPS Observables, GPS errors, Differential GPS, Kinematic GPS, and data Adjustments. To provide students with the basic concepts of GPS including GPS Signals, Reference System, Observables, GPS errors, Differential GPS, Kinematic GPS, and GPS data Adjustments. Students will learn GPS survey planning; figure design, data processing, and adjustments utilizing Trimble Geomatics Office Software. CO1: • Students will have understanding of the theory and practice of positioning/surveying with GPS. CO2: Students will be able to identify the suitable GPS surveying method for the specific application, plan the GPS survey, complete data collection, be able to observe and post-process GPS data CO3: • Students will be able to use GPS equipment in the filed to complete GPS survey, real-time kinematic (RTK) or static. CO4: • Students will be able to perform GPS coordinate transformation and learn about the tools available for datum transformation. Relationship to BSET Program Outcomes: This course contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X X CO2 X X X CO3 X X X CO4 X X X Textbook: GPS for Land Surveyors, 2nd ed. Van Sickle, Jan., CRC Press. Topics Covered: GPS satellite orbits GPS Signals Reference System in GPS GPS Observables GPS errors Differential GPS Kinematic GPS PS data transformation GPS survey planning; GPS data processing. Computer Usage: Required Equipment: Students will use Topcon tools and Trimble Geomatics Office GPS processing software systems. HiPer Lite + “base and rover” GPS Unit from Topcon ® and the Trimble® 5700 GPS Final grades are based on the following: 90-100%: A, A80-89%: B+, B, B70-79%: C+, C, C- Course Grading: BSET ABET Self Study – Appendix A – Page 110 Library Usage: Course Assessment: Professionalism and Ethics: Course Coordinator: 60-69%: D+, D Below 60%: F Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Homework assignments & traditional exams. • CO2: Field and Homework assignments • CO3: Field assignments • CO4: Homework assignments. Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 111 SUR 4932 Digital Cartography Assorted topics in cartography are covered including coordinate systems, dot maps, data models and map digitizing, multivariate mapping, data measurement, typography, map compilation and map production. Goals/Objectives To provide students with a theoretical foundation of cartography and the application of cartographic and digital mapping systems. of the course: CO1: Course Outcomes: • Students will have solid understanding of the theory and practice of map making. CO2 • Students will be able to apply current cartographic knowledge and adapt to emerging geospatial technology. CO3 • Students will be able to design, compile, and produce digital mapping products. CO4 • Students will be able to professionally comply with established mapping standards. This course contributes the following to the BSET program outcomes: Relationship to BSET Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Outcomes: CO1 X X CO2 X CO3 X X CO4 X X Catalog Description: Textbook: References: Robinson, Morrison, Muehrcke, Kimerling, and Guptill 1995, Elements of Cartography, 6th edition, John Wiley. 1. Cartography; Thematic Map Design, 4th edition, Dent, B. 1996. 2. How to lie with Maps, 2nd edition, Monmonier, M. 1996. Topics Covered: Nature of Cartography Basic Geodesy and Map Projections Scale, Reference, and Coordinate Systems Census and Spatial Sampling Dot Maps & Dot Proportion/ Choropleth Data models for Digital Cartographic Information Map digitizing / Digital Databases Isarithmic Mapping Cartographic Design Bivariate & Cartograms Multivariate Mapping and Modeling Data Measurement & Basic statistical processing Color theory and models Typography Map compilation & Map production Cartographic Abstraction Computer Students are required to use ArcView 3.3, MS Word, and MS Excel. BSET ABET Self Study – Appendix A – Page 112 Usage: Laboratory Exercises: Required Equipment: Course Grading: Library Usage: Course Assessment: Course Policies: Lab#1: Lab#2: Lab#3: Lab#4: Lab#5: Lab#6: Lab#7: Lab#8: Lab#9: Lab#10: Lab#11: Introduction to Arc/View 3.3 Basic Geodesy Map Projections Maps and Map Scale Dot and Choropleth Maps Creation Isarithmic Mapping Thematic Map Design Non-contiguous Cartograms Regression Analysis Map Generalization Intro to Remote Sensing N/A Final grades are based on the following: Quizzes 5% Weekly laboratory assignments 40% Two mid-term exams 30% Final exam (comprehensive) 25% Students are encouraged to consult library and Internet references to aid in researching course material, complete assignments, and prepare lab reports. Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Weekly laboratory assignments • CO2: Traditional Exams • CO3: Quizzes In order to facilitate the grading of submitted laboratory assignments, the following rules must be adhered to. Failure to comply with these rules and requirements will result in an immediate zero grade on your lab assignment. 2. The software you will use for the course laboratory assignments is ESRI® Arc/View 3.3. 3. Your laboratory report should be prepared in MS Word format and the first sheet of your report shall have the following information across the top; Course number, Course Title, Homework/laboratory assignment number and Name (last, first). • Your laboratory report should have the following sections: • A title: The title of the laboratory/homework exercise. • Objectives: State what the objectives or purpose of the laboratory/homework exercise are with reference to the original handout. • Procedures: A brief description of the step-by-step process of completing the laboratory/homework exercise and getting the lab tasks done. 4. To include graphics, images or digital maps in your MS Word report, use the “print screen” key in your keyboard to copy and paste into your document. You may use the “Paint” software to edit what you capture with “print screen” key before you insert it in your MS Word report. Submissions in any format other than MS Word will not be accepted. 5. Laboratory assignments are due by 5:30 pm on the assigned due dates. Late submittals will not be accepted unless legitimate hardship can be shown. BSET ABET Self Study – Appendix A – Page 113 Professionalism and Ethics: Course Coordinator: Strict adherence to this rule permits homework to be graded consistently and quickly. 6. Homework and lab assignments must only be submitted in hardcopy format. E-mail submissions will not be accepted. Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Tarig Ali, Assistant Professor , [email protected] BSET ABET Self Study – Appendix A – Page 114 ETD 3350C Applied CADD Standard Course Outline Catalog Description: ETD 3350C Applied CADD Course Outcomes: CO1: Understand most-used commands (icons tools) and when to select one command versus another command. Examples: Extruded Boss, Extruded Cut, and and Mirror. Description: This course in computer-aided drafting/design provides the student with the opportunity to approach detailed and intricate drafting/design problems from a computer perspective. [Revised] Course prerequisites: Junior Standing or CI. Goals/Objectives CAD design for all areas of applied engineering, including mechanical and architectural. Overview of value of 3D CAD designs because of all the useful of the course: analysis tools. Examples: (a) Automatic stress analysis and fill analysis. (b) SolidWorks Cosmos pictorial stress analysis can be done with ---no--- prerequisite knowledge of how stresses are calculated. CO2: Understand concept of reusing and modifying things that are in your (a) personal and (b) professional parts library. Understand concept of "never waste time drawing something twice." CO3: Understand design of entities, by doing series of tutorial real-world examples. CO4: Understand how easy it is to obtain computer solutions related to analysis. Examples: Cosmos stress analysis of oven rack. Relationship to BSET Program Outcomes: ETD 3350C contributes the following to the BSET program outcomes: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 X X CO2 X X CO3 X X CO4 X X Textbook: Textbook: Author: LUEPTOW Title: SolidWorks Design Kit cd & book Publisher: Prentice Hall Edition: 7/18/2005 ISBN: 0132261812 Kit/Package/ShrinkWrap=isbn 0132261812. Retail Price about $70. Contains both SolidWorks Design Kit dvd cdrom (0131722697) which has software, plus book Learning SolidWorks (0131409743) Bundled together are isbn 0132261812 Lab Manual: Step-by-step eTutorials on the dvd rom above. References: Topics Covered: Internet, eHandouts, Department avi files, and websites. Lesson 1 - Parts Mold Design BSET ABET Self Study – Appendix A – Page 115 Computer Usage: Laboratory Exercises: Required Equipment: Course Grading: Lesson 2 - Assemblies Lesson 3 - Drawings AutoCAD and SolidWorks 3D Sketching MoldflowXpress Multibody Parts Pattern Features PDMWorks Advanced Design Advanced Drawings Assembly Mates COSMOSXpress Design Tables PhotoWorks Revolves and Sweeps Sheet Metal SolidWorks Animator SolidWorks API eDrawings SolidWorks Utilities FeatureWorks Surfaces Fillets Toolbox Import/Export Weldments Lofts This course is a hands-on computer usage course, using cad and documentation software. Classes are hands-on use of cad software. See Topics above. PC with SolidWorks software. 33 percent each for 3 hour lab tests 1, 2, and 3. Optional grading is available for 100 percent attendance at all labs. Library Usage: Physical paper library--minimal or none. Internet used as reference. Webct eHandouts and avi files are an electronic library. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: CO1: Create or modify real-world designs and document use of commands during a lab test. CO2: Document using and modifying blocks in a lab test. CO3: Document choosing a good solution to engineering problems in a lab test. CO4: Document solutions in a lab test. Example: Do Cosmos (a) stress analysis or (b) fill analysis to create a part. Course Policies: Additional Professionalism and Ethics: Academic dishonesty in any form will not be tolerated!!! Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. 3Computer Skills/Usage BSET ABET Self Study – Appendix A – Page 116 Course Information, Policies and Expectations: • WebCT and e-mail will be used to communicate with students and disseminate materials and assignments throughout the course. So LIVE and FEEDS students should check WebCT and their e-mail at least once per day. 4Course Assignments 1• All assignments must be submitted via WebCT, unless specified otherwise. • Students are encouraged to collaborate outside of class to discuss and debate course concepts. However, all WebCT assignments and exams MUST be completed individually. Exams All exams will be on line. Students will be given a time window during which the exam can be taken. If students have problems submitting their exam for any reason (system is down etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email her at [email protected]. Any other question about the exam should be directed to the instructor. Excusal from Course Assignments and Exams • Excusal from an exam: - Excusal of a student from an exam due to an emergency such as student illness, family illness or death, etc. requires valid and provable documentation before the student is eligible for the makeup exam. The documentation must be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date. - Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the scheduled exam for all other excuses such as conference/workshops, business trips, etc. Makeup Assignments and Examinations 2• Make-up labs, homework and exams will only be permitted under extreme circumstances. • Makeup labs and exams will be given towards the end of the semester, at a date announced by the instructor. The makeup exams may be different and more challenging than those administered on the original date. Course Coordinator: King Osborne, [email protected] BSET ABET Self Study – Appendix A – Page 117 ETG 4950C Senior Design Project Catalog Description: Students are required to design individual or group projects involving project definition, planning, development, testing, and evaluation. Progress reports and a final oral presentation and formal written report are required. Goals/Objectives This is the capstone course for all of the Engineering Technology majors. In this course, students are required to come up with a proposal for an engineering project of of the course: interest to them, define, plan, develop, test, and evaluate the project. CO1: Course Outcomes: • Students will have an understanding of the basics of project’s proposal writing. CO2 • Students will be able to define, plan, develop, test, and evaluate an engineering project. CO3 • Students will be able to present, demonstrate, and defend their projects. This course contributes the following to the BSET program outcomes: Relationship to BSET Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 Outcomes: CO1 X X CO2 X X X X CO3 X X X None required. Textbook: Vary according to the student’s project. Students are encouraged to use the library References: and the World Wide Web to find references relevant to their projects. MS Word, MS Project, MS EXCEL, MATLAB, CAD and any software chosen by Computer students to complete their projects. Usage: Equipments: Any equipment chosen by students to complete their project. Project Proposal 6% Course 3 Progress Reports 9% Grading: Final Project Report Final Oral Presentation & Project Demonstration 40% 45% Library Usage: Students are encouraged to consult library and Internet references to aid in researching material related to their topics. Course Assessment: Useful methods for assessing the success of this course in achieving the intended outcomes listed above: • CO1: Project proposal, project progress reports, final project report, final project presentation • CO2: Project proposal, project progress reports, final project report, final project presentation • CO3: Project’s Oral presentation & project demonstration BSET ABET Self Study – Appendix A – Page 118 Course Policies: Course Coordinator: Grading Objections: All objections to grades should be made IN WRITING WITHIN ONE WEEK of the work in question. Objections made after this period has elapsed will NOT be considered, no exceptions. Professionalism and Ethics: Academic dishonesty in any form will not be tolerated. Violations of student academic behavior standards are outlined in The Golden Rule, the University of Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details. Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be silenced during all classroom lectures and exams. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. As of Spring 2008, Dr. Ali Mehrabian: [email protected] Office: ENG I, Rm. 213 Phone: (407)823-4754 Office Hours: M and W 2:00-4:00 pm and or by appointment. BSET ABET Self Study – Appendix A – Page 119 Senior Design Project – ETG4950C (3 credits) -----------------------------------------------------------------------------------------------------------Overview of the Course ETG4950 is a design course which consists of teams of one to three students approved by the professor. It is an “all laboratory, hands on, minds on” course and time is managed by the individual or team members. It is your responsibility to schedule time each week for research, design, and fabrication of your project. A project log-book will be kept in accordance with the rules included in this document. This project logbook can be a computer-generated document in which students keep track of their group discussions, brain-storming, meeting minutes, crude calculations, time spent on the projects, etc. The Senior Design Project must conform to the general guidelines outlined in this document and other documents posted on WebCT. A written project proposal must be submitted in advance by the deadline listed on the next page of this document and approved by the instructor. Any significant deviations must be submitted in writing seven days in advance to the instructor for his approval. Approval will consist of an initialed electronics copy of the project proposal and request for approval which should be attached to the electronic copy of the project proposal. An engineering project always involves a set of specifications. Before starting the design process, and surely before any equipment is built and tested, a firm specification must be agreed upon by the customer and the engineer. Therefore, start by preparing a set of specifications that include the absolute minimum and maximum values of all crucial "design goals." You will not be graded on how well your final product meets the prepared specifications; but the depth to which the original specifications goes and the extent to which it truly specifies the anticipated product is part of your design project and will be graded. In other words, the final result of your project will be graded based on your project proposal. You must complete all of the goals that you outline in your proposal. The deadline for the submission of the project proposal is given in the following page. Note that when overhead and profit are considered, engineering time is quite expensive. Keep a daily record of time spent on your project and use the rate of $25.00 per hour to determine the labor cost for the project. An estimate of the overall project cost including the total labor should be included in you final report. The results of the design project will be: (a) presented orally by either you working as an individual or all members of your team and (b) submitted as a written report prepared in accordance with the instructor's guidelines (ONE WRITTEN REPORT PER GROUP). Oral presentations will be "open to the public" and will be scheduled during the last week of the semester. Course Grading Policy: 3 Project Progress Reports Labeled as PR1* through PR3* at 30 points each Project Proposal* Final Project Report* Oral Presentation & Project Demonstration* Total 90 points (9%) 60 points (6%) 400 points (40%) 450 points (45%) 1000 points (100%) BSET ABET Self Study – Appendix A – Page 120 Grading Scheme: 900 - 1000 = A 800 – 899 = B 700 – 799 = C 600 – 699 = D 599 & below = F * For all due dates, please refer to the class website. Part I - Rules for Project Log Book 1. Notebooks are to be bound, no spiral binders or loose leaf. They can also be computer generated but the same bounding rule applies. 2. All pages must be numbered for the purpose of indexing. 3. Each entry must be dated and the total time spent recorded. 4. Each new activity/experiment must start on a new page. 5. If the log book entries are not typed, DO NOT ERASE. Errors can be corrected by drawing a single line through the entry, initialing and dating the correction. Use a pen!!! 6. Graphs and other entries, including instruction sheets can be glued or stapled into the notebook. 7. The logbook is a chronological record of your work -- not an experiment-by-experiment record. 8. An index, showing each experiment and the pages on which approximate entries are made should be started on the fourth page from the end of the notebook. 9. Record all data directly in the notebook, not on a piece of scrap paper later to be transferred in the notebook. 10. Log books serve as scientific diaries and should include the following: (a) (b) (c) (d) (e) (f) (g) (h) All preliminary calculations and designs All test circuits used in the experiment with all parts properly labeled Observed data (be complete) Calculated results Curves - properly labeled Record sketches. For example: Sketches of waveforms obtained Conclusions An account of all difficulties encountered and the methods used to overcome them. BSET ABET Self Study – Appendix A – Page 121 The notebooks may be reviewed periodically by the instructor, and they will be collected for grading at the end of the course as part of the Final Report Grade. Part II – Project Oral Presentation & Project Demonstration Project oral presentations and demonstration are scheduled during the last week or two of the semester. These are open to the public. Non-participating students, faculty and administrators are encouraged to attend and ask questions. Attendance by student members of the project is mandatory. Do not, therefore, plan to give your presentation and report and then be absent from all the others. We expect these reports to be give on a highly professional level. Business dress during presentation is required. Timing is very important. We will limit the formal talk to 15 minutes, questions to and demonstration to 10 minutes. A five minute interval between presentations will enable the next group to set up their demonstration. Since timing is important, a prior practice session involving you and your partner (and invited guests if you wish) will be necessary. Do not leave the timing to chance. You will surely run over time or get involved in an embarrassing situation. The presentation must be prepared in MS power point be split between the all members of your team. One partner might, for example, handle the formal report and the other handle the demonstration. However it is done; keep it on a smooth, professional level. You can assume the audience has a technical background at the associate degree level. You cannot assume that the entire audience knows what your project is trying to achieve. Several minutes of overall introductory description of the project will keep the audience with you neglect of this section of the report will lose the audience before you start. The presentation room will include a computer and an LCD projector. Your presentation must be made using this equipment only. You may not utilize an overhead projector, whiteboard, or paper easel. You must bring your presentation on a CD. DO NOT bring only a USB memory key. However, you may bring one as a backup measure. It is good practice to try the CD on another computer to make sure that it will operate and that all pictures/movies are contained in the presentation. Part III - Final Project Written Report A comprehensive project report is one of the requirements for completion of ETG 4950C. The requirements for this report are rather stringent. These requirements are outlined and discussed in the following paragraphs. BSET ABET Self Study – Appendix A – Page 122 In many companies all of your work as an engineering technologist will be presented in written form. Your work and worth to the company will be judged by what you present on the printed page. The required format for reports for this course is: 1) Abstract 2) Background of the Topic 3) Review of Current Literature 4) Experimental Method 5) Experimental Results 6) Conclusions 7) List of References 8) Bibliography 9) Appendices – Including your project proposal. 1) The Abstract is a very concise synopsis of what your project is and what is contained in the report. It will typically consist of one paragraph. It is usually written last once the entire report is completed. The next two topics are included for several reasons. It is vital that you learn to use standard engineering library reference techniques. You will need them after graduation. Diligent use of the library will also aid you greatly in your design project for this course. Each hour spent in the library will save several, usually many, hours of design and experimental work. 2) The Background of the Topic is required to insure that you are aware of techniques that have been applied to your project in the past. Include information on similar products, projects or designs that have been attempted or completed by other people working in the field. This section should essentially be a justification of why you are attempting this project. 3) The Review of Current Literature should be of great help in your design project. We are asking "How are other designers doing the job now?" In fast-moving fields, references cited would typically be less than two years old. This also involves published data about systems not yet available on the market. This information can also include websites. 4) The Experimental Method section describes your work. It usually begins with a block diagram then discusses the blocks. Circuits and software you designed and used will also be discussed. It includes the design specifications. 5) Experimental Results include a verbal discussion supported by curves, tables, etc. 6) The Conclusion sums up the whole project. If you had to do it over, what would you do differently? Discuss the cost of the project in terms of the material or parts and the labor costs. BSET ABET Self Study – Appendix A – Page 123 7) List of References includes all references cited in the paper including website. 8) Bibliography includes references not cited that were useful to you. 9) Appendices include materials that contribute to the paper but are too bulky or not suited to the main body of the text. Example: computer printouts, lengthy calculations, special data sheets, etc. Also include a copy of your original Project Proposal. The report should be typed doubled spaced. The left margin should be one and one-half inches wide. The right, top, and bottom margins of each page should be one inch wide. In the body of the report, a note to a reference in the list of references should be placed in the line with a number enclosed in parentheses. Numbered entries in the list of references and/or bibliography should use the IEEE reference/bibliographic format for technical reports. Each figure should have a figure number and a caption with the word figure abbreviated and capitalized e.g. Fig. 4 Block Diagram of Lunar Lander. Landscape figures should be placed in the bound report so the figure number and caption are to the right when you face the page, e.g. binding is to the left. Ideally, a reader should be able to obtain all the information necessary to interpret a graph or a figure by studying the page without having to refer to the text. The axes of a graph must be labeled, including the proper units. Measured points on a curve should be so indicated with suitable symbols such as small circles, small triangles, etc. Theoretical curves on graphs have no such symbols. Of course, the curves are usually smooth and continuous. If more than one curve appears on a graph, use different line types such as a solid line, a broken line, or a dash-dot line. You are encouraged to use Excel or other relevant software for presenting graphs and curves. Tables should be numbered with Roman numerals and should have a title, e.g., Table II Transistor Performance Data. Equations should be numbered consecutively. Place the equation number on the right side of the page and number the equations by sections. For example, the third equation in section IV of the report would be (4-3). This procedure reduces the amount of work necessary in renumbering equations as revisions are made in the report. Microsoft Word or other word processors can be used for typing equations and for easily numbering them as well. The written report should be stapled without a cover. DO NOT waste your money on commercial covers as they are usually discarded before filing. Pages should be numbered except for the first page or title page. This page should contain (just above center of the page): BSET ABET Self Study – Appendix A – Page 124 the title of the project your name, your partner’s name And the following words (just below center of the page): Technical Report Submitted In Partial Fulfillment of the Engineering Technology Project Course ETG 4950C Fall Semester, 2006 Submission date….. The second page should be the table of contents. It will list the topics and the page numbers. Following the table of contents, an index of symbols used in the technical report should be included. This index contains the symbol and the meaning of the symbol. Acronyms can also be included here. An index to figures should follow the index of symbols. This page will contain the figure number, the figure caption, and the page number of the figure. Lower case Roman numerals should be used for numbering the title page, the table of contents, the index of symbols, and the index of figures. Although the title is page "i", do not place a number on it. Starting with the abstract, use Arabic numbers for numbering this page and following pages. The form for reference/bibliographic entries varies somewhat from one technical journal or publisher to another. The form to be used for reference/bibliographic entries for the technical report is that used by the IEEE. See any of the IEEE journals or groups for the proper format or consult the IEEE Author Kit. WE EXPECT AND KNOW YOU WILL WANT TO DO A PROFESSIONAL JOB! BSET ABET Self Study – Appendix A – Page 125 PROJECT PROPOSAL References: Extensive use of the library will be required of each student team. Sufficient books and journals such as those published by the IEEE and the Engineering Index are available in the Library. Goals: The Project Proposal is designed to increase the probability of each student’s success in their chosen Senior Design project. The student is expected to do extensive research on a project that is decided upon in consultation with the ENT Department faculty. Each student should generate several ideas for his or her project. Each idea should then be researched and the student should decide which idea would make a suitable project for the 15 week semester. Students may seek advice and suggestions from their ENT faculty advisor. To successfully complete the project proposal, students are expected to: • Identify an appropriate and manageable topic that will be the basis for a senior project that can be designed and built in a 15-week semester. A concise statement of objectives and what you intend to design and build will be one of the outcomes in this course. • Conduct a background history of the topic, a current literature search of the topic, and a list of references pertaining to the topic and submit this material in IEEE format along with the completed project proposal. • Prepare the proposal appropriate to the objectives of the project, including a time line for completing the various tasks to complete the project (see sample in this document), and • Complete a written proposal for the senior project that you will design and build. • The proposal should include an Engineering Specification (see sample in this document). • The entire project proposal should not exceed 5 pages and should be submitted to the instructor via email in Microsoft Word format. NOTE: it’s very important to identify in your proposal an ENT faculty mentor, who is familiar with the topic of your proposal and that he/she agrees to be your project mentor. BSET ABET Self Study – Appendix A – Page 126 REVIEW OF CURRENT LITERATURE As you write about the Review of Current Literature for this course, please use the following as a guide. Pay particular attention to the format of this part of the paper. You are writing about the articles, Not about your project. You are trying to tell your audience whether the article was useful to you. List only articles that have some relevance to your project -- no need to give reviews of articles that have no relevance to your project. For each article reviewed you should: 1) Give the reference number from your reference listing, title, author, publication, and date of publication. Underline the title. Please use the IEEE format style as was given to you earlier in the semester for the actual reference list which will come later in the paper. 2) Present a one or two sentence synopsis of the contents of the article. 3) Tell whether the article contained useful circuit diagrams, component values, curves, flow charts, photographs, bibliography, etc. You are trying to tell your readers whether to invest their time and effort in finding the articles that you reviewed. You are not trying to present a condensed version of the article. Please see the next page for a sample write-up for the Review of Current Literature and a sample for the List of References. BSET ABET Self Study – Appendix A – Page 127 SAMPLE Review of Current Literature Sample [3] China’s Food, by Vaclav Smil, which appeared in The Scientific American, Dec. 1985, provides a comprehensive discussion of China’s food needs and her success, or lack of it, in meeting these needs. The author points out that China was unable to provide adequate nutrition during drought and flood years prior to the establishment of the Peoples Republic in 1949. Initial U.S. estimates were that collectivization of farms between 1959 and 1961 was the cause of 16.5 million deaths by starvation. Recently released data has increased that number to 30 million deaths and about 33 million lost or postponed births. The author concludes that China’s nourishment, while less than developed countries, is adequate at the present but is far from assured for the future. The article includes three pages of color photographs, several clear and useful graphs, and a short bibliography. The following list of references would be placed on its own separate page. List of References Sample [1] ... [2] ... [3] Vaclav Smil, “China’s Food,” The Scientific American, vol. 43, pp. 45-50, Dec. 1985. [4] ... Sample Timeline Week Task1 Task2 Task3 Task4 Task5 1 2 3 4 5 6 7 8 9 10 ******* ****************** ********** *********** *************** Include a detailed description of each task. BSET ABET Self Study – Appendix A – Page 128 Preparation of Engineering Specifications Your first task in ETG 4950C will be to prepare an engineering specification to cover the design project. In some cases, it will not be an item of hardware you are specifying, but will be an engineering study of some type. In either case, your specification should be written under the assumption that someone else will be doing the work and you are telling the person what you expect. What is the least you will accept? On what basis will you decide that the person or company has adequately supplied the goods or services? At the beginning, include a short paragraph describing such things as operating conditions, environment, lifetime, duty cycle, who will operate the equipment, etc. An example of each type of specification is given below: 25 Watt Audio Amplifier This amplifier will be used in a residential environment. It is expected that this amplifier will operate over eight years without major repairs. This equipment shall be safely operable by a wide age range of family members. Controls shall easily be viewed and operable from the front panel. Power Output: Frequency Response: Hum and Noise: Inputs: Output Impedance: Controls: Active Devices: Power Required: Maximum Overall Size: Maximum Weight: Operating Ambient Temperature: Case: 25 Watts with less than 1.5% distortion ± 2dB, 20-18, 000 Hz 70 dB below rated output Microphone, 100,000 or 200 ohms unbalanced, RCA jack 4, 8 and 16 ohms Mike 1, Fader, Master Volume, Bass (+8 dB to -19 dB at 50 Hz), Treble (+12 dB to -15 dB at 10 kHz), Power Switch All semiconductors 105 - 125 VAC 50/60 Hz, 200 watts maximum 4” x 14” x 12” 10 pounds maximum 40 to 120 deg. F Oak veneer plywood at least 3/8" thick HYDROELECTRIC POWER PLANT STUDY Objectives: To study the characteristics of all the hydroelectric power stations on the Susquehanna River. Information of Interest: A. Hydro (a) Water head (b) Flow rate (c) Seasonal variations (d) Type of turbines BSET ABET Self Study – Appendix A – Page 129 (e) Ice problems B. Electric (a) Types and number of generators (b) Excitation (c) Frequency versus load (d) Voltage generated and voltage of trunk lines (e) Loading percentage as a function of time of day and season (f) Reliability and maintenance C. Cooling methods and characteristics D. Esthetic, ecological, and environmental considerations (a) Design for aesthetics (b) Fish and other aquatic life (c) Wetland considerations The results of this study shall be presented in a technical report. The main emphasis shall be concerned with the electrical equipment, but all the above characteristics shall be included for each station. Brainstorming Guide As mentioned previously in this document, you must select your project. A list of projects will not be supplied to you. If you don’t already have an idea in mind then you may need to “Brainstorm.” You can either brainstorm individually or with a group. It doesn’t necessarily need to be your future project group but could be your parents or friends. Grab something to write on so you can record even your worst ideas. Start with your interests. This doesn’t mean “well I liked op-amps so…” I mean your interests such as watching movies, playing Xbox, playing guitar, listening to my MP3 player, sitting in the park, your real interests. Now let’s take one of the interests I just listed such as Xbox (Xbox is a video game console). Start thinking about things you wish you could do to improve your game playing experience. How about a wireless controller that takes any controller you like and send the signal wirelessly to the console. Or maybe a low-frequency rumble seat that connects to your sound system (sometimes called a kicker for low-frequency environmental (LFE) sounds). Maybe a rechargeable battery power system to make it mobile. Back to the MP3 player…maybe a device that creates a laser light show when attached to the headphone jack. For your guitar, maybe a music trainer. Brainstorming means that you just let the ideas flow and start writing them down. After a session of brainstorming you then cut the bad ideas and the impossible ones from the list. Then stop and go do something else. Come back to the list the next and start over. I guarantee that after a few days one of these ideas will keep coming back and you will lock on to it. I can help you decide if it is a good project idea. Good means that it is hard enough, or not too easy, or even possible using the current state-of-the-art. Here are some examples of past projects. 1. One student came to me and we started the brainstorming with “what are your interests.” He stated that he loved working on and riding his motorcycle. After a few minutes he said one of the things he wished he could improve was his taillight. I suggested maybe using LEDs. His response was that there were already LED taillights available on the market. So my next question was what’s wrong with them and how can they be improved. He decided that he really wanted them to blink rapidly when the brake was applied as a safety feature. He took this on as his senior design project. The taillight consisted of 40 red LEDs mounted on a printed circuit board of his design. A microcontroller received signals from the signal and brake switches on the bike. Then depending on the mode the microcontroller turned the LEDs on and off. At the end of the project the taillight was mounted on his bike and fully operational. 2. A student said his interest was basketball. He enjoyed reading all of the statistics for the different teams and trying to predict the out come of each game. After brainstorming he decided to build a real-time predictive website database. The website engine consisted of a database formed from all current statistics and a prediction algorithm which he fine tuned through research and trial and error. At the end of his project he had a website where you could select two teams and it would predict the point spread for an up coming game. The accuracy over several games was highly accurate. BSET ABET Self Study – Appendix A – Page 130 3. One student’s family owned a construction company that builds beach front condominiums. After brainstorming he came up with a problem with all large multistory condominiums. It turns out that the sliding glass doors leading to the balconies of each unit lacked a handicap accessible track. The sliding glass doors utilized aluminum tracks that the average wheelchair could not easily ride over. His project consisted of a new track that could meet hurricane codes and could easily be compressed by the wheel on a wheelchair. All of these ideas originated from necessity as do all great ideas. There must be something in your life that you would like to improve. “Necessity is the mother of all inventions” Plato Here are some ideas for you…. Renewable energy generation devices Anti-Hurricane construction Rechargeable battery powered hairdryer Automatic fish feeder Ultraviolet purifying pet water dish G-force meter for your car Altimeter for a model rocket Keep thinking…. Please note: This document is intended to provide general information from the professor to the student to clarify expectations and procedures and to enhance communication in the course. This syllabus and any information contains within are not intended or implied as a contract. Changes to this document may occur, in which case the professor will communicate them to the students by different means of communication. BSET ABET Self Study – Appendix A – Page 131 APPENDIX B – FACULTY RESUMES • Eduardo Divo ............................................................................................................2 • Ahmad Sleiti ..............................................................................................................4 • Ali Mehrabian ...........................................................................................................6 • Lucy Morse ................................................................................................................8 • Nabeel Yousef ..........................................................................................................10 • Tarig Ali...................................................................................................................12 • Alireza Rahrooh ......................................................................................................14 • Ron Eaglin ...............................................................................................................16 • King Osborne ..........................................................................................................19 • Nebil Misconi...........................................................................................................21 • Karla Alvarado-Moore...........................................................................................22 • Kevin Erhart............................................................................................................25 BSET ABET Self Study – Appendix B – Page 1 1. 2. 3. 4. 5. 6. 7. EDUARDO DIVO, Assistant Professor Name and Academic Rank: Degrees with fields, institution and date: Ph.D. Mechanical Engineering, University of Central Florida, Orlando, FL, 08/98 M.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 05/96 Analyst, Statistical Control, Monterrey Institute of Technology, Mexico-Venezuela, 12/93 Eng. Mechanical Engineering, UNITEC, Valencia, Venezuela, 08/92 Tech. Mechanics, UNITEC, Valencia, Venezuela, 05/90 Tech. Computers and Information, UNITEC, Valencia, Venezuela, 05/90 University of Central Florida experience, (Appointment date and Positions held): 01/08 – current BSET Program Coordinator, ENT, UCF 08/03 – current Assistant Professor, ENT, UCF 08/05 – current Joint Appointment, Assistant Professor, MMAE, UCF 01/02 – 08/03 Visiting Assistant Professor, MMAE, UCF 08/98 – 01/02 Adjunct Professor and Research Scientist, MMAE, UCF 05/96 – 08/98 Teaching and Research Assistant, MMAE, UCF Other related experience, teaching, industrial etc.: 01/99 – 12/99 Research Engineer, Dual Incorporated, Lake Mary, FL 01/96 – 08/98 Research Engineer, Applied Technologies, Orlando, FL 01/96 – 12/96 Design Engineer, Teslatronics, Orlando, FL 08/92 – 05/94 Special Project Coordinator and Assistant Professor, UNITEC, Valencia, Venezuela Consulting, patents, etc.: UCF Sponsored Research: Lockheed Martin Missiles and Fire Control (LM-MFC), Orlando, FL; Siemens-Westinghouse Power Corporation (SWPC), Orlando, FL; DotDecimal, Sanford, FL; Sciperio, Orlando, FL; nScrypt, Orlando, FL; State of Florida Turbine Initiative (SFTI); Florida Space Research Initiative (SRI); Florida High-Tech I-4 Council; Space Alliance Technology Outreach Program (SATOP), Titusville, FL; Dell Higher Education; and UCF Internal Programs. Consulting: General Dynamics, Orlando, FL; Engineering Technology Incorporated, Orlando, FL; ZONA Technology, Scottsdale, AZ; RINITech, Orlando, FL; NASA Glenn Research Center, Turbomachinery Division, Cleveland, OH; Applied Technologies Associates, Orlando, FL; Dual Incorporated, Lake Mary, FL; and Supervision International Inc., Orlando, FL. State(s) in which registered: Principal publication of last five years: - Divo, E., Kassab, A.J., and Erhart, K., “Domain Decomposition Techniques for Boundary Elements. Applications to Fluid Flow,” Ch. 5 in Parallel BEM and Mesh Reduction Methods, Popov, V., Power, H., and Skerget, L. (eds.), WIT Press, Billerica, MA, 2007, pp. 147-186. - Divo, E. and Kassab, A.J., “An Efficient Localized RBF Meshless Method for Fluid Flow and Conjugate Heat Transfer,” ASME Journal of Heat Transfer, Vol. 129, 2007, pp. 124-136. - Divo, E. and Kassab, A.J., “Transient Non-linear Heat Conduction Solution by a Dual Reciprocity Boundary Element Method with an Effective Posteriori Error Estimator,” CMC: Computers, Materials, & Continua, Vol. 2, No.4, 2006, pp. 275-288. - Divo, E. and Kassab, A.J., “Iterative Domain Decomposition Meshless Method Modeling of Incompressible Flows and Conjugate Heat Transfer,” Engineering Analysis with Boundary Elements, Vol. 30, 2006, pp. 465-478. - Divo, E. and Kassab, A.J., “A Meshless Method for Conjugate Heat Transfer Problems,” Engineering Analysis with Boundary Elements, Vol. 29, No. 2, 2005, pp. 136-149. - Divo, E., Kassab, A.J., Kapat, J.S., and Chyu, M.K., "Retrieval of Multi-Dimensional Heat Transfer Coefficient Distributions Using an Inverse-BEM-Based Regularized Algorithm: Numerical and Experimental Examples," Eng. Analysis with Boundary Elem., Vol. 29, No. 2, 2005, pp. 150-160. - Kassab, A.J., Wrobel, L.C., Bialecki, R.A., and Divo, E., “Boundary Elements in Heat Transfer,” BSET ABET Self Study – Appendix B – Page 2 8. 9. 10. 11. 12. 13. Chapter 4 in Handbook of Numerical Heat Transfer, Wiley, Vol. 1, 2nd Edition, 2005, pp. 125-166. - Divo, E., Kassab, A.J. and Rodriguez, F., "A Parallelized Iterative Domain Decomposition Approach for 3D Boundary Elements in Non-Linear Heat Conduction," Numerical Heat Transfer, Numerical Heat Transfer, 2004, Part B: Fundamentals. Vol. 44, No. 5. pp. 417-437. - Divo, E., and Kassab, A.J., "An Efficient Singular Superposition Technique for Cavity Detection and Shape Optimization," Numerical Heat Transfer, 2004, Part B: Fundamentals, Vol. 45, pp. 1-30. - Divo, E., Kassab, A.J., and Ingber, M.S., “Shape Optimization of Acoustic Scattering Bodies,” Engineering Analysis with Boundary Elements, 2003, Vol. 27, pp. 695-703. - Divo, E. and Kassab, A.J., Boundary Element Method for Heat Conduction: with Applications in Non-Homogeneous Media, WIT Press, Billerica, MA, 2002. Scientific and professional societies: - American Society of Engineering Education (ASEE) - American Institute of Aeronautics and Astronautics (AIAA) - American Society of Mechanical Engineers (ASME) - Society of Hispanics Professional Engineers (SHPE), UCF Chapter Faculty Advisor - Pi Tau Sigma, National Mechanical Engineering Honors Society Honors and awards: (last five years) - State of Florida University System. Teaching Incentive Program, 2006-2007. - Faculty Excellence Award. College of Engineering and Computer Science, 2006-2007. - Fellow of the Wessex Institute of Great Britain, 2004-present. - Teacher of the Year Award, Pi Tau Sigma, 2001-2002. Institutional and professional service in the last five years: - Program Coordinator for BSET, ENT, 2008-. - Member of the CECS Scholarship and Excellence Awards Committees, 2008-. - Faculty Mentor and Content Developer for the UCF EXCEL Program, 2007-. - Member of the Editorial Board, Int. Journal of Engineering Analysis (Elsevier), 2007-. - Member of the ASME K20 Committee on Numerical Heat Transfer, 2007-. - Member of the International Scientific Advisory Board for BEM/MRM Conferences, 2007-. - Member of the Research Incentive Award (RIA) and In-House Committees, 2006-. - UCF/CECS Outreach Program High-School Faculty Trainer, 2006-. - Member of the UCF/CECS Undergraduate Task Force Committee, 2006-. - Developed iCLS Initiative for Classroom-less Content Delivery. Expanded the Initiative to CECS and ENT Courses. Participated as an iCLS trainer for other CECS Faculty Members. - Host to UCF-UC (University of Carabobo, Venezuela) agreement for Visiting Scholars. - University Library Advisory Committee (LAC) 2005-. - Mentor for the Undergraduate Research and Mentoring Program (RAMP), 2004-. - Faculty Advisor for the Society of Hispanic Professional Engineers, 2003-. - Advisor and Lecturer for the Summer Program for Academic Careers in Eng., 1997-2006. - Reviewer for International Journals: JHT, IJNME, C&F, IPSE, EABE, and IJHMT. Professional development activities in the last five years: - BEM/MRM Conferences: ‘04, ‘05, ‘07, ‘08. (Delegate, speaker, and co-chair) - ECCOMAS Conferences: ‘05, ‘07, ‘08. (Delegate, speaker, and session chair/organizer) - ASME SHT and WAM Conferences: ‘03, ‘04, ‘05, ‘06, ‘08. (Delegate, speaker, session org.) - AIAA Thermophysics Conferences: ‘03, ‘06. (Delegate, speaker, and session panelist) - CIMENICS International Conferences: ‘06, ‘08. (Delegate, speaker, and session chair) - IPDO Conferences: ‘03, ‘07. (Delegate and invited speaker) - EUROTHERM NHT Conferences: ‘05 (Delegate, speaker, and session chair) Percentage of time available for research, scholarly activities, or professional development: - 25% Percentage of time commitment to the program: - 100% BSET ABET Self Study – Appendix B – Page 3 1. Name and Academic Rank: AHMAD SLEITI, Visiting Assistant Professor 2. Degrees with fields, institution, and dates: • Ph.D. in Mechanical Engineering-Thermal Fluids, University of Central Florida, 2004 • Master of Science, Mechanical Engineering, Thermal sciences, University of Jordan, 2001 • Bachelor and Master of Science in Mechanical Engineering, Rostov State Building University (RISI), 1991 3. University of Central Florida experience (Appointment dates and Positions held): • 2007 – Present: Visiting Assistant Professor • 2005-2007: Research Associate, Project Manager and Instructional Faculty • 2004-2005: Research Scholar/Scientist, Project Manager and Instructor • 2001-2004: Research and Teaching Assistant/Instructor 4. Other related experience, teaching, industrial etc.: • 11/03-05/04: Senior Mechanical Engineer, Electrodynamics Associates, Inc., Oviedo, FL • 12/95-07/01: Project Engineer & Project Manager, Penta Group Engineering Co. Jordan • 11/93-11/95: Design and Consulting Engineer, SIGMA Consulting Engineers, Jordan • 10/91-10/93: R & Development Engineer, BETA Engineering Industries Co, Jordan. 5. Consulting, patents, etc.: • Electrodynamics Associates, Inc., Oviedo, FL. • Rini Technologies Inc., Oviedo, FL 32765 6. 7. State(s) in which registered: Principal publication in the last five years: 1. A. K. Sleiti and J. S. Kapat, 2005, " Fluid Flow and Heat Transfer in Rotating Curved Duct at High Rotation and Density Ratios ”, ASME Journal of Turbomachinery, Volume 127, Issue 4, pp. 659667. 2. A. K. Sleiti and J. S. Kapat, 2006, " Effect of Coriolis and Centrifugal at High Rotation and Density Ratios”, AIAA Journal of Thermophysics and Heat Transfer), Volume 20, No. 1, pp. 67-79. 3. R. Kumar, A. K. Sleiti and J. S. Kapat, 2006" Unsteady Laminar Buoyant Flow Through Rectangular Vents in Large Enclosures”, AIAA Journal of Thermophysics and Heat Transfer, Vol. 20, No.2, pp. 276-284, April-June 2006. 4. A. K. Sleiti and J. S. Kapat, 2006 "An Experimental Investigation of Liquid Jet Array and Single Phase Spray Impingement Cooling Using Polyalphaolefin", Experimental Heat Transfer Journal, Volume 19, No. 2, pp. 149-163 April 2006. 5. A. K. Sleiti and J. S. Kapat, 2006" Comparison Between EVM and RSM Turbulence Models in Predicting Flow and Heat Transfer in Rotating Rib-Roughened Channels”. Journal of Turbulence, Volume 7. No.29, pp. 1-21, 2006. 6. A. K. Sleiti and J. S. Kapat, 2006 " Heat Transfer in Channels in Parallel-Mode Rotating at High Rotation Numbers ”, AIAA Journal of Thermophysics and Heat Transfer, Vol. 20, No.4, pp. 748753, October-December 2006. 7. N R Nagaiah, A. K. Sleiti, S Rodriguez, J S Kapat, L. An and L. Chow, 2006 “A Novel Design and Analysis of a MEMS Ceramic Hot-Wire Anemometer for High temperature Applications”. J. Phys.: BSET ABET Self Study – Appendix B – Page 4 Conf. Ser. 34, pp. 277-282. 8. A. K. Sleiti , 2007, “Advanced cooling technology for rotors of high-power low-duty cycle generators using polyalphaolefins” Journal of Synthetic Lubrication, Vol. 24, No.2, pp. 77-90, March 2007. 9. A. K. Sleiti and J. S. Kapat, " Effect of Coriolis and Centrifugal Forces on Turbulence and Heat Transfer at High Rotation and Buoyancy Numbers in Rib-Roughened Internal Cooling Channel”, (Accepted by International Journal of Thermal Sciences), 2007. 10. A. K. Sleiti, Quan Liu, and J. S. Kapat, “Application of Pressure and Temperature Sensitive Paints for Study of Local Heat Transfer to a Circular Impingement Air Jet”, Accepted by International Journal of Thermal Sciences), 2007. 8. 9. Scientific and professional societies: • Member of American Society of Mechanical Engineers (ASME), • Member of American Institute of Aeronautics and Astronautics (AIAA), • American Society of Heating, Refrigerating, and Air-conditioning Engineers (ASHRAE), Honors and awards in the last five years: • Full Tuition Waiver from Graduate Studies at UCF (2001-2004). • Travel Grants (03–06), • Graduate Merit Fellowship/UCF, 02-03 ($5000). 10. Institutional and professional service in the last five years: • Session organizer in IMECE-2005; • ASME Advanced Energy Systems Division Committee Member, • Actively mentors and advises students; • Stay in constant communication and provide technical assistance in need to local industry and community. • Book review: Fundamentals of Engineering Thermodynamics, 6th Edition by M. Moran and H. Shapiro. John Wiley & Sons, Inc., • Peer Reviewer for Journal of Thermal Sciences, ASME, IMECE and more 11. • • • • • • • • • • 12. Professional development activities in the last five years: SBIR/STTR Grant preparation workshop (2006) Fuel Cell Workshop (2006) Leadership Excellence Certificate, (2006) Supervisory Skills Series Certificate, (2006) Teamwork Series Certificate, (2005) Time Management and Interviewer Certification (2005) Networking Effectively, (2005) Computational Fluid Dynamics (CFD) Training series (2002, 2003) GTA Certificate: Preparation for College Teaching Program, (2003) Short courses in developing superior research and teaching techniques at UCF (01-06) Percentage of time available for research, scholarly activities, or professional development: 30% 13. Percentage of time commitment to the program: 100% BSET ABET Self Study – Appendix B – Page 5 ALI MEHRABIAN, Assistant Professor 1. Name and Academic Rank: 2. Degrees with fields, institution and date: Ph.D. Civil Engineering, The University of Arizona, Tucson, Arizona, 08/2002 M.S. Civil Engineering, San Jose State University, San Jose, California, 08/1996 B.S. Civil Engineering, San Jose State University, San Jose, California, 12/1993 Associate Diploma, Architecture, National (Melli) University of IRI, 08/1987 3. University of Central Florida experience, (Appointment date and Positions held): 08/05 – current Assistant Professor 4. Other related experience, teaching, industrial etc.: Senior Research Engineer, West Coast Research Institute, Los Angeles, 2003-05 Civil Engineering Associate, Bureau of Engineering, City of Los Angeles, 2002-03 Research Associate and Co-PI, Program ACCESS, University of Arizona, 1998-02 Engineering Instructor, College of Engineering, The University of Arizona, Tucson, 1997-02 Research Assistant, College of Engineering, The University of Arizona, Tucson, 1996-97 Staff Engineer, MD Group, Danville, California, 1995-96 5. Consulting, patents, etc.: Consulting on the future of Florida Building Code, Gerson Lehrman Group, New York, N.Y., 2006 8. State(s) in which registered: E-I-T, California 7. Principal publication of last five years: Mehrabian, A., Haldar, A., and Moslehpour, S., “Nonlinear Analysis of Steel Frames with Ductile Connections,” IJME-INTERTECH International Conference, New Jersey, NJ, 2006. Huh, J., Haldar, A. and Mehrabian, A., “Time-domain Seismic Reliability of Nonlinear Structures,” SĀDHĀNA – Academy Proceedings in Engineering Sciences, Special Issue on Probabilistic Structural Dynamics and Earthquake Engineering, Vol. 31, Part 4, August 2006, pp. 359-382. Huh, J., Haldar, A. and Mehrabian, A., “Reliability Evaluation Using Finite Element Method,” Proceedings of 2006 ASME International Mechanical Engineering Conference and Exposition, Chicago, IL, Nov. 2006. Mehrabian, A., “Engineering and Technology Curriculum Development for Natural Hazard Reduction,” American Society for Engineering Education (ASEE) Annual Conference, Chicago, IL, 2006 (abstract accepted). Mehrabian, A., Rahrooh, A., Moslehpour, S., “International Collaboration for Seismic Hazard Reduction Education,” American Society for Engineering Education (ASEE) Annual Conference, Chicago, IL, 2006 (abstract accepted). Rahrooh, A., Mehrabian, A., Buchanan, W., “An inexpensive Computer Simulation Package with Applications in Underdeveloped Nations for System Design,” American Society of Engineering Education (ASEE) Annual Conference, Chicago, IL, 2006. Mehrabian, A., Haldar, A., and A. Reyes-Salazar, “Seismic Response Analysis of Steel Frames with Post-Northridge Connection,” International Journal of Steel & Composite Structures, Vol. 5, No. 4, pp. 271–287, 2005. Mehrabian, A., and Haldar, A., “Some Lessons Learned from Post-earthquake Damage Survey of Structures in Bam, Iran Earthquake of 2003,” Structural Survey, Vol. 23, No. 3, 2005. BSET ABET Self Study – Appendix B – Page 6 Huh, J., Mehrabian, A., and Haldar, A., “Seismic Reliability of Steel Frames with PostNorthridge Connections,” 9th International Conference On Structural Safety And Reliability (ICOSSAR ’05), Rome, Italy, June 2005. Mehrabian, A., and Haldar, A., “Seismic Performance of Steel Frames with a Post-Northridge Connection,” Report No. CEEM-02-001, Department of Civil Engineering and Engineering Mechanics, University of Arizona, Tucson, 2002. Mehrabian, A., Olson, J., Ehlers, J., and Lovelock, A., “Encourage Students with Physical Disabilities to Study Science, Mathematics, Engineering and Technology: Program ACCESS,” American Society for Engineering Education (ASEE) Annual Conference, Albuquerque, 2001. 8. Scientific and professional societies: American Society of Civil Engineers (ASCE) Structural Engineering Institute (SEI) American Society of Engineering Education (ASEE) Member of Journal Review Board, Engineering Structures Member of Editorial Board of Technology Interface, the journal for the Engineering Technology Member of Advisory Board, Scientific Journals International (SJI) International Association of Science and Technology for Development (IASTED) Book Proposal Reviewer, John Wiley & Sons, Inc. 9. 10. Honors and awards: (last five years ) TAU ALPHA PI National Honor Society Institutional and professional service in the last five years: Faculty Judge, University of Central Florida’s Graduate Students Forum Faculty Advisor, American Society of Engineering Technology (ASET) Member of Undergraduate Research Committee, University of Central Florida Industry Advisory Panel Meeting Group 11. 12. Professional development activities in the last five years: OSHA self-study courses in Occupational Safety, 2006 Workshop Attended, Teaching Creatively: Ideas in Action, Faculty Center For Teaching And Learning Workshop Attended, Path to Tenure Workshop, March 2006 Percentage of time available for research, scholarly activities, or professional development: 30% 13. Percentage of time commitment to the program: 100% BSET ABET Self Study – Appendix B – Page 7 1. Name and Academic Rank: LUCY C. MORSE, Associate Professor 2. Degrees with fields, institution, and date: Ph.D. Industrial Engineering University of Central Florida M.S. Industrial Engineering University of Central Florida A.B. Randolph-Macon Woman’s College 1987 1982 1959 3. University of Central Florida experience, (Appointment date and Positions held) 8/97 – current Associate Professor, Engineering Technology 8/97 – current Director, Engineering Technology at a Distance 8/02 – current BSET Coordinator 8/94 – 8/97 Director, Central Florida Consortium of Higher Education 1/83 – 8/92 Assistant Professor/Instructor, Industrial Engineering 1/83 – 9/90 Coordinator, Special Projects – College of Engineering 4. Other related experience, teaching, industrial etc: 9/59 – 6/60 Research Assistant, Harvard University Observatory 6/60 – 9/61 Cambridge Acoustical Associates, Inc., Cambridge, MA 1/62 – 12/65 Systems Analyst, The Badger Company, Cambridge, MA 6/90-6/93 National Science Foundation, Washington, DC 5. Consulting, patents, etc: 04 – current Contributing Scholar, National Technological University 1994 TeKONTROL, Winter Park, FL 6/93 – 2/94 Farragut Management Institute, Washington, DC 9/89 – 6/90 McDonnell Douglas Missile Systems, Titusville, FL 12/64 – 12/66 The Badger Company, Cambridge, MA 6. State(s) in which registered: 7. Principal publications of last five years: Lucy C. Morse and Daniel L. Babcock, Managing Engineering and Technology, Prentice Hall, 2007. 8. Scientific and professional societies American Society for Engineering Education Fellow, 2004 –present Fellow, Nominating Committee, 2004College-Industry Partnerships Division – Chair 2000-2003: Director Corporate Member Council – Program Chair, 2001-2003 CIEC Executive Board, Chair/Secretary, 2001-2002 ASEE Meriam/Wiley Award Committee, 2000 ASEE Constitution and By-Laws Committee, Member and Chair, 2001-2004 CIEC Planning Committee and Program Chair, 2000 ASEE Board of Directors, 1995-1997 ASEE Vice-President, Professional Interest Councils, 1997 Engineering Economy Division – Chair, 1993-1994 Women in Engineering Division – Director, 1990-1994 Project Management Institute American Society for Engineering Management BSET ABET Self Study – Appendix B – Page 8 Society for Information Management Institute of Industrial Engineers Tau Beta Pi Phi Beta Kappa 9. Honors and awards (last five years): Fellow, Faculty Center for Teaching and Learning, 2005-2007 Recipient of the Teaching Incentive Program (TIP) Award, 2004 Fellow, American Society for Engineering Education, 2004 Fellow, Academy for Teaching, Learning &Leadership, 2003 AAAS Lecture Series on Women in Science and Engineering, Alternate, 2002 10. Institutional and professional service in the last five years: BSET Program Coordinator, Engineering Technology Director, Engineering Technology at a Distance Institutional Effectiveness Committee, Department Chair and CECS Member Coordinator, NSF/REU Special Events, 2005-2006 11. Professional development activities in the last five years: Fellow, Faculty Center for Teaching and Learning, 2005-2007 Fellow, UCF Academy for Teaching, Learning, and Leadership, 2003 Participation in Program Assessment, Part I and II, Center for Teaching and Learning, 2006 ABET Assessment Training, Washington, Pittsburgh, Orlando NSF Engineering Education Conferences 12. Percentage of time available for research or scholarly activities: 25% 13. Percentage of time committed to the program: 25% BSET ABET Self Study – Appendix B – Page 9 1. 2. 3. 4. 5. 6. 7. NABEEL YOUSEF, Visiting Assistant Professor Name and Academic Rank: Degrees with fields, institution and date: a. Ph. D in Industrial Engineering and Management Systems, University of Central Florida May, 2006 b. MS in Industrial Engineering and Management Systems, University of Central Florida December, 2002 c. BS in Physics, Yramouk University in Jordan June, 1986 University of Central Florida experience, (Appointment date and Positions held): August 2006, Visiting Assistant Professor September 2006, Director of IT and Infrastructure for NSF e-Design Center August 2005, Coordinator for Computer Applications January 2003, Programmer Analyst + Adjunct Professor Other related experience, teaching, industrial etc.: Visiting Assistant Professor at University of Central Florida, 2006 until present and taught: ETI 4448 Applied Project Management Spring 2008 ETI 3671 Technical Economical Analysis Spring 2008 CET 4427 Applied Database I Spring and Fall 2007 and Spring 2008 ETI 4640 Operations Management for Technologist Fall 2007 CET 4505 Applied Operating Systems Fall 2007 CET 4429 Applied Database II Spring 2007 EIN 4545 IE Application for Service Industry Fall 2006 STA 3032 Probability and Statistic For Engineers Fall 2006 EIN 4118 Computer Application For Industrial Engineers Fall 2003 and 2004 Coordinator of Computer Application, and Programmer Analyst, 2001-2006 Programmer Analyst, Network and Database Consultant, 1998-2000 Physics High School Instructor, 1986-1998 Consulting, patents, etc.: Network and IT Consulting, System Integration State(s) in which registered: Principal publication of last five years: Refereed Journal Publications Luis Rabelo, Don Ariely, J. Vila and N. Yousef. “A Comparison of Learning Schemes for Recommender Software Agents: A Case Study in Home Furniture”. Industrial Journal of Technology Marketing, Vol. 1 No. 1, 2005, P 95-114 Refereed Conference Proceedings Publications Paul Fishwick, Zach Ezzel, Nabeel Yousef, David Miranda, Haluk Akin, Luis Rabelo, and Jose Sepulveda. Ontology-Centered Integration of Project Management, Cost and Resource Modeling with Analysis, Simulation and Visualization: A Case Study of Space Port Operations. Proceedings of the 2007 Winter Simulation Conference, Washington DC, December 9-12 Y. Hosni, A. Saka, J. Selter, N. Yousef, and L. Morse. “Training Disaster Simulators – A technology that Needs Management”; 16th International Conference on Management of Technology, Miami Beach, FL May 13-17, 2007. Derek Craig, Christopher Crawford, Nabeel Yousef, Jose Sepulveda. “Using RFID Technology to Improve Health Care Service in Emergency Room”. Industry Engineering & Management Systems (IEMS) Annual Conference. Cocoa Beach, Florida, March 12-14, 2007. Proceeding 2007, P 586-596 BSET ABET Self Study – Appendix B – Page 10 Nabeel Yousef,Abeer Sharawi, Adam Dalton, Sergio Quijada, Serge Sala-Diakanda, Luis and Jose Sepulveda “a distributed simulation approach for modeling and analyzing systems of systems”. Proceedings of the 2006 Winter Simulation Conference, Monterey, CA December 3-6 Nabeel Yousef, and Jose Sepulveda. “The effect of Emerging Technologies on the need for a Flexible Classroom Layout and Design.” IIE Annual Conference 2006 (IERC) Orlando, FL, May 20-24 Nabeel Yousef, Jose Sepulveda and Luis Rabelo. “A Framework for Cost Modeling a Supply Chain: Concepts Definitions and Relationships.” IIE Annual Conference 2006 (IERC) Orlando, FL, May 20-24 Abeer Sharawi, Adam Dalton, Nabeel Yousef, Sergio Quijada, Serge Sala-Diakanda, Luis and Jose Sepulveda. “Object Oriented Modeling Trends.” IIE Annual Conference 2006 (IERC) Orlando, FL, May 20-24 Nabeel Yousef, Luis Rabelo and Jose Sepulveda. “Framework for Cost Modeling the Supply Chain Using ABC Costing”. IFIP 5.7 Advances in Production Management Systems Conference. Rockville, MD, September 18-21, 2005 Nabeel Yousef, Luis Rabelo and Jose Sepulveda. “Cost Modeling the Supply Chain: Management Accounting Perspective”. Industry Engineering & Management Systems (IEMS) Annual Conference. Cocoa Beach, Florida, March 14-16, 2005. Proceeding 2005, P 586-596 Nabeel Yousef, Ahmad Rahal and Renee J. Butler: "Using System Dynamics as an Educational Tool in Explaining the Supply Chain", Industry, Engineering, & Management Systems (IEMS) Annual Conference. CocoaBeach, Florida, March 15-17, 2004. Proceeding 2004, P 546-554 Nabeel Yousef, Ahmad Rahal and Luis Rabelo: "Study of the Inventory Oscillation Through the Supply Chain Using System Dynamics", Industry, Engineering, & Management Systems (IEMS) Annual Conference. CocoaBeach, Florida, March 15-17, 2004, Proceeding 2004, P 555-561 Nabeel Yousef, Jose Sepulveda, Hesham Mahgoub: "The Use of Simulation in Hot Mix Asphalt Trucking", IIE Annual Conference 2003 (IERC) Portland, Oregon May 17-21, 2003 Nabeel Yousef, Luis Rabelo, Joaquin Vila: "Personalization Using Software Agents Based on Fuzzy ARTMAP Neural Networks", IIE Annual Conference 2003 (IERC) Portland, Oregon, May 17-21, 2003 8. Scientific and professional societies: Institute of Industrial Engineers (IIE) 9. Honors, awards and Publications: (last five years) First Simulation Scholarship, University of Central Florida, Fall 2002-2003 10. Institutional and professional service in the last five years: • Editor for the Journal of Management and Engineering Integration • Search Committee Chair (Office Assistant Position) for the Department of Industrial Engineering and Management Systems, June and August 2005 • Search Committee Member (Accountant Position) for the Department of Industrial Engineering and Management Systems, May 2005 • Director of Information Technology - IEMS Annual Conference 2002-Present • Information Technology Coordinator - IAB Conference. Orlando, Florida, 2004 11. Professional development activities in the last five years: Service Learning training, Faculty Development Center 12. Percentage of time available for research or scholarly activities: 30% 13. Percentage of time committed to the program: 70% BSET ABET Self Study – Appendix B – Page 11 1. Name and Academic Rank: TARIG ALI, Assistant Professor 2. Degrees with fields, institution, and dates: • Ph.D. Geospatial Engineering and Surveying, the Ohio State University, 2003. • M.S. Geospatial Engineering and Surveying, the Ohio State University, 1999. • B.Sc. Civil Engineering, University of Khartoum, 1993. 3. University of Central Florida experience (Appointment dates and Positions held): • • • 4. Assistant Professor of Geomatics, August 2006 - Present. Geomatics Program Coordinator, August 2007 - Present Joint Appointment, Dept. of Civil and Envir. Engineering, October 2007 - Present Other related experience, teaching, industrial etc.: • • • • 08/03 – 07/06 Assistant Professor, Technology and Geomatics, East Tennessee State University 06/00 – 09/00 Physical Scientist, the NOAA Great Lakes Environmental Research Labs, Ann Arbor, MI 01/99 – 05/00 Data Technician, TransMap Corporation, Columbus, Ohio. 08/98 – 07/03 Graduate Teaching/Research Associate, Civil Eng. Dept., the Ohio State University 5. Consulting, patents, etc.: 6. State(s) in which registered: 7. Principal publication in the last five years: • • • • • • • • Ali, T. and A. Mehrabian 2007, A New Dimension to Land Development and Subdivision Design: Application of AutoCAD Civil3D, International Journal of Modern Engineering, 8(1), pp. 143-147. Ali, T. 2006, Development of a New System for Evaluating the Positional Quality of Digital Shoreline Features, the American Congress on Surveying and Mapping (ACSM) Conference, Orlando, Florida, U.S.A., April 24-26. Nave, J. and T. Ali 2005, Developing a GIS Database for the Gray Fossil Site, Tennessee, Based on Modern Surveying, Journal of Surveying and Land Information Science, 65(4), pp. 259-264. Ali, T., J. Nave, and M. Clark 2005, A new Bachelor Degree Curriculum at East Tennessee State University, Journal of Surveying and Land Information Science, 65(3), pp. 195-200. Ramirez, R. and T. Ali 2005, Development of Quality Metrics for Linear Features, Journal of Surveying and Land Information Science, 65(2), pp. 105-110. Niu, X., R. Ma, T. Ali, and R. Li 2005, Integration of Mobile GIS and Wireless Technology for Coastal Management and Decision Making, Journal of Photogrammetric Engineering and Remote Sensing, 71(4), pp. 453-459. Ali, T. 2005, Study of the Correlation between the Mapped Shoreline-Change and ShorelineCurvature, the American Congress on Surveying and Mapping (ACSM) Conference, Las Vegas NV, March 18-23. Niu, X., R. Ma, T. Ali, A. Srivastava, and R. Li 2004, On-site Coastal Decision Making with Wireless Mobile GIS, International Archives of Photogrammetry and Remote Sensing, Vol. 35(B2) “Vol. XXXV(B2)”, pp. 1-6. BSET ABET Self Study – Appendix B – Page 12 • • • • • • 8. Ali, T. 2004, On the Selection of Appropriate Interpolation Method for Creating Coastal Terrain Models from LiDAR Data, Proceedings of the American Congress on Surveying and Mapping (ACSM) Conference 2004, Nashville TN, U.S.A., April 16-21. Ali, T., R. Ma, N. Xutong, V. Velissarou, K. Cheng, C. Kuo, X. Xu, and R. Li 2003, SpatioTemporal Decision Making System for Coastal Change Monitoring and Management, Proceedings of the NSF National Conference for Digital Government Research, May 18-22, Boston MA, pp. 313-317. Xutong, N., T. Ali, R. Ma, A. Elaksher and R. Li 2003, Implementation of a Coastal Decision Making System using Internet and Wireless Technologies, Proceedings of the NSF National Conference for Digital Government Research, May 18-22, Boston MA, pp. 275-288. Ali, T. and J. R. Ramirez 2003, Metrics Development for Measuring Positional Accuracy of Spatial Data, Proceedings of the 21st International Cartographic Association Conference, CD media, Durban, South Africa. Ali, T., R. Li, N. Xutong, R. Ma and A. Elaksher 2003, Development of a Web-based Mobile Spatial System for On-site Decision Making, Proceedings of the American Society for Photogrammetry and Remote Sensing (ASPRS) Conference, May 5- 9, Anchorage, Alaska, USA. Ramirez, J. R. and T. Ali 2003, Development of Quality Metric System to Measure Positional Accuracy of Spatial Data, Proceedings of the 3rd International Cartographic Association Symposium on Digital Earth, September 21- 25, Brno, Czech Republic. Scientific and professional societies: • • • 9. Member of the American Society for Photogrammetry and Remote Sensing (ASPRS). Associate Member, Florida Surveying and Mapping Society (FSMS) Member of the American Association for Geodetic Surveying. Honors and awards in the last five years: • • • • • • 10. The 2006 ESRI Award for Best Scientific Paper in GIS. The 2005 Faculty Excellence Award for Outstanding New Faculty, by the College of Business and Technology, East Tennessee State University. The 2004 Murrough P. O’Brien Educational Award, by the ASBPA. The 2003 Duane C. Brown Jr. Award, by the Ohio State University. The 2003 Research Paper Award, by the Ohio State University. The 2003 Research Development Fellowship, by the Ohio State University. Institutional and professional service in the last five years: • • • • 11. Member of the Board of Reviewers, International Journal of Modern Engineering (2004 - ). Reviewers, Journal of Engineering Technology (2004 - ). Member of East Tennessee State University Campus Safety Committee (2005 -2008). Associate graduate faculty, School of Graduate Studies, ETSU (2004 -2006). Professional development activities in the last five years: • Attended Central Florida GIS Users Group workshop (UCF) and Autodesk Civil3D training (UCF) 12. Percentage of time available for research, scholarly activities, or professional development: 25% 13. Percentage of time commitment to the program: 100% BSET ABET Self Study – Appendix B – Page 13 1. 2. 3. 4. 5. 6. 7. ALIREZA RAHROOH, Professor Name and Academic Rank: Degrees with fields, institution and date: Ph.D. Electrical Engineering, The University of Akron, Akron, Ohio, 05/90 M.S. Electrical Engineering, The University of Akron, Akron, Ohio, 05/86 B.S. Electrical Engineering, The University of Akron, Akron, Ohio, 05/79 University of Central Florida experience, (Appointment date and Positions held): 05/07– current Professor 05/99– 05/07 Associate Professor 08/94 – 05/99 Assistant Professor 08/97 – current BSEET Program Coordinator 08/95 – current Assistant Chair and Point of Contact for the College at Brevard campus Other related experience, teaching, industrial etc.: 08/90 – 08/94 Assistant Professor, Electrical Engineering Technology, Penn State University 08/88 – 08/90 Instructor, Electrical Engineering Technology, Penn State University 09/84 – 12/86 Teaching Assistant, Electrical Engineering, University of Akron 07/79 – 05/84 Electronic and Control Engineer, Gharb Cement Factory, Kermanshah, Kurdestan. Consulting, patents, etc.: Training the Process Analyst at Microfabrication Plant, Lucent Technologies, Orlando, FL. Consultant for 21st Century Electronics Company, Orlando, FL. State(s) in which registered: Principal publication of last five years: Rahrooh, A.,“Innovative Technologies in Engineering Technology Power Systems Laboratory,” Proceeding of ASEE Annual Conference, 2007. Buchanan, W., Tapper, J. & Rahrooh, A., "Current Trends in Engineering Technology Education," Proceedings of 2007 International Conference on Engineering andComputer Education, Monguagua and Santos, Brazil, March 2007. Buchanan, W., Tapper, J. & Rahrooh, A., "The Advantage of Creating a Departmental Development Council to Achieve a Margin of Excellence in an Engineering Technology Department at a Public Institution," Proceedings 2007 ASEE Gulf-Southwest Section Conference, University of Texas-Pan, South Padre Island, Texas, March 2007. Rahrooh, A., “A Cost Effective and User Friendly Spectrum Analyzer for Educational Environment,” Submitted to The Journal of Engineering Technology, Dec., 2006. Rahrooh, A., Coowar, R., “Design of On-line Self Regulated Controller Using PC Matlab,” Computer in Education Journal, Vol. XVI NO.4, pp 75-87, October 2006. Rahrooh, A., “ An Adaptive Equalizer Using a Stabilized Extended Kalman Filter”, IEEE International Symposium on Industrial Electronics (ISIE06) Proceedings, July, 2006 Montreal, Canada. Rahrooh, A., Mehrabian, A., & Buchanan, W., “An Inexpensive Computer Simulation Package with Applications in Underdeveloped Nations for Systems Design,” ASEE Annual Conference Proceedings., June 2006, Chicago IL. Buchanan, W., Tapper, J. & Rahrooh, A.,”Using Industrial Advisory Committee as a Development Council for Obtaining Resources foe Engineering Technology Programs”, Proceedings of the 2006 ASEE Gulf-Southwest Annual Conference. Buchanan, W., Tapper, J. & Rahrooh, A., “Engineering Technology Education with Global Applications,” Proceedings 2006 Global Congress on Engineering and Technology Education. Buchanan, W., Tapper, J. & Rahrooh, A., “Advancing Engineering Technology Education with Global Applications,” Proceedings 2006 Global Congress on Eng. &Tech. Education, held in Brazil, 3/06. Rahrooh, A. Motlagh, B., & Buchanan, W., “Adaptive PID Controller Using PC Matlab,” ASEE Annual Conference Proceedings, Portland Oregon, June 2005 Rahrooh, A., Motlagh, B., Kafashi, F. &Buchanan, W., “Innovative Technologies in the ET Curriculum,” ASEE Annual Proceeding, June, 2004, Salt Lake City, UT. BSET ABET Self Study – Appendix B – Page 14 Motlagh, B., and Rahrooh, A. “Redefining Education Methods Using New Technologies,” Proceedings of the 2002 ASEE Annual Conference, June, 2002, Montreal, Quebec, Canada. Ansary, O., Rahrooh, A., and Buchanan, W., “ Controversial Aspects of the New ABET Criteria and its Implementation,” Proceedings of the 2002 American Society for Engineering Education (ASEE) Annual Conference, June, 2002, Montreal, Quebec, Canada. 8. 9. 10. 11. • • b 12. 13. Scientific and professional societies: American Society of Engineering Education (ASEE) ASEE Campus Rep., 2002-present International Society for Computers and Their Applications (ISCA) ETA KAPPA NU (In recognition of Excellent Scholarship) Computers in Education Society (COED) International Association of Science and Technology for Development (IASTED) Institute of Electrical and Electronics Engineering (IEEE) Member of the editorial board for Journal of Emerging Mechanical Engineering Technology The editorial board for journal of International Society for Productivity Enhancements. Tau Alpha Pi National Engineering Technology Honor Society. Honors and awards: (last five years ) State of Florida Teaching Incentive Program (TIP), 2006-2007. College of Engineering Excellence in Undergraduate Teaching Award, University of Central Florida, 2003- 2004. ASEE Southeastern Section Outstanding Mid-Career Teaching Award, 2003. Recipient of University Excellent in Academic Advising Award, University of Central Florida, 2002-2003 College of Engineering Excellence in Academic Advising Award, UCF, 2002-2003. IEEE Certificate of Educational Achievement as an ABET/TAC Program Evaluator,2002 Awarded membership with full privileges from American Association for the Advancement of Science, 2002. Institutional and professional service in the last five years: BSEET Program Coordinator, Engineering Technology, Univ. of Central Florida TAC-ABET Program Evaluator for Electrical/Computer Engineering Technology, Electrical/Electronics Engineering Technology, and Eectromechanical Engineering Technology. Professional development activities in the last five years: Attended the following conferences, workshops, trainings, etc. • IEEE International Symposium on Industrial Electronics (ISIE06) July9-13, 2006, Montreal, Canada. • ASEE Annual Conference, Chicago, Illinois , 6/18-6/21, 2006. •National Instrumentation, FL, 11/05. • ASEE Annual Conference, Portland, Oregon, 6/12-6/16, 2005. • ABET Program Evaluator Training, Oregon, 6/12/2005. • Making Transition to Active Learning, Portland, 6/13/05. • ASEE Annual Conference, Salt Lake City, June 20-24, 2004. • ABET Program Evaluator Training, Salt Lake City, UT, June 20, 2004. • Electronic Workbench to Enhance Eng., Salt Lake City, 6/21/04. • Allen Bradley Automation Technical Program, Orlando Oct. 27-28, 2004. • UCF Faculty Development, April 26-29, 2004. • One-day workshop on new TAC/ABET Y2CK Criteria June 19, 2003, Nashville, TN. • One-day workshop with National Instrument, NI Technical Symposium, 11/2003. • Three-day workshop of ABET’s Technological Education Initiative (TEI) to promote continuous quality improvement and outcome assessment in technological education through faculty guidance and initiative, January 9-11, 2004, Orlando, FL. • Training for TAC Program Evaluator, including background information on ABET and TAC, 11/02. • ASEE Annual Conference, June 15-19, 2002, Montreal, Canada. Percentage of time available for research, scholarly activities, or professional development: 10% Percentage of time commitment to the program: 100% BSET ABET Self Study – Appendix B – Page 15 1. Name, current academic rank, and tenure status: RON EAGLIN, Associate Professor 2. University of Central Florida experience (Appointment dates and Positions held): 05/99 – current 08/94 – 05/99 Associate Professor, Chair Assistant Professor, Assistant Dean 3. Degrees with fields, institutions, and dates: Degree Field Institution Date Ph.D. Environmental Engineering Environmental Engineering Mechanical Engineering The University of Central Florida 05/93 The University of Central Florida 05/91 The University of South Carolina, Columbia 5/85 M.S. B.S. 4. Courses taken or other ways to achieve Competence in Computer science if no formal degree: ECM 4804 Engineering Software Design, ECM 4723 Computer Cont Sys, EIN 6603 Expert Systems & AI, ECM 5806 Software Engineering I, ECM 5431 Expert Systems and Knowledge Engineering, MAN 6547 Expert Systems Business Applications, STA 6236 Regression Analysis 5. Conferences, Workshops, and Professional development programs in the last five years: Chairs workshops held monthly (full day workshop) and 2 day training retreat Department workshops on research, ABET, teaching (biweekly) Classroom Improvement workshop (FCTL) every 3 weeks 6. Other related computing experience, teaching, industrial etc. in the last five years (where, when, description, and scope of duties): 08/93 – 08/94 Lead Software Developer, Haestad Methods, Waterbury Connecticut 05/85 – 08/89 Instructor Navy Nuclear Power School 7. Consulting, patents, etc. (list agencies and dates, and briefly describe each project): PI, Brevard County Government Analysis and Enhancements, 400K PI, Seminole County Integrated Government Analysis and Software, Seminole County, 1.25M PI, Law Enforcement Technology Program FINDER enhancements, FLDE, 1.5M PI, Development Enhancements for the FINDER Project, Law Enforcement Technology Program, 572K PI, FINDER Deployment and Enhancement, COPS Program Grant, 145K PI, Seminole County Land File development, Seminole County Planning Department, $249,417, complete Co-PI, FINDER Development: Law Enforcement Data Sharing State Grant, Florida Department of Law Enforcement, $525,000 (complete) Co-PI, Development of analysis tools for the FINDER Application, National Institute of Justice, $300,000 (complete) PI, Seminole County Integrated Network Software development project, Seminole County, $497,000 (complete) CO-PI, Law Enforcement Data Sharing Consortium – FINDER Development, Various agencies, $250,000 Annual (approximately) Co-PI, Law Enforcement Data Sharing Consortium – Byrne Grant”, Orange County Sheriff’s Office, $91,258, complete. Co-PI, “EDI Automated Clearing House & OFX Server Projects”, Fiserv, $60,122. BSET ABET Self Study – Appendix B – Page 16 PI, “PSTC: Development of an Online Warrants System for Publishing Active Arrest Warrants”, Central Florida Crimeline, $26,326, complete PI, “Development of a Critical Incident Management System for Altamonte Springs Police Department, June 2003, $18,978, complete PI, “Seminole County Integrated Services”, $467,000, August 2003, ongoing Co-PI, “Development of a Distributed Data Sharing System for Law Enforcement”, May 2003, $79,803, ongoing Co-PI “Orange County Sheriff’s Office Crime Mapping System Enhancement and Multi-agency Regional Data-sharing Project”, $415,456, 2002-ongoing Co-PI “Drugnet Maintenance and Enhancement”. $23,838. 8. From 2003-2007, (for 4 years preceding the study) list all department, college, and/or university committees of which you are/were a member including year(s) served: 9. Principal publications in the last five years (give in standard bibliographic format): Olcay Kursun, Anna Koufakou, Abhijit Waukchaure, Michael Georgiopoulos, Kennerth Reynolds, Ron Eaglin; ANSWER: Approximate Name Search with Errors in Large Databases by Novel Approach based on Prefix-Dictionary; International Journal of Artificial Intelligence Tools, October, 2006 Craiger, L. Ponte, C. Whitcomb, M. Pollitt, & R. Eaglin. Masters Degree in Digital Forensics. To appear in Proceedings of the 41st Annual Hawiian International Conference for Systems Science, 2006. Conference Proceeding: O. Kursun, A. Koufakou, B. Chen, M. Georgiopoulos, K.M. Reynolds, R. Eaglin, ANSWER: Approximate Name Search with Errors in Large Database Systems; IEEE Intelligence and Security Informatics Conference (ISI 2006) K Reynolds, K., Scott, E., Eaglin, R., Pan, P., Kursun, O. (2005) A GIS Based Artificial Intelligence Clustering Algorithm to Detect Auto-Theft Recovery Patterns. The 3rd UK National Crime Mapping Conference, London, UK Kursun, O., Reynolds, K., Eaglin, R., Chen, B., Georgiopoulos, M. (2005) Detection and Visualization of Auto Theft Recovery Patterns Across Jurisdictions. GIS Symposium 2005, Troy State University, Troy, AL, USA Koufakou, A., Wakchaure, A., Kursun, O., Georgiopoulos, M., Reynolds, K., Eaglin, R. (2005) Burglary Data Mining - A Three Tiered Approach: Local, State, And Nation-Wide. GIS Symposium 2005, Troy State University, Troy, AL, USA. Kursun, O., Reynolds, K., Eaglin, R., Chen, B., Georgiopoulos, M. (2005) Development of an Artificial Intelligence System for Detection and Visualization of Auto Theft Recovery Patterns. Proceedings of the 2005 IEEE International Conference on Computational Intelligence for Homeland Security and Personal Safety (CIHSPS 2005), ISBN 0-7803-9176-4, Orlando, FL, USA, pp. 25-29. Reynolds, K., Kurşun, O., Georgiopoulos, M., Eaglin, R. (2004) “Development of an Artificial Intelligence Clustering Algorithm to Detect Auto-Theft Recovery Patterns”, The First Geographic Information System (GIS) Symposium, Troy State University, Troy, AL, USA. Watkins, R. C., Reynolds, K. M., Demara, R., Geogiopoulos, M., Gonzalez, A., and Eaglin, R. "Tracking dirty proceeds: an examination of traditional and new innovative methodologies to investigate money laundering", Policing Practice and Research, Forthcoming, Spring 2003. 10. Scholarly activities in the last five years (grants, sabbaticals, software development, etc.): US Army Award for Public Service, 2006 Christopher Columbus Award, Innovation in Homeland Security, 2005 BSET ABET Self Study – Appendix B – Page 17 11. Courses taught this academic year 2007-2008 and last academic year 2006-2007 term-by-term (Fall, Spring, Summer). If on sabbatical, report the previous year prior to the sabbatical. List each section of the same course separately. Term/Year Course Number Course Title Fall 2006 Fall 2006 Spring 2007 Su 2007 Fall 2007 Fall 2007 Spring 2008 Spring 2008 CET4584 EGN4931H EGN4931H CET 4583 CET 4584 EGN4931H CET 4429 EGN 4931H Web Systems II Research Methods Seminar Research Methods Seminar Web Systems I Web Systems II Research Methods Seminar Applied Database II Research Methods Seminar Semester Hours 3 3 3 3 3 3 3 3 Class Size 12. Other assigned duties (committee membership, advising, etc.) other than for teaching during 2007-2008 with avg. hrs/week (indicate which carry extra compensation). If you are the course coordinator for courses taught by other than full-time faculty, indicate which courses. Administrative Department Char 0.50 FTE 13. Percentage of time devoted to scholarly and/or research activities for 2007-2008: 25%. Give a brief description of your major research and scholarly activities: Software and database design for web based systems in law enforcement and government. 14. If you are a full-time or part-time faculty member without full-time commitment to the program, indicate for 2007-2008 what percentage of full-time you are assigned to the program: 100%. BSET ABET Self Study – Appendix B – Page 18 1. Name and Academic Rank: KING OSBORNE, Professor 2. Degrees with fields, institution, and dates: (1) Ed.D., (2). Master of Engineering, (3) BS in Engineering. (4) AA preEngineering. ___ Ed.D. State-Funded Florida Atlantic Univ 1984. Curriculum and Instruction. Included on-site visit of 39 industries to determine industry needs. Education Doctorate from College of Education joint program with College of Engineering. ___ Master of Engineering, Univ South Florida 1974. ___ BS in Engineering, Univ South Florida 1969. ___ AA, preEngineering, Manatee Community College, 1966. 3. University of Central Florida experience (Appointment dates and Positions held): 9/75-9/80 Professor of ENT. 9/83-Present Professor of ENT. 4. Other related experience, teaching, industrial etc.: Industry, Community College, Research and Other: ___(1) Design, Product, and Project Engineer for international corporation Schlumberger, Ltd. Included Analog, Digital, Electromechanical, Computer Programs, Computer Aided Design. 1969-1974. ___(2) Three years part-time: research for Department of Defense Training and Performance Data Center. Project: Technology Assessment and Data Management Technologies. ___(3) Two terms part-time: State Voting Machines Research Project. ___(4) Teaching and leadership positions at Univ Central Florida, Brevard Community College, and Virginia State University. Part-time teaching Univ South Florida. ___(5) Average over five thousand dollars cash per year of relevant ENT selffunded research in Summers and during other times of years. Over seventeen thousand dollars in cash in 2006. 5. Consulting, patents, etc.: Over five thousand dollars cash per year for self-funded research for hardware, software, engineering tools, etc for last 10 years. Example: I have five networked computers at home used 95 percent for UCF job and related research. Most recent research has been related to Computer Applications, Applied Engineering in Residential Construction, Agricultural engineering related Forestry for the future which would include design of innovative devices and equipment. 6. State(s) in which registered: ____Florida PE #24064 _____ Starting 1977 and next renewal February 2009. 7. Principal publication in the last five years: UCF Internal Publications: ___Lab Manuals (eg, 128 page EET3085 paper lab manual bookstore sells for 11 dollars). ___Over 3000 pages of pdf eHandouts with data files in various webcts (eg, QuartusAnalyzeVHDLtextbookExamples7107.pdf), ___Over 60 perfect resolution Tutorial Camtasia videos (eg, how create professional reports with screen captures, cropping, enlarging, and annotating). Smart Web Research and Current Computer Applications. plus cdrom. 6 pages, 2 columns. King Osborne and Ron Eaglin. 8th World Multiconference on BSET ABET Self Study – Appendix B – Page 19 Systemics, Cybernetics, and Informatics (SCI 2004). Both paper and electronic proceedings. July 2004. WebPages for eBook Supplements. King Osborne Published by Schneiderman & Associates, Tulsa, OK. October 2003. eBook on official web site that sells eBooks. My House Part 1. King Osborne. Published by Schneiderman & Associates, Tulsa, OK. August 2003. eBook on official web site that sells eBooks. My House Part 2 Published by Schneiderman & Associates, Tulsa, OK. September 2003. eBook on official web site that sells eBooks. Fast Web Browsing 120 pages. King Osborne. Published by Schneiderman & Associates, Tulsa, OK. March 2003. eBook on official web site that sells eBooks. Shortcuts for Windows Menus 12 pages. King Osborne. Published by Schneiderman & Associates, Tulsa, OK. March 2003. eBook on official web site that sells eBooks. KO Building Plans. My original Affordable and Designed for Expansion. I designed original building plans (16 pages of 11x17 size, plus 6 special truss designs). They included engineering design notes and copyright. Construction completed in 2006. 8. Scientific and professional societies: ___Former local and national leaderships positions in ASEE and IEEE. Physics Honor Society. Engineering and other honor societies. Building construction societies including National Fire Protection Association (NFPA), which is the home of all Electrical codes. P.E. in Florida since 1977. Active United Faculty of Florida member. 9. Honors and awards in the last five years: Granted sabbatical. F01 and Sp02. Note: I do not apply for awards. 10. Institutional and professional service in the last five years: __Typical things that faculty do in this area. 11. Professional development activities in the last five years: See research etc within number 5 above. PE license renewals require approved continuing education. Average 400 hours of continuing education each year via searching hundreds of the web sites and usergroup sites. Example: Learned all aspects of -applied engineering--- related to residential construction--tools--materials, including detailed study of the National Electric Code, by designing and building an innovative home for myself. 12. Percentage of time available for research, scholarly activities, or professional development: 5 percent Fall and Spring. 100 percent Summer 13. Percentage of time commitment to the program. 95 percent Fall and Spring BSET ABET Self Study – Appendix B – Page 20 1. Name and Academic Rank: Nebil Y. Misconi, Professor 2. Degrees with fields, institution, and dates: Ph.D. in Astronomy & Space Science, State University of New York at Albany, 1975 3. University of Central Florida experience (Appointment dates and Positions held): Fall, 1995, Visiting Professor, MMAE Department, Fall 1996-to present, Professor, ENT Department. Program Coordinator: Space Science Technology Program. Joint Appointment with: The Material Mechanical & Aerospace Department, The Physics Department, and The Florida Space Institute 4. Other related experience, teaching, industrial etc.: Visiting Scientist, NASA’s Goddard Spaceflight Center 1978. Teaching three courses per semester at the ENT department including one course at times at; the Material Mechanical & Aerospace department; and the Physics department, since 1996 to the present. 5. Consulting, patents, etc.: None 6. State(s) in which registered: NA 7. Principal publication in the last five years: Misconi, N.Y., (2004), "Numerical Simulations of Rotational Bursting of coronal Dust in eccentric orbits Due to Coronal Mass Ejections,” Planetary and Space Science Journal, Vol. 52, 833 Misconi, N.Y. , (2007), Detecting the Light of the Night Sky in Mars,” Submitted to “Advances in Astronomy” Journal. 8. Scientific and professional societies: Member “INTERNATIONAL ASTRONOMICAL UNION” in two commissions: Commissions 21 (Light of the Night Sky) and 22 (Meteors and Interplanetary Dust), ASEE American Astronomical Society (AAS) Fellow of The Royal Astronomical Society (F.R.A.S.) Sigma XI (The Scientific Research Society of North America) Sigma Pi Sigma 9. Honors and awards in the last five years: Received the TIP Award in 2001 10. Institutional and professional service in the last five years: Chair and Member of the following Committees: College of Engineering Promotion and Tenure Committee (three years); ENT Department Tenure Committee; College of Engineering Research Incentive Awards (RIA);CECS Awards Committee; College of Engineering TIP Award Committee; College of Engineering Sabbatical Committee. 11. 12. Professional development activities in the last five years: Percentage of time available for research, scholarly activities, or professional development: 25% 13. Percentage of time commitment to the program 100% BSET ABET Self Study – Appendix B – Page 21 1. Name and Academic Rank: Karla Alvarado-Moore, Visiting Assistant Professor Degrees with fields, institution, and dates: PhD defense completed on April 1st, 2008 successfully. Dissertation: Value Mapping Framework Involving Stakeholders to Improve Supply Chain Performance when Implementing IT Solutions. MS in Industrial Engineering, Management Track. UCF, May 2004. Thesis: Roadmap for the Supply Chain Operations Reference Model (SCOR) to apply it in service organizations BS in Industrial Engineering. UNEXPO, Venezuela, August 2001. 2. University of Central Florida experience (Appointment dates and Positions held): 07/07-Present University of Central Florida - Brevard County. Viera, Florida. Project Manager - County assessment for a Document Management System - Develop, review, and document business processes - IT Department assessment 01/06 – 12/07 University of Central Florida - Seminole County. Sanford, Florida Project Manager, Land File clean-up Project (UCF-SCINET) - Develop, review, and document business processes - Process improvement - Design new system. Collect business and technical requirements 08/04 – Present University of Central Florida. Orlando, Florida Adjunct Professor, Engineering Technology Department, UCF Instructor of Applied logistics, Spring 2008 Instructor of Applied Engineering Quality Assurance, Fall 2007 Instructor of Applied Reliability, Spring 2007 Instructor of Applied Reliability, Spring 2005 Instructor of Quality Engineering in the IEMS Department, Fall 2005 Instructor of Applied Logistics, Fall 2005 Instructor of Applied Engineering Quality Assurance, Fall 2004 08/03 – 12/07 University of Central Florida - Seminole County. Sanford, Florida Quality Assurance Specialist, UCF-SCINET Project - Develop, review, and document business processes - Database integration - Develop a set of software requirements for the business processes - Supply Chain Operations Reference Model BSET ABET Self Study – Appendix B – Page 22 3. Other related experience, teaching, industrial etc.: 03/2008. Lean-Six Sigma Black Belt Certification from Harrington Institute Inc. Orlando, FL 01/2006. Six Sigma Black Belt Certification from Harrington Institute Inc. Orlando, FL 05/2005. Six Sigma Green Belt Certification from the Harrington Institute Inc. Orlando, Florida 04/2004. Project Engineering Certificate. Orlando, Florida 11/2000. Metrology Assurance Certificate. Venezuela 10/2000. Integral Security Management Certificate. Venezuela 07/2000 - 10/2000. Quality System Internal Audits. Internal Auditor Certificate. Venezuela 05/2000. Quality Manuals and Planning Preparation Certificate. Venezuela 05/1999. ISO 9000 Certificate. Venezuela 11/1998. Preventive and Corrective Maintenance Certificate. Venezuela 5. Consulting, patents, etc.: N/A 6. State(s) in which registered: N/A 7. Principal publication in the last five years: 07/2008. “Stakeholder value mapping framework for supply chain improvement when implementing IT solutions: A Case Study,” by Alvarado, K, Eaglin, R, and Rabelo, L. Proceedings of the 2008 Portland International Center for Management of Engineering and Technology Conference. Cape Town, South Africa. 04/2008. “Stakeholder value mapping framework for supply chain improvement involving information technology solutions,” by Alvarado, K, Eaglin, R, and Rabelo, L. Proceedings of the 2008 Industrial Engineering Research Conference. Vancouver, Canada. 07/2007. “From Retention to Age Gap: Challenges of Younger Faculty in Academia” by Alvarado, Karla; Mehrabian, Ali; Nahmens, Isabelina; Moslehpour, Saeid. The 5th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2007. Orlando, FL 07/2007. “Application of Technology in Project-Based Distance Learning” by Mehrabian, Ali; Alvarado, Karla; Nahmens, Isabelina. The 5th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2007. Orlando, FL. Best Paper Award. 03/2006. “Six Sigma Framework: An Application for a Local High School” Conference paper by Karla Alvarado, Daniel Luque, Lawrence Lanos, Ashley Park, Moorthi Rajendran, and Ariel Lazaruz. 12th International Conference on Industry, Engineering, and Management Systems, Cocoa Beach, FL 09/2005. Supply Chain Council User Seminar. Washington, DC Conference Paper: “SCOR Roadmap for Local Government” 01/2005. “Application of SCOR to E-Government: A Case Study” International Journal of Simulation and Process Modeling (IJSPM). Orlando, Florida, by: Alvarado, K. Rabelo, L., Moraga R., Gruber, F., Quijada, S., and Sepúlveda, J., scheduled for 2007, Vol. 5-6 Issue. 08/2004. Technology and Project Management in the creation of values. Lima, Peru “E-government” Workshop 08/2004. ASEM Conference Paper. Washington, DC “A Roadmap for the Supply Chain Operations Reference Model (SCOR)” BSET ABET Self Study – Appendix B – Page 23 8. Scientific and professional societies: 07/03 – Present. Active Member of Supply-Chain Council. Orlando, FL 09/02 – Present. Active Member of Society of Women Engineering. Orlando, FL 04/03 – Present. Active Member of American Society of Quality. Orlando, FL. Part of the Leadership Committee for the Orlando Section 1509 9. Honors and awards in the last five years: N/A 10. Institutional and professional service in the last five years: 07/07-Present University of Central Florida - Brevard County. Viera, Florida. Project Manager - County assessment for a Document Management System - Develop, review, and document business processes - IT Department assessment 02/07-02/08. Department of Children and Family. Orlando, Florida DCF –UCF Technology – Six Sigma Black Belt, - Assess current IT infrastructure - Perform statistical analysis - Provided recommendations for improvements 01/06 –12/07 University of Central Florida - Seminole County. Sanford, Florida Project Manager, Land File clean-up Project (UCF-SCINET) - Develop, review, and document business processes - Process improvement - Design new system. Collect business and technical requirements 08/03 – 12/07 University of Central Florida - Seminole County. Sanford, Florida Quality Assurance Specialist, UCF-SCINET Project - Develop, review, and document business processes - Database integration - Develop a set of software requirements for the business processes - Supply Chain Operations Reference Model 11. Professional development activities in the last five years: 08/05 – 12-05 University of Central Florida. Orlando, Florida University High School Data Mining and Analysis Project – Researcher Leader, - Analyzed the 2004-2005 School Improvement Plan - Perform statistical analysis - Provided recommendations for improvements - Received Black Belt Certification from the Harrington Institute Inc. 01/05 – 05/05 University of Central Florida. Orlando, Florida College Computer Support Reorganization Project – Researcher Leader, - Analyzed the computer support key processes within the College of Engineering and Computer Science - Provided a new design for the computer support structure based on Lean and Six Sigma tools and principles to improve the service provided - Received Green Belt Certification from the Harrington Institute Inc. 12. Percentage of time available for research, scholarly activities, or professional development: 70% 13. Percentage of time commitment to the program: 30% BSET ABET Self Study – Appendix B – Page 24 KEVIN ERHART, Graduate Teaching Associate 1. Name and Academic Rank: 2. Degrees with fields, institution and date: M.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 08/06 B.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 05/04 3. University of Central Florida experience, (Appointment date and Positions held): 01/06 – Current, Graduate Teaching Associate, CEE/ENT/MMAE, UCF 10/02 – Current, Graduate Research Assistant, ENT/MMAE, UCF 01/03 – 08/07, Graduate Teaching Assistant, ENT/MMAE, UCF 4. Other related experience, teaching, industrial etc.: none 5. Consulting, patents, etc.: UCF Sponsored Research and Consulting: Siemens-Westinghouse Power Corporation (SWPC), Orlando, FL; DotDecimal, Sanford, FL; General Dynamics, Orlando, FL; Engineering Technology Incorporated, Orlando, FL; NASA Glenn Research Center, Turbomachinery Division, Cleveland, OH; Space Alliance Technology Outreach Program (SATOP), Titusville, FL. 9. State(s) in which registered: 10. Principal publication of last five years: - Erhart, K., Divo, E., Kassab, A., “An Evolutionary-Based Inverse Approach for the Identification of Non-Linear Heat Generation Rates in Living Tissues Using a Localized Meshless Method”, International Journal of Numerical Methods in Heat and Fluid Flow, Inpress (2008). - Erhart, K., Divo, E., Kassab, A., “Boundary Element Method Thermo-Elastic Analysis For Laser Drilling,” Int. Conf. on Computational Methods for Coupled Problems in Science and Engineering, Barcelona, Spain, May 2007. - Eduardo Divo, Alain J. Kassab, and Kevin Erhart, "Parallel Domain Decomposition Boundary Element Method Approach for Large Scale Transient and Steady Non-Linear Heat Conduction," Chapter in Domain Decomposition Techniques in the Boundary Element Method, WIT Press, 2007. - Erhart, K., Divo, E., Kassab, A., “Parallel Domain Decomposition Boundary Element Method Approach for the Solution of Large-Scale Transient Heat Conduction Problems,” Journal of Engineering Analysis with Boundary Elements, July 2006. - Erhart, K., Divo, E., Kassab, A., Bialecki, R., “The Truncated Pod Laplace Inversion Method for Transient Heat Conduction,” Cimenics VIII – International Congress on Numerical Methods in Engineering and Applied Sciences, March 2006. - Erhart, K., Divo, E., Kassab, A., “An Inverse Meshless Technique for the Determination of Non-Linear Heat Generation Rates in Living Tissue,” Eurotherm 82, Krakow, Poland, September 2005. 8. Scientific and professional societies: American Society of Mechanical Engineers (ASME) BSET ABET Self Study – Appendix B – Page 25 9. Honors and awards: (last five years) Award for Excellence in Graduate Student Teaching, 2007 Provost Graduate Fellowship, 2006-2008 Kersten Graduate Fellowship, 2004-2006 Outstanding Honors in the Major (HIM) Student Award, 2004 12. - 11. Institutional and professional service in the last five years: Advisor/Mentor UCF Mechanical Engineering Senior Design, 2004-2005. Professional development activities in the last five years: - ASME Summer Heat Transfer Conference: 2004. (Speaker) - ECCOMAS Thematic Seminars: 2007 (Speaker) - CIMENICS International Conference: 2006. (Speaker) - EUROTHERM NHT Conference Series: 2005 (Speaker) 12. Percentage of time available for research, scholarly activities, or professional development: 50% 13. Percentage of time commitment to the program 50% BSET ABET Self Study – Appendix B – Page 26 APPENDIX C – LABORATORY EQUIPMENT • Lab Checklist ENGR1-183.............................................................................................2 • Lab Checklist ENGR2-180.............................................................................................3 • Lab Checklist ENG2-182................................................................................................4 • Summary of ENT Laboratory Facilities .......................................................................5 • ENGR2-201: Harris Computer Laboratory.................................................................6 • ENGR2-101: Manufacturing/R & D Shop ...................................................................8 BSET ABET Self Study – Appendix C – Page 1 Lab Checklist Dept:______ENT______ Lab Contact:___Lawrence Bales____ Name: _ENT Senior Design Lab_ Building: _Engineering 1__ Date__7/25/2007___ Room Number:__183__ Maximum Capacity of Students:___3_ (see miscellaneous comments)_ 1. Physical Appearance OK Action Item • Paint, Carpet, etc. • Equipment – Broken, Obsolete Comment:_____________________ _____________________________ • Furniture – Broken, Old, Insufficient, Cramped Comment:_____________________ _____________________________ • ADA Compliance for Wheelchair Accessibility • Walls – Bulletin Board, Notices, Neat 2. Operation of Lab–Clearly Posted Notices OK Action Item • Lab Rules • Safety Rules – First Aid Kits • Computer/Equipment Operation Rules • Computer/Equipment Usage Policy OK Action Item 3. Software • Sufficient • Up-to-date Comment:____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ 4. Miscellaneous comments: Servers used primarily from remote so maximum capacity is not an issue. BSET ABET Self Study – Appendix C – Page 2 Lab Checklist Dept:______ENT______ Lab Contact:___Lawrence Bales____ Name: _ENT Electrical and Digital Lab_ Building: _Engineering 2__ Date__7/25/2007___ Room Number:__180__ Maximum Capacity of Students:___20__ 1. Physical Appearance OK Action Item • Paint, Carpet, etc. • Equipment – Broken, Obsolete Comment:_____________________ _____________________________ • Furniture – Broken, Old, Insufficient, Cramped Comment:_____________________ _____________________________ • ADA Compliance for Wheelchair Accessibility • Walls – Bulletin Board, Notices, Neat 2. Operation of Lab–Clearly Posted Notices OK Action Item • Lab Rules • Safety Rules – First Aid Kits • Computer/Equipment Operation Rules • Computer/Equipment Usage Policy OK Action Item 3. Software • Sufficient • Up-to-date Comment:____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ 4. Miscellaneous comments: BSET ABET Self Study – Appendix C – Page 3 Lab Checklist Dept:______ENT______ Lab Contact: Lawrence Bales____ Name: ENT CAD/CAM Feedback Lab Date__7/25/2007___ Building: _Engineering 2 Room Number:__182__ Maximum Capacity of Students:___20__ 1. Physical Appearance OK Action Item • Paint, Carpet, etc. • Equipment – Broken, Obsolete Comment:_____________________ _____________________________ • Furniture – Broken, Old, Insufficient, Cramped Comment:_____________________ _____________________________ • ADA Compliance for Wheelchair Accessibility • Walls – Bulletin Board, Notices, Neat 2. Operation of Lab–Clearly Posted Notices OK Action Item • Lab Rules • Safety Rules – First Aid Kits • Computer/Equipment Operation Rules • Computer/Equipment Usage Policy OK Action Item 3. Software • Sufficient • Up-to-date Comment:____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ Comment:_____________________ _____________________________ 4. Miscellaneous comments: BSET ABET Self Study – Appendix C – Page 4 Laboratory Facilities Building & Room ENGR1-183 Purpose of Laboratory, Including Courses Taught Equipment Condition Adequacy Area for (sq. ft) Instruction Average Adequate 108 Sr. Design Lab CET 4915 Senior Design Projects EET 5915 Senior Design Projects 1 - Dell 350 PE, 2 - Dell 1650 PE, 4 - Dell 1550 PE Computers Electrical Circuits & Electronics Lab CET 3323 Digital Technology CET 3503 Microcomputer Technology EET 2025 Electrical Circuits EET 3085 Electricity & Electronics EET 4158 Linear Integrated Circuits CET 3198 Digital Systems EET 4329 Communication Systems EET 3143 Electronic Devices and Circuits EET 4134 Microprocessor Electronics II CET 4138 Digital Programmable Devices ENGR2-182 Feedback & Power Lab EET 4732 Feedback Control Systems EET 4548 Power Systems EST 3543 Programmable logic app. & Dev. Integration EST 4502 Metrl & Instrum ETG 3533 Strength of Mat. ETM 4512 Appl Design Mach. Elem. 20 - Computer Workstations 12 Electronic Workstations with Oscilloscope, Power Supply, Multi-Meter, Sweep Generator 1 - Computer Server 2 - Printers Excellent Adequate 912 20 - Computer Workstations 1 - Lab Volt CNC Mill 3 - Allen Bradley Logix 5555 Processor 1 - Lab Volt Automation System Excellent Adequate 720 ENGR2-180 5 - Feedback Anyalog/Digital Servo Systems 4 - Lucas-Nulle Training Systems 1 - Printer BSET ABET Self Study – Appendix C – Page 5 • ENGR2-201: Harris Computer Laboratory (i) Staffing and Support Services The Harris Computer Laboratory opened its doors to Engineering and Computer Science students in August 2001. Two students are seated throughout the hours of operation of the lab at the Harris Laboratory Student Monitor Help Desk (SMHD) to offer advice and help to those students that need it. The CECS Computer Support team, located behind the Harris Computer Lab, fully maintains and supports the facilities. (ii) Access The Harris lab is open Mondays thru Fridays, from 8AM to 8PM ; Saturdays and Sundays from 9AM to 6PM. The college operates a smartcard and database controlled building access system, which replaces the traditional keyed door locks throughout the Engineering I and II buildings. This system assists in managing access to each and every door in the buildings and providing for transaction logs in each and every door, for a more secure work place. It also has other features for a more reliable and modern system that can be managed with the touch of a button. The smart card key contains an integrated circuit in it that can save account and access information for each individual key user. This information helps trace each and every user in the system. (iii) Description of Equipment The Harris lab is 5,000 square feet and has equipment valued at $250,000. The main resource for students is 30 Dell PC systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel microprocessors, 1GB RAM memory modules, 256 MB Video Cards, 80 GB hard drives, SoundMax Integrated audio, and a 100 Mbps Network Card. In addition, the laboratory has a HP Laserjet B&W 9000 and a HP Laserjet 4650 Color volume, and one HP-5000 LaserJet Printer, which provides for both black and color high-resolution document printing. It also has a sunray terminal system, which includes 80 sunray terminal clients and 2 sun servers that connect thru Windows Terminal Services to 4 Dell PowerEdge 2650 servers. The Harris Computer Laboratory is one of the most advanced student computer resources at the University of Central Florida. Some of the software packages provided by the College and installed on each system include: MathCad 14, MatLab 2007a, AutoCAD 2008, MS-Office 2003, MS-Visual Studio, Internet Explorer, Firefox, Pro/E, Solidworks, Visio, etc. At the Lab Monitor desk, there are several useful peripheral devices which include 2 digital scanners that provide full color digital scanning, a couple of digital senders to provide document scanning for rapid electronic email capabilities, and 1 Fujitsu M4099D black and white High Volume Image scanner with a SCSI interface, a 1000 page loading tray, capable of scanning up to 24 pages per minute. These resources are there to offer needed capabilities to Engineering and Computer Science students and are controlled from the Lab monitor desk. The Harris Computer Laboratory also offers a separate area for students that have laptops capable of connection to the CECS wireless LAN, as well as two areas for studying. Located at the back of the Harris Computer Laboratory is the server control room, which contains 3 Dell server racks with 25+ servers (Sun, Dell, Apple), to provide services for the Harris Lab, CECS BSET ABET Self Study – Appendix C – Page 6 Administration and other college services (Web, etc). The control room also provides a quiet area where CECS network support personnel perform their maintenance and server administration functions. (iv) Harris Seminar Room The Harris Seminar Room is located at the rear of the Harris Computer Laboratory and has 20 Dell Intel based systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel microprocessors, 1GB RAM memory modules, 256 MB Video Cards, 80 GB hard drives, SoundMax Integrated audio, and a 100 Mbps Network Card. The room includes a state-of-theart instructor’s console that contains a VCR for video capabilities, and a computer system (PC) that is linked to a ceiling mounted projection and sound system. The software and hardware used in the seminar room are similar to those used in the main laboratory. The seminar room is used for special seminars, lectures, training and demonstrations for which the computers can be specially configured easily for each use. This room is not scheduled for classes so that its availability may be provided to the faculty and staff throughout the semester. In conjunction with faculty needs, outside companies and instructors can rent and use this room to offer training and workshops. (v) Safety Safety policies for the Harris Lab are: Safety Do NOT plug one power strip into another. Do NOT use extension cords. Do NOT place any object within 18 in. of the ceiling. Do NOT lift more than you can handle. Do NOT prop lab doors open. Do NOT clutter walkways. Do NOT remove college property from the lab. Evacuation In the event of a fire or other emergency requiring evacuation, please take your coat and/or purse and immediately leave the building using the stairs at either end of the building. Emergency In case of emergency contact campus police at (407) 823-5555 or dial 911. First Aid kits can be found in rooms 246, 346, and 435. Ergonomics There are ergonomics evaluation checklists available for workstations and laboratories. BSET ABET Self Study – Appendix C – Page 7 Software Copyrights At no time should software belonging to UCF be copied and transferred to other computers. Several sets of data that are used within the group, have limited site licenses and cannot be copied or used for any other purposes other than those intended here at UCF. (vi) Additions/Replacements Made Since 2002 The college replaced all Dell GX1100 computers (1Ghz Processor, 512MB RAM, etc) with 40 new Dell Optiplex SX280 (3.4Ghz Pentium 4 Processors, 1GB RAM, etc) at a cost of $45K+; and 80 Sunrays terminal servers and 2 sun servers that connect thru Terminal services to 4 Dell PowerEdge 2650 servers, $120K+. The college is also in the process of upgrading the memory for all Dell Optiplex computers to 2GB RAM at a cost of $10K+. • ENGR2-101: Manufacturing/R & D Shop (i) Staffing and Support Services The Advanced Manufacturing Laboratories offer more than 6,000 sq. ft. for machining, fabricating, prototyping, and measuring equipment. These laboratories are jointly operated by the Mechanical, Materials, & Aerospace Engineering Department, the Engineering Technology Department, and the Industrial Engineering & Management Systems Department. They serve as a teaching-learning Center where engineering students can design, build, fabricate, measure, and test products, developing skills reinforced by hands-on experience. In courses supported by the Center, students learn the significance of engineering specifications, design, and methods needed for precision in manufacturing. Students use the facility to design, specify, prepare and fabricate senior design projects. For example, the shop provides support to student projects in design, to student professional society competitions such as the Mini-Baja vehicle and the human powered vehicle and to experimental research. It also is used for the teaching of EIN 4391C, Manufacturing Engineering, a three credit approved elective course with approximately 75 students per semester and limited to fifteen students in the lab at a time necessitating multiple lab sections. This CECS facility is supervised by an Electrical Engineer with 40 years experience in manufacturing, metal fabrication, and machine work. (ii) Description of Equipment The facility is also a R&D Center where skills and industrial machinery can be demonstrated. Equipment valued at $800,000.00 is housed in the Center. The equipment list is as follows: I. II. III. Manual lathes (quan. 5): Allows a range of working diameters from .05” to 12”, and 6 ‘in length. EDM (electrical discharge machine): used for student teaching in Manufacturing Engineering Class on student required projects. Manual Mill (quan 3): Student use for project use, senior design and class instruction. BSET ABET Self Study – Appendix C – Page 8 IV. V. VI. VII. VIII. IX. X. CNC 4 axis VMC – Vertical machining center. (quan 2): Research support, student project fabrication and support of university wide projects, including Physical Plant.. CNC lathe: Support for student teaching and university wide projects. Welding equipment, Arc, Tig, and gas available. Starrett Rapid Check 2 CMM, full range of calipers and micrometers, PC based CAD stations with graphics to CNC software. Saws include; Chop saw (quan 2): vertical Band Saw: (quan 2): Horizontal Saw: (1) Grinding capabilities: Surface grinder: (quan 2): Automatic X-Y grinder. Full software support of graphic import to part fabrication in house. The Advanced Manufacturing Center, Room 101, is located adjacent to the Rapid Prototyping Lab and the Metrology Lab operated by the Industrial Engineering and Management Systems Department. These labs are equipped with stereolithography and thermojet rapid prototyping equipment and advanced surface measurement equipment. The above named facility supports all university activities from departments located through out the campus. Small business is also welcomes to avail them selves of the expertise and equipment of the Manufacturing center. The University of Central Florida Manufacturing Area is also certified to teach Feature CAM software, in conjunction with, EGS (Engineering Geometry Systems). (iii) Safety State Fire Marshall safety inspections, in the Manufacturing area, are conducted routinely four times a year. The inspection schedule for other labs in the university is a maximum of two times a year. On site UCF Health and Safety inspections are conducted at random times through out the year. This redundant policy of inspection, allows potential safety problems to be immediately resolved and corrected. A University wide safety manual is also issued to anyone needing access to the area and students doing any type of work in the shop area. BSET ABET Self Study – Appendix C – Page 9